Unified BST Scheme of Work for Junior Secondary School. Basic Science and Technology BST Scheme of Work JSS3.
JSS 3 BASIC SCIENCE FIRST TERM
WEEK: 1
TOPIC: BST (BASIC SCIENCE)
Revision of JS 2 last term’s work
WEEK: 2
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Atomic structure
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain what an atom is.
2. Identify the similarities and differences between protons electrons, and neutrons are
3. State why it is important to understand the structure of an atom.
LEARNING ACTIVITIES:
i. with the aid of diagrams students as a class discuss the components of an atom.
ii. Students in pairs identify the similarities and differences between protons, electrons and neutrons.iii. Students in small groups create a skit about the parts of the atom and discuss about ways to make the atom parts come alive e.g. Mr. Proton and Ms. Neutron could live in a house together while Mr. electron is just a neighbor.
Mr. Proton could say only ‘positive’ comments, Mr. Electron negative comments while Ms. Neutron is ‘neutral’ about every decision.
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving-Creativity and imagination
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES: Picture chart of an atom.
WEB RESOURCES:
https://study.com/academy/lesson/atomic-structure-activities.html
WEEK: 3
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Chemical Formula
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Compare and contrast the behavior or characteristics of an element in its combine and uncombined state
2. Generate the IUPAC Nomenclature of some chemical formula
3. Determine valences of radicals
LEARNING ACTIVITIES:
1. Students in small groups discuss how females change their names when they get married and this will lead to the concept that element names also change when they combine with other elements
e.g -ine will change to -ide when in combined state.
2. Students as a class discuss how names of a new-born child is generated from the circumstances that surround his birth and relate it to how chemical formulas and names are generated.
3. Students in pairs determine the valences of radicals
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Creativity & Innovation
-Collaboration and communication
-Leadership & Personal development
LEARNING RESOURCES:
Audio-visual resources:
Numerous flash cards with various types of chemical formula on each card, Periodic table
Web resources:
https://www.teachervision.com/chemical-formulas/chemical-formulas-activity
WEEK: 4
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Simple chemical equation
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Express the difference between coefficients and subscripts in a chemical equation.
2. Identify the reactants and products in a chemical equation
3. State the laws of chemical equation
4. Put into practice how to write and balance simple chemical equations.
LEARNING ACTIVITIES:
- Students as a class do a recap of what coefficients and subscripts are, from their mathematics knowledge.
- ii. Students in pairs use different colors of Lego blocks or loud seeds to represent reactants and products of a chemical equation.
iii. Students in small groups states the laws of chemical equations.
iv. Students in pairs practice writing and balancing of chemical equations
EMBEDDED CORE SKILLS:
*Critical thinking and problem solving.
*Creativity and imagination.
LEARNING RESOURCES:
Audio-visual resources: Different colors of Lego blocks or Ludo seeds.
Web resources:
https://www.maryhannawilson.com/studying-the-nervous-system-with-kids/
WEEK: 5
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Nervous system
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Define Nervous System and distinguish between the Central Nervous System (CNS) and the Peripheral Nervous System (PNS)
2. Discuss different parts of the brain and their functions.
3. Analyze simple reflex action with examples
4. Highlights the importance of cerebrospinal fluid
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the meaning of Nervous System and its two branches__ Central Nervous System (CNS) and Peripheral Nervous System (PNS)
ii.With the aid of a brain model, students in small groups identify the different parts of the brain and their functions
iii. Students in pairs analyze blinking and yawning as typical examples of reflex action.
iv. Students in small groups highlight the importance of cerebrospinal fluid.
EMBEDDED CORE SKILLS:
-Critical thinking & problem solving
-Collaboration &Communication.
-Creativity and imagination.
-Leadership and personal development.
LEARNING RESOURCES:
- Audio-visual resources: Cardboard.
- Different colours of marker
- Scissors.
- Water
- Gum.
- Egg (2).
- 2 containers.
Web resources:
https://www.maryhannawilson.com/studying-the-nervous-system-with-kids/
WEEK: 6
SUBJECT: BST (Basic Science)
TOPIC: Endocrine system
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Define the endocrine system
2. Describe several parts of the endocrine system and where they can be found in the body. 3. Examine the importance of endocrine glands
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the meaning of endocrine system.
ii. With the aid of chart students in small groups describe several parts/gland that constitute the endocrine system.
iii. Students in pairs examine the importance of endocrine glands
- Sketch a largely visible diagram of human being on the board, cut flash cards on which different names of glands are written.
- Students at random are called to attach each flash card to its location in the diagram on the board.
- *Another set of cards needed. Functions of different glands should be written on each of them.
- Group the students. The leader calls out a gland (e.g. pituitary gland), members of his group brainstorm, search through the cards and bring out the appropriate corresponding function of the gland. This exercise goes round all the groups.
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
– Creativity and imagination
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
- Picture chart on glands and their locations.
- Flash cards containing gland names and their functions.
WEB RESOURCES:
https://study.com/academy/lesson/endocrine-system-games-activities.html
EVALUATION
I. Describe ductless glands.
II. Identify 2 of such glands, state hormone produced and its functions.
WEEK: 7
SUBJECT: BST (BASIC SCIENCE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Sense organ 1(Eye and Ear)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Draw the diagram of the eye and ear
2. Associate parts of the eye and their functions
3. Connect parts of the ear with their functions
4. Explain the effect of eye and ear problem to man.
LEARNING ACTIVITIES:
1. Students in groups draw the diagrams of eye and ear and present it to the class.
2. Students as a class tightly close one of their eyes and attempt to touch their two pointer fingers (which will mostly miss each other) and discuss functions of the eyes ——–sense of sight.
3. A student sits in the middle of the classroom with his eyes blindfolded. The rest of the class sits in a circle around the person. From their seats in the circle, different members of the class call the name of the blindfolded student and he will point at the person he believes has called his name. The students as a class discuss functions of the ear ———sense of sound.
4. Students as a class brainstorm on the effects of eye and ear problem to man
EMBEDDED CORE SKILLS:
*Critical thinking and problem solving.
*Creativity and imagination
*Leadership and personal development
LEARNING RESOURCES:
Audio-visual resources:
- A model of the eye and ear.
- A piece of cloth or hand towel.
Web resources:
https://www.educationworld.com/a_lesson/lesson/lesson183.shtml
WEEK: 9
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Sense Organ II (Nose, Tongue & Skin)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Exercise their nose to detect different smells around them
2. Describe different tastes on their taste buds
3. Detect items by feeling
4. Discuss how to take care of our body parts.
LEARNING ACTIVITIES:
Varieties of fragrant items e.g. lemon, mint, coffee, bitter leaf, sugar, salt, etc. are provided and place each of the items in a paper bag.
1. Students are picked at random with their eyes firmly closed, open the bag and smell what is inside & mention its name i.e. sense of smell.
2. Still with their eyes closed, taste each of the items in the bag and mention its name i.e. sense of taste.
*A collection of different small items (smooth, rough, soft, hard) are put into a bag.
3. Another group of students, with their eyes firmly closed, touch and feel the items without looking into the bag and see if they can identify the items i.e. sense of touch.
4. Students as a class discuss how to care for the sense organs__nose, tongue and skin.
EMBEDDED CORE SKILLS:
–Critical thinking and problem solving.
-Creativity and imagination
-Collaboration & communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
A model of the nose, tongue and skin.
- Lemon
- Mint
- Coffee
- Paper bag
- Teddy bear
- Duster
- Piece of wood
- Stone, etc.
WEB RESOURCES:
https://wehavekids.com/parenting/5-senses-activities
WEEK: 10
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Light Energy
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
. Experiment to show refraction and reflection of light.
2. Showcase how light disperses through a prism
3. Distinguish between natural source of light and artificial source of light.
LEARNING ACTIVITIES:
1a. Students as a class get a glass of water (filled half way) and a pencil, place the pencil in the water and watch it appear bent refraction
b. Students as a class switch on a torch, make it to face the classroom wall and watch as it is thrown back from the wall__reflection
2. Students in groups simply hold the prism to the sunlight and move it around. Subsequently, a rainbow should appear and move with the prism. The white light is separated into the spectrum of color (ROYGIV).
3. Students in small groups distinguish between natural sources of light and artificial sources of light
EMBEDDED CORE SKILLS:
*Collaboration and communication
*Critical thinking and problem solving
*Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
- A pencil
- A glass cup
- Water
- A torch light
- A spoon.
- Optical pins
- A disc
- Concave and convex lens. Rectangular/Triangular prism.
WEB RESOURCES:
https://carrotsareorange.com/light-energy/
WEEK: 11
SUBJECT: BST (BASIC SCIENCE)
REVISION
WEEK: 12
SUBJECT: BST (BASIC SCIENCE)
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARDS FOR BASIC SCIENCE
At the end of the term:
- Students have clear understanding of the functions of the sense organs (eyes, ears, nose, tongue and skin.)
- Students know how to balance simple chemical equation
- Students have a clear understand of the atomic structure
- They know the various kinds of endocrine glands and the hormones they secrete.
- They understand the difference between natural and artificial sources of light
JSS 3 BASIC SCIENCE SCHEME OF WORK SECOND TERM SCHEME
WEEK: 1
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Revision of last term’s work
WEEK: 2
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Family Trait
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. identify hereditary and non-hereditary traits
ii. Compare and contrast recessive and dominant traits
iii. Relate family trait to premarital Counselling.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the definition of trait and the difference between hereditary and nonhereditary traits.
ii. Students in small groups compare and contrast recessive and dominant traits using the following: hair colour, eye colour, height, weight, health, dry skin, hair length, skin colour, eye shape, etc.
3. Students in small groups brainstorm on the relevance of family traits to premarital Counselling
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Communication and collaboration
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES: A family picture.
WEB RESOURCES: https://study.com/academy/lesson/family-trait-tree-activities.html
EVALUATION:
I. Describe transfer of traits in relation to excessiveness and dominancy.
II. When is a trait said to be dominant and recessive?
WEEK: 3
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Activity Series
LEARNING OBJECTIVES:
By the end of the lesson students should be able to:
i. Define activity series
2. Experiment to show the reacting capacity of various metals and non-metals
3. Write out the activity series of metals and non-metals accordingly
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the definition of activity series
2. Students in small groups bring different metals available within their environment. With close monitoring, each group leader adds small quantity of dil. HCl to each metal placed in a test tube or a beaker as the case may be. Each group records their observations.
3. Students in pairs write out the activity series of metals and non-metals
1. To summarize the lesson, treat a relevant question in a past question paper on the reaction of metals with acids with the students.
2. Allow the students to participate actively in this exercise.
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Creativity and imagination
-Collaboration and communication.
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Test tube beaker Different metals Dil.HCl
Water
WEB RESOURCES: https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=127060§ion=2.3
EVALUATION:
I. Name a non-metal found in activity series of metal.
II. Classify elements into 3 based on reactivity.
WEEK: 4
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Acids, Bases and Salts I
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Define acids, bases and salts.
2. Categorize natural and chemical substances as acids or bases using litmus paper, and write out their characteristics.
3. Figure out the type of acid found in some fruits and food substances.
4. Identify household substances that contain acids, base and salt.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the definition of acids, bases and salts
2. a. Students in small groups test natural (e.g. fruits) and chemical substances with litmus paper and determine whether they are acidic or basic.
b. Students as a class taste lemon juice and baking powder at different time intervals to differentiate the taste of acid from base.
1. Students in pairs discuss household
2. Substances that contain acids, bases and salts
EMBEDDED CORE SKILLS:
Critical thinking and problem solving
-Creativity and imagination
-Collaboration and communication.
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES: Various substances (water, fruits, vegetables, liquid soap, milk, table salt, baking soda and common laboratory reagents)
Litmus paper (red and blue) Baking powder
WEB RESOURCES:
https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=105319&printable=1
EVALUATION:
I. Identify materials which can be used to determine pH of a substance.
II. State 2 properties each of acid, base and salt.
WEEK: 5
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Acids, Bases and Salts II
EARNING OBJECTIVES:
By the end of the lesson, students should be able to:
Prepare a simple salt by different methods
LEARNING ACTIVITIES:
Students in a small group
Measure 25ml of 0.5M sulphuric acid or hydrochloric acid into a beaker.
ii. Use a teaspoon or spatula to add copper carbonate. Stir after each addition.
I. Add the solid until the fizzing stops
4. Filter the mixture to remove un-reacted copper carbonate (or decant the liquid into an evaporating dish).
5. Heat the solution until crystals just begin to appear.
6. Leave the solution to cool.
7. Pour off the liquid and dry the crystals between pieces of filter paper (or tissue paper).
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Creativity and imagination
-Collaboration and communication.
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES: Sulphuric acid/Hydrochloric acid Copper carbonate
Teaspoon/Spatula Beaker
Evaporating dish Tripod stand
Bunsen burner Filter
Paper/Tissue paper
WEBRESOURCES: https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=105319&printable=1
EVALUATION:
I. Define a salt.
II. State any 2 types of salt.
WEEK: 6
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Electrical energy
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Define electrical energy
2. Identify the difference between parallel and series connection of resistors
3. Familiarize themselves with the functional differences between fuse and current breaker
LEARNING ACTIVITIES:
Students as a class,
i. Students as a class brainstorm on the definition of electrical energy.
ii. Students in small groups demonstrate the parallel and series connection of resistors using the materials provided
i. Students in small groups
Experiment to distinguish between fuse and circuit breaker.
EMBEDDED CORE SKILLS:
*Critical thinking and problem solving
*Creativity and imagination.
*Collaboration and communication
*Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Lemon (4)
Electrical wires/Alligator clips
Copper wire, resistors, battery, ammeter, and fuse
Zinc/Galvanized nail (4)
Low voltage LED light bulb (you can get small LED diodes from an old Christmas string light decoration).
WEB RESOURCES: https://www.rookieparenting.com/lemon-powered-light/ https://www.coffeecupsandcrayons.com/lemon-battery-stem-project/
EVALUATION:
I. Identify 2 differences between fuse and circuit breaker.
II. Differentiate parallel and series connection in terms of current and voltage.
WEEK: 7
SUBJECT: BST (BASIC SCIENCE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Human Reproductive System
LEARNING OBJECTIVES:
By the end of the lesson students should be able to:
1. Identify the various organs that constitute the human reproductive system
2. Discuss the functions of each of the components of the human reproductive system
3. Describe the path of an egg (ovum) during menstruation and also analyze the path of a sperm during wet-dream.
LEARNING ACTIVITIES:
GALLERY WORK
I. With the aid of a chart/model, Students as a class identify the various organs that constitute the human reproductive system.
II. Students in small groups discuss the functions of the organs of the human reproductive system.
III. Female students in the class brainstorm on the path of an egg during menstruation while the male discuss the path of sperm during wet dreams
EMBEDDED CORE SKILLS:
*Critical thinking and problem solving
*Leadership and personal development.
*Collaboration and communication
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
A chart on the male and female reproductive organs.
WEB RESOURCES:
https://study.com/academy/lesson/human-reproductive-system-activities-games.html
https://study.com/academy/topic/human-reproduction-lesson-plans-activities.html
Lesson-plan-anatomy-and-physiology-part-i-and-ii.pdf
EVALUATION:
I. Which part of male reproductive system control movement of sperm and urine in the urethra.
II. Describe menstruation as removal of unfertilized ovum.
WEEK: 9
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Radioactivity
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of radioactivity
2. Distinguish between the three basic radioactive emissions.
3. Enumerate the importance and hazard of the basic radioactive emissions.
4. Compare and contrast natural and artificial radioactivity
LEARNING ACTIVITIES:
1. Students as a class brainstorm on the meaning of radioactivity
2. With the aid of a chart, students in small groups distinguish between the basic radioactive emissions.
3. Students in pairs discuss the importance and hazard of the radioactive emissions.
4. With the aid of a chart students in small groups compare and contrast natural and artificial radioactivity.
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Periodic table.
WEB RESOURCES:
https://study.com/academy/lesson/radioactive-isotopes-activities.html https://study.com/academy/lesson/radioactivity-definition-types-uses.html
EVALUATION:
I. Identify dangers of radioactive elements.
II. Tabulate radioactive emissions and their differences.
WEEK: 10
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Depletion of the ozone layer
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Describe the ozone layer and indicate its location.
– Explain the economic importance of the ozone layer
– Highlight the factors leading to the depletion of the ozone.
LEARNING ACTIVITIES:
i. With the aid of a chart, students as a class describe the ozone layer and where it can be found.
2. Students in pairs discuss the economic importance of the ozone layer.
3. Students in small groups discuss the factors leading to the depletion of the ozone layer.
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Plastic bottles
Cans
Tins
Biscuit wraps
Sweet
Packets
Pieces of paper
And some other
Trash
WEB RESOURCES:
https://www.teacher.org/lesson-plan/ozone-layer/
EVALUATION:
I. Enumerate human activities which contribute to ozone layer depletion.
II. Locate ozone layer in the atmosphere and justify its importance.
WEEK: 11
SUBJECT: BST (BASIC SCIENCE)
TOPIC: REVISION
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARDS FOR JSS 3 SECOND TERM, Basic Science
At the end of the term:
- Students know the difference between hereditary and nonhereditary traits
- Students are able to distinguish between acids, bases and salts
- Students know the arrangement of metals metal and non-metals based on their reacting capacity.
- Students understand the parallel and series connection of the resistors
- Students clearly understand the importance and hazards of the radioactive emissions
- Students know the various organs that constitute the human reproductive system
- Students understand the effect of ozone layer depletion on mankind
JSS 3 BST SCHEME OF WORK THIRD TERM
WEEK: 1
SUBJECT: BST (BASIC SCIENCE)
TOPIC: ENERGY
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the term energy
2. Outline the importance of energy to the society.
3. Demonstrate the conversion of one form of energy to another.
LEARNING ACTIVITIES:
- Students as a class brainstorm on the meaning of energy.
- Students in small groups analyze the importance of energy to man and its environment.
- Students in pairs demonstrate the conversion of energy from one form to another using the available resources provided by the teacher.
EMBEDDED CORE SKILLS:
• Critical thinking and problem solving
• Communication and collaboration
• Leadership and personal development
LEARNING RESOURCES:
AUDIO – VISUAL RESOURCES:
battery, copper wire, solder iron, solder, solar panel, led bulb, resistor, switch, the large plastic container, the small glass, small white ball, plywood, paints
WEB RESOURCES:
https://www.thoughtco.co/energy
EVALUATION:
I. Illustrate the conversion of energy in a transistor radio.
II. State 2 domestic uses of energy.
WEEK: 2
SUBJECT: BST (BASIC SCIENCE)
TOPIC: MOTION
LEARNING OBJECTIVES:
By the end of the lesson students should be able to:
1. Define motion.
2. Distinguish between the types of motion.
3. State the Newton’s laws of motion
4. Deduce the equations of motion
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the definition of motion.
ii. Students in small groups distinguish between the types of motion using the resources provided.
iii. Students in pairs state the Newton’s laws of motion
iv. Students in small groups deduce the equations of motion.
EMBEDDED CORE SKILLS:
i. critical thinking and problem solving
ii. Creativity and imagination
iii. Communication and collaboration
iv. Leadership and collaboration
LEARNING RESOURCES:
AUDIO – VISUAL RESOURCES:
Ceiling fan, standing fan, gas trapped in a test tube, simple pendulum, tennis ball, football, charts showing various types of motion.
WEB RESOURCES: https://en.m.wikipedia.org/wiki/motion
EVALUATION:
I. State 2 Newton’s law of motion.
II. Enumerate 2 types of motion.
WEEK: 3
SUBJECT: BST (BASIC SCIENCE)
TOPIC: UPTHRUST & DENSITY
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the terms “up thrust and density”.
2. State the Archimedes principle and the law of floatation.
3. Establish a relationship between up thrust and density.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the meaning of up thrust and density.
ii. Students in small groups place a wooden block in a water bath half filled with water and record their observations.
Based on the observations the students explain the Archimedes principle and law of floatation.
iii. Students as a class establish a relationship between up thrust and density.
EMBEDDED CORE SKILLS:
i- Critical thinking and problem solving
ii- Creativity and imagination
iii- communication and collaboration
iv- Leadership and personal development
LEARNING RESOURCES:
AUDIO – VISUAL RESOURCES:
Water bath, wooden block, glass jar, thread, source of water,
WEB RESOURCES:
www.schoolphysics.co.uk/archimedes/index.html
EVALUATION:
I. State Archimedes’ principle.
II. Write the formula for calculating density.
WEEK: 4
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Metals and non –metals
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the terms “metals” and “non-metals”
2. Differentiate between metals and non-metals
3. Highlight the economic importance of metals and non-metals.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the meaning of metals and non-metals
ii. Students in small groups use magnet to pick different objects giving to them and classify them into metals and non- metals.
iii. Students in small groups discuss the economic importance of metals and non-metals.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- Communication and collaboration
- Creativity and imagination
- Leadership and personal development
LEARNING RESOURCES:
AUDIO – VISUAL RESOURCES:
Stones, gold, necklace, magnet, aluminum, sandal, bottle cover, paper, biro, pictures of different metals and non-metals,
WEB RESOURCES:
https://www.khanacademy.org/science /in-inclass-to-10-chemsitry, www.google.com/instructable.
EVALUATION:
I. Give differences between metals and non-metals (make a table).
II. Name metals which is
– A liquid.
– An electrical conductor.
– Used for food packaging.
WEEK: 5
SUBJECT: BST (BASIC SCIENCE)
TOPIC: MOMENTUM
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the term “momentum”
2. State the law of conservation of linear momentum
3. Distinguish between elastic and inelastic collision
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the term “momentum”.
ii. Students in pairs state the law of conservation of linear momentum
iii. Students in small groups distinguish between elastic and inelastic collision
iv. Students as a class watch video clips on colliding objects
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- communication and collaboration
- Creativity and imagination.
- Leadership and personal development
LEARNING RESOURCES:
AUDIO – VISUAL RESOURCES:
Video clips on colliding objects,
Snooker ball, tennis ball, football
https://en.wikipedia.org/wiki/momentum
www.youtube.com/momentum
EVALUATION:
I. State law of conservation of momentum.
II. Differentiate elastic and inelastic collision.
WEEK: 6
SUBJECT: BST (BASIC SCIENCE)
TOPIC: REVISION
ACHIEVEMENT STANDARDS FOR JSS3 THIRD TERM BASIC SCIENCE
At the end of the term:
Students clearly understand that energy can be converted from one form to another
Students can distinguish between the various types of motion
Students can solve motion related problems by use of the equations of motion
Students know the application of the Archimedes principle and the law of floatation
Students can distinguish between elastic and inelastic collision
Students clearly understand the application of the law of conservation of linear momentum
JSS 3 BST SCHEME OF WORK FIRST TERM
WEEKS: 1
SUBJECT: BST (Basic Technology)
TOPIC: REVIEWING OF PREVIOUS TOPIC / WELCOME TEST
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to: Identify areas of their weaknesses
LEARNING ACTIVITIES:
EMBEDDED CORE SKILLS: Critical Thinking Imagination
LEARNING RESOURCES:
WEEKS: 2
SUBJECT: BST (Basic Technology)
TOPIC: SCALES AND SCALE DRAWING
1. Definition and types of scale
2. Simple scale drawing
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
- Explain the meaning of scale in relation to drawing.
- Highlight types of scale
- Differentiate between various types of scales
- Draw objects to given scales (Enlargement and Reductions)
LEARNING ACTIVITIES:
- Students as a class explain the meaning of scale in relation to drawing
- Students in pairs convert scale ratio to sizes of drawing
- Students as a class draw the object to scale
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES1 Scale rule
2 Metre rule
3 Samples of scale drawing
WEB RESOURCES
https://classhall.com/lesson/scales-and-scale-drawing/
WEEKS: 3
SUBJECT: BST (Basic Technology)
TOPIC: DRAWING PRACTICES (Isometric Drawing)
1. Definition of Isometric drawing
2. Drawing of simple Isometric blocks
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
State the meaning of Isometric drawing
Identify Isometric drawings
Draw Isometric blocks with drawing instruments
LEARNING ACTIVITIES:
- Students as a class brainstorm on the meaning of isometric drawing.
- Students in pairs, identify isometric drawings
- Students as a class draw simple Isometric blocks with the drawing instruments
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
1 Drawing instrument
2 Chart
3 Models of shapes blocks
WEB RESOURCES
WEEKS: 4
SUBJECT: BST (Basic Technology)
TOPIC:
DRAWING PRACTICES (Isometric Drawing)
1. Definition of Isometric drawing
2. Drawing of simple Isometric blocks
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
- State the meaning of Isometric drawing
- Identify Isometric drawings
- Draw Isometric blocks with drawing instrument
LEARNING ACTIVITIES:
- Students as a class brainstorm on the meaning of isometric drawing.
- Students as a class identify the instruments/tools necessary for isometric drawing.
- Students in pairs draw simple isometric blocks
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
1 Drawing instrument
2 Chart
3 Models of shapes blocks
WEB RESOURCES
WEEKS: 5
SUBJECT: BST (Basic Technology)
TOPIC: DRAWING PRACTICE (Oblique drawing)
1. Definition and types of oblique drawing
2. Drawing
LEARNING OBJECTIVES: By the end of the lesson, students should be able to:
- Explain the meaning of oblique drawing
- Differentiate between various types of oblique drawings
- Draw simple oblique blocks with drawing instrument
LEARNING ACTIVITIES:
- Students as a class explain the meaning of oblique drawing.
- Students as a class identify different oblique drawings
- Students in small groups make simple oblique drawings
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
1 Drawing instrument
2 Chart
3 Models of shapes blocks
WEB RESOURCES
https://technologystudent.com/despro2/obli1.htm
WEEKS: 6
SUBJECT: BST (Basic Technology)
TOPIC: PERSPECTIVE DRAWING
1. Definition and types of perspective drawing
2. Drawing of simple one-point perspective
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
- Give the meaning of perspective drawing
- Differentiate types of perspective
- Draw simple perspective drawing
LEARNING ACTIVITIES:
- Students as a class describe perspective drawing
- Students in small groups Identify different types of perspective drawing
- Students in pairs draw one point perspective
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
Drawing materials Tee square, set square, protractor, compasses, divider, French curves, scale rules, metric rules, lettering set.
WEB RESOURCES
WEEKS: 7
SUBJECT: BST (Basic Technology)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEKS: 8
SUBJECT: BST (Basic Technology)
TOPIC: ORTHOGRAPHIC PROJECTION
-Definition of angles of projection (1st and 3rd angle)
-Drawing of orthographic projection of simple blocks
-Dimensioning technique
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Define orthographic projection
-Highlight and example
Types of projection
-Draw orthographic projection of simple blocks in 1st and 3rd
LEARNING ACTIVITIES:
- Students as a class identify types of projection of given drawing
- Students in small groups discuss principal views of projection
- Students in pairs draw orthographic views of a simple blocks in 1st and 3rd angle
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
1 Drawing instrument
2 Chart
3 model of block
WEB RESOURCES
https://static.sdcpublications.com/multimedia/9781630570521-sample/ege/ortho/ortho_page2.htm
WEEKS: 9
SUBJECT: BST (Basic Technology)
TOPIC: SIMPLE BLUE PRINT
-Definition
-Common symbols of building plan and their interpretation
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• Give the definition of blue print
• Demonstrate and explain blue print
LEARNING ACTIVITIES:
- Students as a class examine and read simple plans / blue – print
- Students as class identify different components of the building plan
- Students in groups draw the plan of their principal’s office
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
-Creativity and imagination
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
1 Drawing instruments
2 Building plan
WEB RESOURCES
https://classhall.com/lesson/drawing-of-plans-and-blueprints/
WEEKS: 10
SUBJECT: BST (Basic Technology)
TOPIC: DOMESTIC PLUMBING (PLUMBING tools)
Types and uses of Adjustable spanner, Pipe wrench, Try square, Spirit level, Pipe cutter, Pipe bender, Bosom hammer, Wiping cloth, Mallet hack saw, Chisel, etc.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
- Differentiate between common Plumbing tools
- Highlight their uses
LEARNING ACTIVITIES:
- Students as a class identify different plumbing tools
- Students as a class discuss the uses of common tools they have seen in plumbing
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
1. Chart
2. Plumbing tools pipe wrench, pipe cutter, tube expanding pliers, pipe benders etc.
WEB RESOURCES
https://www.homestratosphere.com/types-of-plumbing-tools/
WEEKS: 11
SUBJECT: BST (Basic Technology)
TOPIC: PIPELINE FITTING AND SANITARY
-Appliances in cold water supply types
-Stock cock, Values, Gate valves, Taps, U-Elbows, Tee, Drain cock, Union sink, Baths, Basin, Closet and Bidets
-Their uses
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Differentiate pipe line fillings and sanitary appliances
-Highlight their uses
-Install / change pipeline fittings and sanitary appliances
LEARNING ACTIVITIES:
Students as a class
- Identify different common pipeline fittings in their school toilet
- Students in groups install / Change damaged fittings in their school toilet
EMBEDDED CORE SKILLS:
- Critical thinking
- Imagination
- Creativity
- Problem solving
LEARNING RESOURCES:
1 Pipe line fillings
2 Charts
https://www.mcmaster.com/sanitary-pipe-fittings/
WEEKS: 12
SUBJECT: BST (Basic Technology)
TOPIC: FAULT DETECTION
- Procedure
- Tools and their uses
- Simple Maintenance
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
- Define fault detection
- Highlights tools used for detection
- Demonstrate the uses of required tools
- Carry out simple fault detection of equipment
LEARNING ACTIVITIES:
Students in pairs:
- Discuss the procedure for fault detection
- Students in groups carry out fault detection of equipment
EMBEDDED CORE SKILLS: Creativity &imagination
- Problem solving
- Communication and Collaboration,
- Problem solving, Leadership and personal development
LEARNING RESOURCES:
1. Chart
2. MultiMate
3. Computer
https://classnotes.ng/lesson/fault-detection-jss3/
BST for Junior Secondary School. Lagos State Basic BST Scheme of Work JSS3. Nigeria Schemes of Work –Schemeofwork
JSS 3 BST SCHEME OF WORK SECOND TERM
WEEK: 1
SUBJECT: BST (Basic Technology)
TOPIC: Review of last terms TOPIC/Welcome Test
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
Justify their understanding of last term’s TOPIC through a given test
LEARNING ACTIVITIES:
Students in small groups attempt the test
EMBEDDED CORE SKILLS:
Critical thinking and problem solving
LEARNING RESOURCES:
EVALUATION:
WEEK: 2
SUBJECT: BST (Basic Technology)
TOPIC: BUILDING CONSTRUCTION
(Foundation)
•Definition
•Types of Foundation
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Define foundation
-Highlight types of foundation and where they are used
LEARNING ACTIVITIES:
- Students as a class brainstorm on definition of foundation.
- Students as a class highlight types of foundation and where they are used.
- Students as a class discuss purpose of foundation and casting
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
1. Charts showing construction sites and built houses.
WEB RESOURCES
WEEK: 3
SUBJECT: BST (Basic Technology)
TOPIC: WALLS AND WINDOWS
•Definition of Wall
•Types of Wall/Materials
•Openings in walls (Lintel and Arches)
•Types of Windows
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Define Wall
-Highlight and differentiate between the various types of wall materials
-Highlight types of windows
– Differentiate the various types of window
LEARNING ACTIVITIES:
- Students as a class brainstorm on the definition of wall/ windows.
- Students as a class discuss purpose/function of the wall.
- Students in small groups identify different types of wall materials within their environment.
- Students as a class highlight types of windows.
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
1 Chart
2. Video Clips of Differences types of wall
WEB RESOURCES
http://basictechnologynotes.blogspot.com/2014/02/jss-3-topic-8building-construction.html
https://classhall.com/lesson/types-walls-materials-making-walls/
EVALUATION:
WEEK: 4
SUBJECT: BST (Basic Technology)
TOPIC: DOORS AND ROOFS
•Types of doors
•Types of roofs
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Differentiate between types of doors and roofs
-Draw different types of roofs and doors
LEARNING ACTIVITIES:
- Students as a class discuss types of doors and roofs within their environment.
- Students in pairs draw different types of roofs and doors
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
1 Chart
2. Video Clip of Different doors and roofs
WEB RESOURCES
http://basictechnologynotes.blogspot.co/2014/02/jss-3-topic-8building-construction.html https://classhall.com/lesson/building-roofs/
http://basictechnologynotes.blogspot.com/2014/02/jss-3-topic-9-floors-and-roofs.html
WEEK: 5
SUBJECT: BST (Basic Technology)
TOPIC: WOOD WORK PROJECT
(Woodwork Joints)
•Types and Uses
•Simple Woodwork Project
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Differentiate between types of joints
-Construct Common joints
-Construct Simple Project
LEARNING ACTIVITIES:
- Students in small groups
- Draw Different types of joints and projects.
- Students in pairs construct simple project.
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
1. Chart
2. marking out and Measuring Tools
3. Saw
4. Hammer
5. Model of joints
6. Non wood materials: Adhesive, Nails Polish
WEB RESOURCES
https://classhall.com/lesson/woodwork-projects/
https://flextutor.net/courses/jss-3-basic-technology/
WEEK: 6
SUBJECT: BST (Basic Technology)
TOPIC: SOLDERING & BRAZING
•Definition of Soldering and Brazing
•Tools and Materials used in Soldering and Brazing Operations
• Joining of Metals
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Define Soldering and Brazing
-Describe operations associated with Soldering and Brazing
-Join metals by soldering
LEARNING ACTIVITIES:
-Students as a class distinguish between soldering and brazing.
– Students in small groups identify tools and materials used for soldering
-Join Metals by soldering
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
1. Soldering and brazing tools
2. Solder
3. Sheet metal
WEB RESOURCES
https://classhall.com/lesson/soldering-and-brazing/
WEEK: 7
SUBJECT: BST (Basic Technology)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (Basic Technology)
TOPIC: METAL WORK PROJECT
•Construction of simple metal work project (serving tray magazine rack, bottle openers)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Produce Metal serving tray
-produce bottle openers
LEARNING ACTIVITIES:
- Students as a class produce metal serving tray.
- Students in pairs produce bottle openers, etc.
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
-Creativity and imagination
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
1. Soldering and brazing tools
2. Solder
3. Sheet metal
WEB RESOURCES
https://passnownow.com/classwork-series-exercises-basic-technology-jss3-simple-metal-work/
WEEK: 9
SUBJECT: BST (Basic Technology)
TOPIC: MACHINE MOTIONS
•Types of Motions (Linear & Rotary)
•Application of Linear & Rotary Motions
•Conversion of Motions Processes and devices
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Define Motion
-Highlight types and application of motion tools -Demonstrate the processes of conversion of rotary motion to linear motion devices
LEARNING ACTIVITIES:
- Students as a class brainstorm on the meaning of motion
- Students in small groups observe the conversion of rotary motion to linear motion in bench vice & G-clamp.
- Students as a class visit a motor mechanic workshop to observe the movement of crankshaft, piston and connecting rod systems in an engines
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
1. Chart
2. Metal and measuring tools
3. Cutting tools
4. Driving tools
WEB RESOURCES
http://basictechnologynotes.blogspot.com/2014/02/jss-3-after-mid-termtopic7-motion-in.html
WEEK: 10
SUBJECT: BST (Basic Technology)
TOPIC: SIMPLE ELECTRICAL PROJECT
•Definition of electrical circuit
•Circuit components and drawing (series & parallel)
•Wiring tools and materials
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to: – Define electric circuit
– Identity simple circuit components
-Draw simple circuit
-Apply appropriate tools and materials for simple wiring project
LEARNING ACTIVITIES:
Students as a class relate the workability of the electrical circuit to what they have around their environment.
Students in small groups draw simple circuit of two points of light controlled by one switch in series & parallel connection
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
1. Bench vice
2. G-Clamp
3. Piston & Connecting rod
4. Crank shapes
WEB RESOURCES
https://bstbasictechnology.wordpress.com/2019/09/20/basic-technology-js-3-simple-electrical-wiring/
https://passnownow.com/jss3-basic-technology-revision-simple-electrical-wiring/
WEEK: 11
SUBJECT: BST (Basic Technology)
TOPIC: ELECTRICAL WIRING
•Series lighting connection
•Parallel lighting connection
•Extension board wiring connection
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to: -Construct two points of light is series controlled by one switch
-Construct two points of light in parallel controlled by one switch simple wiring project
LEARNING ACTIVITIES:
Students as a class:
Construct extension box of two sockets and indicating lamp
Students in pairs construct two points of light in parallel controlled by one switch simple wiring project.
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
Basic Technology for Junior Secondary School. Lagos State Basic Technology Scheme of Work JSS3. Nigeria Schemes of Work –Schemeofwork
BASIC TECHNOLOGY SCHEME OF WORK JSS3 THIRD TERM
WEEK: 1
SUBJECT: BST (Basic Technology)
TOPIC: Revision
WEEK: 2
SUBJECT: BST (Basic Technology)
TOPIC: REVISION
WEEK: 3
SUBJECT: BST (Basic Technology)
TOPIC: REVISION
WEEK: 4
SUBJECT: BST (Basic Technology)
TOPIC: REVISION
WEEK: 5
SUBJECT: BST (Basic Technology)
TOPIC: REVISION
WEEK: 6
SUBJECT: BST (Basic Technology)
TOPIC: REVISION
ACHIEVEMENT STANDARDS FOR BST (BASIC TECHNOLOGY)
At the end of the session, students are able to:
>Explain the meaning of scale in relation to drawing
>identify isometric drawings and draw isometric blocks with drawing instrumental
>Explain the meaning of oblique drawing; draw simple oblique blocks with drawing instruments
>Give the meaning of prospective drawing
>Define orthographic projection, draw orthographic projection of simple blocks in 1st and 3rd
>Demonstration and explain blue print
>Mention the procedure for fault detection, highlight tools used for detection
>Explain purpose of foundation and casting
>Highlight and differentiate the various types of wall materials.
>Differentiate types of doors and roofs
>Differentiate type of joints, construct common joints
>Highlight types and application of motion tools
>Define electric circuit, identify simple circuits
JSS 3 PHYSICAL AND HEALTH EDUCATION FIRST TERM
WEEK: 1
SUBJECT: BST (PHE)
TOPIC: Revision of JSS2 work / Resumption test
WEEK: 2
SUBJECT: BST (PHE)
TOPIC :
( Athletics)
- Pole vault.
- Skills (Grip, run up, etc.)
- Equipment.
LEARNING OBJECTIVES:
Students should be able to:
1. Identify a pole vault.
2. Recall the techniques of pole vault.
3. Demonstrate the techniques of pole vault.
LEARNING ACTIVITIES:
1. Students as a class identify the pole vault.
2. Students are grouped to demonstrate the techniques of pole vault.
3. Class task: Each group showcases how good the techniques have been mastered
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Student’s leadership and personal development.
4. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources.
-Pole vault
-Pole vault pitch
-Videos (Google videos and YouTube)
-Pictures
Web resources
http://www.advantageathletics.com/polevault/coachingpoints.htm#:~:text=Cover%20the%20top%20of%20the,shoot%20out%20of%20this%20position.
https://www.teachpe.com/sports-coaching/athletics/pole-vault/pole-vault-technique-training
WEEK: 3
SUBJECT: BST (PHE)
TOPIC:
(Athletics)
- javelin
- Javelin Basic javelin technique (grip, carriage, etc)
- Equipment
LEARNING OBJECTIVES:
Students should be able to:
1. Identify the javelin.
2. Recall the javelin techniques.
3. Demonstrate the javelin techniques
LEARNING ACTIVITIES:
s 1. Students as a class identify the javelin.
2. Students are grouped to demonstrate the javelin techniques.
3. Class task: Each group showcases how good they have mastered the techniques.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Student’s leadership and personal .development
4. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Javelin
-Javelin pitch
-Videos (Google videos and YouTube)
-Pictures
Web resources
https://www.coachup.com/nation/articles/javelin-throwing-technique
https://en.m.wikipedia.org/wiki/Javelin_throw
WEEK: 4
SUBJECT: BST (PHE)
TOPIC:
Pathogens, diseases and their prevention.
-Communicable diseases.
-Nature of communicable diseases.
-Types of communicable diseases.
-Mode of transmission of communicable diseases
LEARNING OBJECTIVES:
Students should be able to:
1. Define communicable diseases.
2. Give examples of communicable diseases.
3. List different types of communicable diseases.
4. Describe the different modes of transmission of communicable diseases
LEARNING ACTIVITIES:
1. Students individually define communicable diseases and give examples of common communicable diseases.
2. Students are grouped and each group picks a disease and gives details under the following headings: disease, causative agent, incubation period, mode of transmission and treatment.
3. Spelling task: Students are to master the spelling of gonorrhea, pneumonia, Chlamydia.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Creativity and imagination.
4. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Pictures
-Charts
Web resources.
www.canstockphoto.com/images-photos/communicable-diseases.html
http://www.acphd.org/communicable-disease.aspx
https://www.medicalnewstoday.com/articles/communicable-diseases#types-and-symptoms
WEEK: 5
SUBJECT: BST (PHE)
TOPIC:
Non-communicable diseases
-Types of non-communicable diseases.
-Causes of non-communicable diseases.
-Prevention and management of non-communicable diseases
LEARNING OBJECTIVES:
Students should be able to:
1 define non-communicable diseases.
2 give examples of non-communicable diseases.
3 differentiate between the types of non-communicable diseases.
4 Outline the preventive measures against non-communicable diseases.
LEARNING ACTIVITIES:
1. Student’s individually define non-communicable diseases with examples.
2. Spelling task: Students are to spell anemia, obesity, cardiovascular diseases, autism, and hemophilia.
3. Students are grouped and each group gives a short presentation on any non-communicable disease
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Student’s leadership and personal development.
4. Creativity and imagination.
5. Digital literacy
LEARNING RESOURCES:
Audio-visual resources
-Pictures
-Charts
Web resources
https://www.healthline.com/health/non-communicable-diseases-list#most-common
https://www.physio-pedia.com/Non-Communicable_Diseases
https://en.m.wikipedia.org/wiki/Non-communicable_disease
WEEK: 6
SUBJECT: BST (PHE)
TOPIC:
Physical fitness and body conditioning programmer.
-Benefits derived from physical fitness.
-Factors that influence physical fitness
LEARNING OBJECTIVES:
Students should be able to:
1. Recall the meaning of physical fitness.
2. List the components of physical fitness.
3. State the benefits derived from physical fitness.
4. Name the factors that influence physical fitness.
5. Demonstrate some physical activities. (Aerobics and anaerobic
LEARNING ACTIVITIES:
1. Students individually define physical fitness.
2. Students are grouped to perform aerobic and anaerobic exercises.
3. Group task: Each group presents different simple aerobics.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Creativity and imagination.
4. Student’s leadership and personal development.
5. Digital literacy
LEARNING RESOURCES:
Audio-visual resources
-Videos (YouTube and Google videos)
-Picture
-Charts
Web resources
https://medlineplus.gov/exerciseandphysicalfitness.html
https://classhall.com/lesson/factors-that-influence-physical-fitness/
WEEK: 7
SUBJECT: BST (PHE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (PHE)
TOPIC:
Puberty in boys and girls
-Teenage pregnancy and its consequences
LEARNING OBJECTIVES:
Students should be able to:
1. Identify puberty changes in boys and girls.
2. Define puberty
3. Recall the meaning of teenage pregnancy.
4. Explain the consequences of teenage pregnancy
LEARNING ACTIVITIES:
1. Students are individually give the meaning of puberty and teenage pregnancy.
2. Students individually mention puberty changes in boys and girls.
3. Students perform a short drama on the consequences of teenage pregnancy.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Creativity and imagination.
4. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Pictures
Web resources
Google:
https://www.nhs.uk/live-well/sexual-health/stages-of-puberty-what-happens-to-boys-and-girls/
WEEK: 9
SUBJECT: BST (PHE)
TOPIC:
Hockey game
-Basic skills and techniques (hit, drive, flick, etc.)
-Facilities and equipment
-Rules and regulations.
LEARNING OBJECTIVES:
Students should be able to:
1. Identify the hockey stick.
2. Give examples of facilities and equipment.
3. Recall the basic skills and techniques in hockey.
4. Demonstrate the skills and techniques
LEARNING ACTIVITIES:
1. Students as a class identify the hockey stick.
2. Students are grouped to demonstrate the skills and techniques of hockey.
3. Each group showcases their skills and techniques in hockey
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Digital literacy
LEARNING RESOURCES:
Audio-visual resources
–Videos (You tube)
– Charts
– Pictures
Web resources
1. Google:
https://hockeyperformanceacademy.com/top-10-field-hockey-skills-to-master/
WEEK: 10
SUBJECT: BST (PHE)
TOPIC:
Career guidance, sports promotion agencies
LEARNING OBJECTIVES:
Students should be able to:
1. Name the careers under physical and health education.
2. Recall the meaning of career guidance.
3. Give examples of some sports promotion agencies
LEARNING ACTIVITIES:
1. Students as an individually define career.
2. Students as a class critically think of career under Physical and Health Education and mention them to the class.
3. Project: The career that I want to pursue.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Creativity and imagination.
3. Digital literacy
LEARNING RESOURCES:
Audio-visual resources
– Pictures
– Charts
Web resources
1. Google:
https://www.ellipticalreviews.com/careers-in-physical-education/
https://classhall.com/lesson/career-guidance-in-physical-education/
https://successatschool.org/advicedetails/562/Why-Study-Physical-Education-PE-%3F
WEEK: 11
SUBJECT: BST (PHE)
TOPIC: REVISION
- What has been the most useful thing you have learned in this term’s class?
- What do you feel you have missed during the classes?
WEEK: 12
SUBJECT: BST (PHE)
TOPIC: EXAMINATIONS
PHE for Secondary School. Lagos State Physical and Health Education Scheme of Work JSS3. Nigeria Schemes of Work –Schemeofwork
PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK JSS3 SECOND TERM
WEEK: 1
SUBJECT: BST (PHE)
TOPIC: Revision of first term’s TOPIC / resumption test.
WEEK: 2
SUBJECT: BST (PHE)
TOPIC: (Athletics)
Combined events
-Classification as Pentathlon and Decathlon
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Compare and contrast the types of combined events.
ii. Differentiate between pentathlon and decathlon.
iii. Define combined events.
LEARNING ACTIVITIES:
1. Students as a class differentiate between pentathlon and decathlon.
2. class work: Students in group list the activities under decathlon and pentathlon.
3. Spelling task: Students in small groups master the spellings of pentathlon, heptathlon and decathlon.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Videos (You tube)
-Athletic field
-Pictures
-Charts
Web resources
1. Google: https://en.m.wikipedia.org/wiki/Combined_track_and_field_events#:~:text=Combined%20events%20are%20competitions%20in,decathlon%20and%20the%20women’s%20heptathlon.
https://classhall.com/lesson/group-combined-events-pentathlon-decathlon/
WEEK: 3
SUBJECT: BST (PHE)
TOPIC: Recreation, leisure and dance activities
-Pre-colonial or folk dances like: Atilogwu (Ibo), Sharo (Fulani), and Langa (Hausa)
-Social dances
-Foreign and modern dances.eg. Reggae, disco, Highlife, Rumba, Classical.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. recall the meaning of recreation and dance.
ii. Distinguish between folk or traditional and foreign dances.
iii. List examples of traditional and foreign dances.
iv. Dramatize some traditional and modern dances
LEARNING ACTIVITIES:
1. Students as an individually define recreation.
2. Students are grouped. Each group will demonstrates types of dance.
3. Each group showcases their dancing skills.
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication.
iii. Creativity and imagination.
iv. Leadership and personal development.
v. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Costumes
-Videos (You tube)
-Pre-colonial musical instruments
-Pictures
Web resources
1. Google:
www.classhall.com/recreation
https://classnotes.ng/lesson/recreation-leisure-and-dance-activities-2/
http://www.dancefacts.net/dance-types/types-of-dances/
https://www.google.com/amp/s/oldnaija.com/2019/04/12/top-5-traditional-dances-in-nigeria/amp/
WEEK: 4
SUBJECT: BST (PHE)
TOPIC: STI, HIV/AIDS
-Meaning of StiS, HIV/AIDS
-Mode of transmission of HIV/AIDS, STIS.
-Symptoms of HIV/AIDS, STIS.
-Prevention of HIV/AIDS, STIS
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Recite the meaning of HIV/AIDS and STIS
2. Give examples of STIs.
3. Identify the mode of transmission of HIV/AIDS and STIs.
4. State the preventive measures against HIV/AIDS and STIs
LEARNING ACTIVITIES:
1. Students as a class recite the full meaning of HIV/AIDS.
2. Students as a class identify the under listed materials (condoms, syringes, needles, clippers, razor blades)
3. Students in small groups mention examples of sexually transmitted diseases.
4. Spelling task: Gonorrhea, syphilis, trichonomiasis, Thrush, Candidiasis.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Syringes, Razor blade, Clippers, Needles, Condoms
-Charts
-Pictures
Web resources
1. Google: https://www.medicalnewstoday.com/articles/17131#causes
https://www.cdc.gov/hiv/basics/whatishiv.html
www.healthline.com/health/sexually-transmitted-diseases
WEEK: 5
SUBJECT: BST (PHE)
TOPIC: Drug use, misuse and abuse
-Meaning of drug use, misuse and abuse.
-Types of drugs.
-Symptoms of drug abuse.
-Health consequence of drug abuse.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Differentiate between drug use, drug misuse and drug abuse.
2. Identify some commonly abused drugs.
3. Identify the symptoms of drug abuse.
4. State the consequences of drug abuse
LEARNING ACTIVITIES:
i. Students as a class define drug use, misuse and abuse.
ii. Students are grouped and each group carefully observe and identify some commonly abused drugs (Nicotine, analgesics, alcohol)
iii. Each group gives a short description of the drugs observed
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication.
iii. Creativity and imagination
iv. Leadership and personal development
v. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Some commonly abused drugs.
-Nicotine (cigarettes)
-Alcohol
-Analgesics (pain relievers e.g. paracetamol.
2. Pictures
3. Charts
Web resources:
https://www.medicinenet.com/drug_abuse/article.htm
https://www.drugs.ie/drugs_info/about_drugs/what_are_the_most_commonly_used_drugs/
https://www.drugabuse.gov/publications/drugs-brains-behavior-science-addiction/drug-misuse-addiction
https://luxury.rehabs.com/drug-abuse/
WEEK: 6
SUBJECT: BST (PHE)
TOPIC: Contact sports (Boxing)
-Basic techniques
-Equipment
-Rules and regulations
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. demonstrate the basic skills in boxing.
ii. Name the equipment in boxing.
iii. Memorize the rules and regulations in boxing
LEARNING ACTIVITIES:
– Students as a class identify the equipment in boxing.
– Students are grouped and each group practices the skills and techniques in boxing.
– Students switch groups to learn more from others.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Student’s leadership and personal development.
4. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Videos ( You tube)
-Pictures
-Charts
Web resources
1. Google:
https://www.realbuzz.com/articles-interests/sports-activities/article/the-basic-skills-of-boxing/
https://en.m.wikipedia.org/wiki/Boxing_styles_and_technique
https://www.livestrong.com/article/327858-list-of-boxing-equipment/
WEEK: 7
SUBJECT: BST (PHE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (PHE)
TOPIC: Contact sports – Taekwondo
-Techniques
-Safety rules and regulations
-Importance of Taekwondo
-Officials
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Demonstrate the basic techniques.
2. State the importance of taekwondo.
3. Outline the safety rules and regulations.
4. Name the officials
LEARNING ACTIVITIES:
1. Students as a class identify equipment use for Taekwondo
2. Students are grouped to demonstrate the techniques of Taekwondo.
3. Each group showcases their technique and a winner is chosen
4. Students in small groups list the official of Taekwondo
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication.
iii. Student’s leadership and personal development.
iv. Creativity and imagination.
v. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
–Videos (You tube)
– Charts
– Pictures
Web resources
1. Google:
https://www.hanstaekwondo.ca/toronto-taekwondo/taekwondo-techniques.html
https://en.m.wikipedia.org/wiki/List_of_Taekwondo_techniques
https://sites.google.com/site/taekwondoen/equipment
https://www.rulesofsport.com/sports/taekwondo.html
WEEK: 9
SUBJECT: BST (PHE)
TOPIC: Swimming
-Basic swimming strokes
-Facilities and equipment
-Safety precautions in swimming pools.
-Pool’s hygiene
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. identify the facilities and equipment in swimming.
ii. Recall the basic swimming strokes.
iii. Outline the safety precautions.
iv. Demonstrate the swimming strokes.
LEARNING ACTIVITIES:
– Students as a class identify the equipment and facilities in swimming.
– Students are grouped and each group demonstrates the swimming strokes.
– Students showcase their skills in groups and a winner emerges.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Creativity and imagination.
4. Student’s leadership and personal development.
5. Digital literacy
LEARNING RESOURCES:
Audio-visual resources
1. Swimming pool
2. Videos (You tube)
3. Charts
4. Pictures
Web resources
1. Google:
www.tampagov.net/fire-rescue/info/swimming-safety
https://swimjim.com/blog/8-different-swimming-styles-strokes/
https://troopleader.scouting.org/basic-swimming-strokes/
https://en.m.wikipedia.org/wiki/Olympic-size_swimming_pool
WEEK: 10
SUBJECT: BST (PHE)
TOPIC: Sports heroes and professionals
-Past and present sports heroes and professionals.
-Nigerian sports heroes and professionals
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1 .name some sports heroes and professionals.
2 .name the game/sport the professionals play.
3 .recall who a professional is.
LEARNING ACTIVITIES:
1. Students as a class define a hero and a professional.
2. Students identify some sports heroes and professionals and add some names of different sports professionals.
3. Class work: List 5 Nigerian sports professionals in different sports.
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving.
– Collaboration and communication.
– Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Pictures
-Charts
Web resources
1. Google:
https://africa.espn.com/espn/story/_/id/18911820/top-12-greatest-nigerian-sports-people-all
https://en.m.wikipedia.org/wiki/Professional_sports
WEEK: 11
SUBJECT: BST (PHE)
TOPIC: REVISION
What has been the most useful thing you have learned in this term’s class?
What do you feel you have missed during the class?
WEEK: 12
EXAMINATION
PHE for Secondary School –Schemeofwork
JSS 3 PHYSICAL AND HEALTH EDUCATION THIRD TERM
WEEK: 1
SUBJECT: BST (PHE)
TOPIC: Revision of second term’s TOPIC /Family
-Members of the family.
-Roles of members of the family
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Recall the names of members of the family.
2. State the roles of each of the family members.
3. Define family
LEARNING ACTIVITIES:
1. Students are individually asked what a family is, members of the family and roles of each family member.
2. Students organize a short drama to show the roles of each family member.
EMBEDDED CORE SKILLS:
1. Critical thinking and problem solving.
2. Collaboration and communication.
3. Digital literacy.
LEARNING RESOURCES:
Audio-visual resources
-Charts
-Pictures
Web resources
1. Google: https://www.healthnews24seven.com/en/family-roles-responsibilities/
https://www.slideshare.net/mobile/janet25/family-members-roles-and-responsibilities
WEEK: 2
SUBJECT: BST (PHE)
TOPIC: Gymnastics
-Stunts and tumbling.
-Floor activities
-Equipment
-Officials
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Identify the gymnastic equipment.
2. Name the stunts and floor activities.
3. Demonstrate some floor activities.
4. Recall the officials of gymnastics
LEARNING ACTIVITIES:
– Students as a class identify the gymnastic equipment.
– Students differentiate the activities under stunts and tumbling.
– Students are grouped to perform some floor activities like forward roll, backward roll, head stand, hand stand.
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving.
– Collaboration and communication.
– Digital literacy
LEARNING RESOURCES:
Audio-visual resources
a) Videos (You tube)
b) Pictures
c) Charts
Web resources
1. Google:
www.gymnasticshq.com
https://en.m.wikipedia.org/wiki/Gymnastics
https://en.m.wikipedia.org/wiki/Floor_(gymnastics)
https://www.sportsrec.com/391525-what-are-the-necessary-skills-for-the-girls-gymnastics-level-5.html
WEEK: 3
SUBJECT: BST (PHE)
TOPIC: REVISION
WEEK: 4
SUBJECT: BST (PHE)
TOPIC: REVISION
WEEK: 5
SUBJECT: BST (PHE)
TOPIC: REVISION
WEEK: 6
SUBJECT: BST (PHE)
TOPIC: REVISION
WEEK: 7-12
SUBJECT:
TOPIC: Revisions and Final Examinations
ACHIEVEMENT STANDARDS FOR BST (PHE)
At the end of the term, students are able to;
1. Demonstrate the techniques in pole vault, javelin.
2. Differentiate between communicable and non-communicable diseases, mode of transmission, causes and their prevention.
3. Understand puberty and the changes that occur in boys and girls and also about teenage pregnancy and its consequences.
4. Analyze recreation and dance; demonstrate folk dances, social dances and foreign dances.
5. Understand the meaning of HIV/AIDS, other sexually transmitted diseases, their modes of transmission and prevention.
6. Demonstrate different swimming strokes, they can also identify the facilities and equipment in swimming and pool’s hygiene.
7. Perform gymnastic activities.
8. Differentiate between drug use, misuse and abuse and they can identify some commonly abused drugs. They have also learnt about consequences of drug abuse.
9. Perform aerobic and anaerobic exercises for physical fitness.
10. Understand careers under physical and health education.
11. Understand the basic boxing and taekwondo techniques.
JSS 3 INFORMATION TECHNOLOGY FIRST TERM
WEEK: 1
SUBJECT: BST (ICT)
TOPIC: BST (INFORMATION TECHNOLOGY)
REVISION OF JSS 2 LESSONS
WELCOME BACK TEST
LEARNING OBJECTIVES:
Students should be able to:
– Revise and discuss the JSS TWO lessons
– Partake in welcome back test
LEARNING ACTIVITIES:
Students should be able to:
– Revise and discuss the JSS TWO lessons
– Partake in welcome back test
EMBEDDED CORE SKILLS:
Students should be able to:
– Revise and discuss the JSS TWO lessons
– Partake in welcome back test
LEARNING RESOURCES:
– Posters
– Banners
– Pictures
WEEK: 2
SUBJECT: BST (ICT)
TOPIC:
BST (INFORMATION TECHNOLOGY:
INTERNET/INTERNET
Examples of Search Engines:
– google.com
– mama.com
– ask.com
– yahoo.com
– Uses of search engines.
LEARNING OBJECTIVES:
Students should be able to:
– Identify search engines.
– Differentiate between the search engines
– analyze research method& internet practices
– Justify the advantages & disadvantages of internet
– Demonstrate knowledge of what a search engine is and how to use it.
– Analyze specific uses of the search engines.
LEARNING ACTIVITIES:
– Students lead discussion of understanding of internet
– Students view and assess online search engine sites
– Students work in groups, each group will research given search engine sites and one of choice. Givens are; ask.com, google.com, yahoo.com
– The students describe ways to use search engines to find a topic on the internet and compare a local library
EMBEDDED CORE SKILLS:
- Digital Literacy
- Creativity
- Student Leadership
- Critical Thinking
LEARNING RESOURCES:
- Computer system with internet facilities.
- Offline download website.
- Mobile Phone
- Projector
https://www.youtube.com/watch?v=yHzdOD1eihA
https://www.youtube.com/watch?v=PcKLlJA_Tus
WEEK: 3
SUBJECT: BST (ICT)
TOPIC: BST (INFORMATION TECHNOLOGY)
DIGITAL DIVIDE:
– Concept of digital divide.
– Features of old economy:
– Time consuming.
– Labor based.
– Mechanical.
– Limitation of old economy.
Features of new economy:
-Digital
-Time, space and distances irrelevant.
-Knowledge based Benefits of new economy:
– Low capital to start business.
– create new jobs etc.
LEARNING OBJECTIVES:
Students should be able to:
-Explain what digital divide is
– Differentiate between old and new economy.
– Explain the limitation of old economy.
– Understand the features of new economy.
– Analyze the benefits of new economy.
– Describe how to use technology in learning
LEARNING ACTIVITIES:
– The students describe what they understand as digital divide
– The students review how many days/hours it will take to perform tasks in olden days& 21st century economy
– Create a presentation highlighting the following points; how digital divide affects works, schools, home
– Students discuss the nature and uses of the Internet comparing it with traditional ways
– Describe the changing role of technology and its effects on society such as time, space, distance etc.
EMBEDDED CORE SKILLS:
- Digital Literacy
- Student Citizenship
- Creativity
- Critical Thinking
LEARNING RESOURCES:
- Computer systems with internet.
- Tablets
- Mobile Phones
- Digital Camera
https://www.youtube.com/watch?v=ZI3uOzEk3JE
https://www.youtube.com/watch?v=ounC6NHCu0k
https://www.youtube.com/watch?v=8HE43CFLiag
ICT for Junior Secondary School Nigeria. Lagos State JSS3 Information Technology Scheme of Work –Schemeofwork
WEEK: 4
SUBJECT: BST (ICT)
TOPIC: BST (INFORMATION TECHNOLOGY)
DIGITAL LITERACY:
-Meaning of digital literacy.
-characteristics of digital literacy.
Digital Literacy use in;
– Education.
– Workforce.
LEARNING OBJECTIVES:
Students should be able to:
– Explain what digital literacy is
– Discuss how digital literacy affect education
– Identify how digital literacy is changing workplace and career opportunities.
– Analyze the uses digital literacy in education, work place and society.
– Describe how computers have become a central part of everyday day life
LEARNING ACTIVITIES:
– The students discuss what they understand as literacy
A class discussion will take place and students will be asked to explain whether or not they feel that technology has made a significant change on our society.
– Students discuss the 21st Century learning tools and skills, how it affected the educational school system and career opportunities.
EMBEDDED CORE SKILLS:
- Communication
- Digital Literacy
- Critical Thinking
- Citizenship
– Use technology to locate, evaluate, and collect information from a variety of sources.
– Use technology tools to process data and report results
LEARNING RESOURCES:
- Computer System
- Mobile Phones
- Pictures
- Projector
https://www.youtube.com/watch?v=U4wLvLQ5AFI
https://www.youtube.com/watch?v=_LElWqXi7Ag&list=PLcetZ6gSk9682A7ZAZq2s9IqB-y8Ng63e
WEEK: 5
SUBJECT: BST (ICT)
TOPIC: BST (INFORMATION TECHNOLOGY)
DATABASE:
1. Operational, definition of data base.
2. Data base Terminologies:
– Fields.
– Records.
– Files.
– Keys etc.
Forms of Data Base:
– Flat File
– Hierarchical.
– Relational.
Preparation of result sheet
LEARNING OBJECTIVES:
Students should be able to:
– Understand what database is
– Identify various forms & terminologies of database.
– Create a simple database.
– Start and open a new and existing data base.
– Input, store and retrieve information from a data base application.
LEARNING ACTIVITIES:
- The student will create a database for the class, to include students details e.g. name, age, class, date of birth etc. Input at least 5 field of information into the database. Complete find request searches
- The students have complied research details on individual students in the class. After compiling the data base the students will use the information to make a presentation.
EMBEDDED CORE SKILLS:
- Team Work
- Student Leadership
- Citizenship
- Critical Thinking
LEARNING RESOURCES:
- Computer system.
- Database package
- SQL
- Mobile Phone
- Projector
- MS Access
https://www.youtube.com/watch?v=wR0jg0eQsZA
WEEK: 6
SUBJECT: BST (ICT)
TOPIC: BST (INFORMATION TECHNOLOGY)
SPREAD SHEET:
1. Examples of spread sheet packages.
– Excel.
– Lotus 123,
– STATVIEW etc.
2. Uses of spread sheet packages.
– Preparation of daily sales.
– Budget.
– Examination results.
LEARNING OBJECTIVES:
Students should be able to;
– Identify spread sheet application packages.
– Differentiate between database and spreadsheet packages
– Describe what spreadsheet packages are used for.
– Open MS Excel, create and set up a spreadsheet.
– Perform basic mathematical tasks in a spreadsheet
LEARNING ACTIVITIES:
– Students discuss how they manually calculate math& store the CA & exams scores
– Students open and create a spreadsheet from scratch; enter CA scores in Excel
– Students analyze &compare the use of excel formulas vs. the more traditional method of simple calculations. They produce a brief summary of the finding
– They will be required to identify a formula and use auto sum feature
– Work collaboratively in groups and independently
EMBEDDED CORE SKILLS:
- Creativity
- Problem Solving
- Communication
- Collaboration
- Digital Literacy
LEARNING RESOURCES:
- Computer system.
- Spreadsheet packages.
- Laptop
- Projector
- Flash drives
https://www.youtube.com/watch?v=x4Xt0M1mHbc
https://www.youtube.com/watch?v=MWozietEMd0
WEEK: 7
SUBJECT: BST (ICT)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (ICT)
TOPIC: BST (INFORMATION TECHNOLOGY)
SPREADSHEET PACKAGES (CONT.):
1. Spreadsheet features and terminologies.
– Row.
– Column
– Cell
– Worksheets.
– Charts.
– Data range etc.
2. Loading and existing spreadsheet packages.
LEARNING OBJECTIVES:
Students should be able to:
– Identify worksheets, row, workbooks, cell &columns
-Identify, gather and input data into a spreadsheet
– Load and exit spreadsheet packages.
– Understand the importance of the autosum’ function and how formulas are created in MS Excel
LEARNING ACTIVITIES: The students discuss how to use spreadsheet to display the information to their audience.
They decide what type of data they would like to display.
The students are to follow along with the demonstration of how to create and modify spreadsheet and formulas then they will be given time to collaborate and produce their presentation on “How to calculate the total and average of their IT scores”
EMBEDDED CORE SKILLS:
- Digital Literacy
- Collaboration
- Critical Thinking
- Student Leadership
LEARNING RESOURCES: Projector
- Computer System
- Mobile Phone
- Data Sets
https://www.youtube.com/watch?v=NzwQ_BbD2G4
WEEK: 9
SUBJECT: BST (ICT)
TOPIC: BST (INFORMATION TECHNOLOGY)
GRAPHS:
Creating Graphs:
– Line graphs.
– Histograms.
– Pie charts.
– Legends etc.
LEARNING OBJECTIVES:
Students should be able to:
– Construct standard graphs and charts from given records in a work sheet.
– Differentiate between line graphs, pie chart, and bar chart
LEARNING ACTIVITIES:
– Students are to type using excel 5 Subject scores then plot/construct the scores on different charts/graphs from it.
– They are to analyses the graphs and determine the subject with the highest and lowest scores
EMBEDDED CORE SKILLS:
– Critical thinking
– Team Work
– Digital Literacy
– Communication
LEARNING RESOURCES: Computer system with a spread sheet packages installed.
https://www.youtube.com/watch?v=TfkNkrKMF5c
WEEK: 10
SUBJECT: BST (ICT)
TOPIC: BST (INFORMATION TECHNOLOGY)
1. Editing graphs.
2. Formatting graphs:
– Line graphs.
– Hectographs.
– Pie charts.
– Legends etc.
LEARNING OBJECTIVES:
Students should be able to:
– Edit and format graphs and charts.
– Identify and select data range and area for graph construction.
– Differentiate between hectographs, frequency table and legends
LEARNING ACTIVITIES:
– Students create a table of rows and columns in Excel to input their scores
– Students sort the table in ascending and descending order and plot the graph again
– Students are then made to generate a frequency table and also plot charts from it.
EMBEDDED CORE SKILLS:
– Problem Solving
– Creativity
– Collaboration
– Digital Literacy
LEARNING RESOURCES:
Computer system with a spread sheet packages installed.
https://www.youtube.com/watch?v=DAU0qqh_I-A
WEEK: 11
SUBJECT: BST (ICT)
TOPIC: REVISION
- What has been the most useful thing you have learned in this term’s class?
- What do you feel you have missed during the classes?
WEEK: 12
SUBJECT: BST (ICT)
TOPIC: EXAMINATIONS
JSS 3 INFORMATION TECHNOLOGY SCHEME OF WORK SECOND TERM
WEEK: 1
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
THE WORKSHEETS
– Starting Worksheet.
– Data Entry.
– Editing.
– Saving.
– Retrieving Worksheets.
– Formatting worksheets (text, cell, and column, naming etc.)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Open, enter, edit and save data in worksheets.
– Format text, cells and columns in a worksheet.
LEARNING ACTIVITIES:
-students should be shown the different ways to locate and open excel in a system
-a task to type the scores of ten students in five different subjects could be given to them in groups.
– Students should give each column a different font colour and give each row a different font size
-students should be required to create a folder on the desktop and save their works in the folder.
EMBEDDED CORE SKILLS:
– Creativity
-collaboration
-communication
-evaluation
LEARNING RESOURCES:
Computer system with a spread sheet packages installed.
Printers.
Papers.
A display screen for demonstration
EVALUATION:
WEEK: 2
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
THE WORKSHEETS (CONT’D)
Calculations:
– Addition.
– Average.
– counting.
– Multiplication.
– Division etc.
-Printing of worksheets.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Perform simple calculations.
– Print data from worksheet.
LEARNING ACTIVITIES:
– Groups of students are given tasks to:
– compute a mini broadsheet for ten students in five different subjects.
– create and print a 20 *20 multiplication table
-based on the amount the students receive at home daily, let them create a table that shows their weekly income and expenditure over a month
EMBEDDED CORE SKILLS:
– Creativity
-collaboration
-communication
-evaluation
-Analysis
LEARNING RESOURCES:
Computer system with spread sheet packages installed.
Printers.
Posters.
WEEK: 3
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
COMPUTER CAREER OPPORTUNITIES.
Computer Professionals.
– Computer Manager.
– System Analyst.
– Programmers.
– Computer Education.
– Computer engineers and technicians
– Operators.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– draw a list of career opportunities associated with computer science.
– Explain the functions/job roles of each of the professional
LEARNING ACTIVITIES:
-a fact-finding from the students about auto technicians and their specialties (engine mechanic, rewire, panel beater, painter etc.)
-let them also discuss if there are specialties in computer science and what those specialties possibly are
-then go further to state the functions of each of those specialties.
EMBEDDED CORE SKILLS:
-Analysis.
-Critical thinking
-Creativity
-Communication
LEARNING RESOURCES:
-Pictures/charts showing different computer professionals at work.
-Systems and devices with active access to the internet.
WEEK: 4
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
1. Qualities of good Computer professionals.
2. Computer Professional bodies.
-Nigeria Computer Society (NCS).
-Institute of Management Information System (IMIS),
-Computer Professional Registration Council of Nigeria (CPRN).
-Information Technology Association of Nigeria (ITAN).
-Nigeria Internet Group (NIG).
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Explain the qualities of a good computer professional.
-state the computer professional bodies in Nigeria.
-State the functions of the computer professional bodies and associations.
LEARNING ACTIVITIES:
– The students should demonstrate their ability to use internet and the library to find information
– let them visit the websites of the professional bodies and read about them and their operations
EMBEDDED CORE SKILLS:
–Digital literacy
-Analysis
-Communication
LEARNING RESOURCES:
-Systems and devices with active access to the internet.
WEEK: 5
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
LOGIC CIRCUIT.
-Introduction to Logic.
-Interpreting Logic gate and Circuit.
Construction of truth tables for OR, AND, NOT etc.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Describe logic circuit.
-Explain and interpret logic gate.
-Construct some Logic gates with their corresponding truth table.
LEARNING ACTIVITIES:
-students as a group explain the usage of English conjunctions such as AND, OR and NOT
Students as a class explain the logic behind turning on and off in electrical appliances
-they should also explain the literary meaning of the word “LOGIC”
-a display of the images of computer logic gates with their corresponding truth tables
-some examples of complex logic gates for evaluation
EMBEDDED CORE SKILLS:
-Communication
-application
– Evaluation
LEARNING RESOURCES:
Pictures/chart showing the truth table and logic gate.
EVALUATION:
WEEK: 6
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
COMPUTER GAMES
-Introduction to Computer games.
-Types of computer games.
-Advantages of playing computer games.
-Disadvantages of playing computer game.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
Demonstrate their understanding of computer games and state the types of computer games.
-List the advantages and disadvantages of computer games.
LEARNING ACTIVITIES:
-present phones and systems with games and let the students play or give a trial
– let them mention the different type of games they have ever played on phones and systems.
– They should also state the positive impact of games
-are games useful? If yes, let them state the usefulness of games.
-are there disadvantages of games, if yes state and explain them.
EMBEDDED CORE SKILLS:
-Evaluation
– Critical thinking
-Problem solving
LEARNING RESOURCES:
Computer system and other devices with games installed
EVALUATION:
WEEK: 7
SUBJECT: BST (IT)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
–Computer Virus
i. Meaning.
ii. Types of Computer Virus
-Book Sector
-Executable file virus
-Attack on document.
iii. Example of Virus: Trojan horse, Sleeper, Logic bomb, Alabama Virus, Christians Virus.
Sources of Viruses:
-Infected diskettes
-Infected CD-ROMS
-Internet download
-Illegal duplication of software etc.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to: students should be able to:
i. Discuss what they know about computer virus.
ii. Explain the types of computer viruses.
iii. Mention example of computer virus.
iv. State and describe the sources through which a computer can be infected with viruses.
LEARNING ACTIVITIES:
-students as a class term explain the term virus biologically (such as corona virus, HIV, etc)
– A display of how a system malfunctions as a result of virus infection.
State the categories of computer virus and their respective examples
– Students should explain what they know about computer virus
– Students should describe the various ways they think or know through which viruses can get into the computer
EMBEDDED CORE SKILLS:
-Digital literacy
– Analysis
-critical thinking
-applying
LEARNING RESOURCES:
Pictures of anti-virus packages.
Computer system with anti-virus software installed.
https://antivirus.comodo.com/blog/computer-safety/what-is-a-computer-virus/
https://www.tutorialspoint.com/basics_of_computer_science/basics_of_computer_science_virus.htm
EVALUATION:
WEEK: 9
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
VIRUS WARNING SIGNS:
-Slowing down of response time.
-Presence of tiny dots.
-Wandering across the screen.
-Incomplete saving of file.
-Corruption of the system set up instructions.
-Appearance of strange characters.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to: explain the warning signs of a virus in a computer.
LEARNING ACTIVITIES:
-A display of images of the different virus warning signs.
-students discuss the images in groups for proper understanding from different perspectives
EMBEDDED CORE SKILLS:
-Collaboration
-Critical thinking
-Digital Literacy
LEARNING RESOURCES:
Pictures of anti-virus packages.
Computer system with anti-virus software installed.
https://antivirus.comodo.com/blog/computer-safety/what-is-a-computer-virus/
https://www.tutorialspoint.com/basics_of_computer_science/basics_of_computer_science_virus.htm
Images of different warning signs on a system.
EVALUATION:
WEEK: 10
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
Virus detection (Anti-virus)
-Norton Anti-Virus
-McAfee virus scan
-Dr. Solomon’s Took Kite etc.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Describe anti-virus
– Install an anti-virus
-scan a system or a file or an external device for virus
LEARNING ACTIVITIES:
-Students in small group describe anti-malaria and then anti-virus
-students be given an anti-virus software to install
-the students are given some external devices to scan or errors.
EMBEDDED CORE SKILLS:
-Creativity
-Communication
-problem solving
-collaboration
LEARNING RESOURCES:
-Computer system with antivirus software installed.
-External storage devices (flash drive, CDs)
-Anti-virus software
EVALUATION:
WEEK: 11
SUBJECT: BST (IT)
TOPIC: REVISION
What has been the most useful thing you have learned in this term’s class?
What do you feel you have missed during the class?
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
ICT for Junior Secondary School Nigeria. Lagos State JSS3 Information Technology Scheme of Work –Schemeofwork
JSS 3 INFORMATION TECHNOLOGY SCHEME THIRD TERM
WEEK: 1
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
REVISION
NUMBER BASE:
– Decimal.
– Binary
– Octal
– Hexadecimal
– Conversion of number bases:
– Convert decimal to binary and vice versa.
– Convert decimal to octal and vice versa.
– Convert decimal to hexadecimal
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Describe what number bases is
– Recall why we use binary (0, 1) in computer
-Analyze different types of number bases
– Give examples of each number base.
– Convert decimal numbers to binary and hexadecimal number bases and vice versa.
LEARNING ACTIVITIES:
– Students in small groups discuss the uses of binary in computer
Students as a class differentiate between the number bases, binary, decimal, octal and hexadecimal
– Students are justifying why computer uses base 2 instead of base 10?
– Students are divided into groups; each work is to work on each number base. They individually convert number bases from binary to decimal, decimal to octal, binary to hexadecimal and describe the importance of the number bases to computer
EMBEDDED CORE SKILLS:
Communication
Problem Solving
Creativity
LEARNING RESOURCES:
Charts/Pictures
Calculator
https://www.youtube.com/watch?v=05TyVP179W8
https://www.youtube.com/watch?v=3ORJa_Hu0SE
h?v=hIs3A6gGz2w
https://www.youtube.com/watch?v=3ORJa_Hu0SE\
WEEK: 2
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
REVISION
BASIC LANGUAGE:
– Meaning of BASIC
– BASIC character set,
Key BASIC statements.
Simple BASIC statements.
– Examples of simple BASIC statements.
– Simple BASIC program.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– State the meaning of the acronym BASIC.
– Identify key statements of BASIC program.
– write simple BASIC program.
– run simple BASIC program
LEARNING ACTIVITIES:
– Students as a class state example of High Level programming languages stating the full meanings where acronyms are used
-Students in small groups mention some common verbs in English language such as run, jump, print, give, receive, clear etc. these verbs can then be translated into QBASIC equivalents where applicable.
– Students as a class brainstorm to list out the mathematical symbols known to them.
– BASIC programs to: add two numbers find the area of a rectangle is presented to the students with full explanation.
EMBEDDED CORE SKILLS:
Creativity
Critical Thinking
Digital Literacy
LEARNING RESOURCES:
Computer system with QBASIC compiler installed.
Interactive Instruction.
Sample of BASIC program.
EVALUATION:
WEEK: 3
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
REVISION
THE WORKSHEETS (CONT’D)
Calculations:
– Addition.
– Average.
– counting.
– Multiplication.
– Division etc.
-Printing of worksheets.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Perform simple calculations.
– Print data from worksheet.
LEARNING ACTIVITIES:
– Groups of students are given tasks to:
– compute a mini broadsheet for ten students in five different subjects.
– create and print a 20 *20 multiplication table
-based on the amount the students receive at home daily, let them create a table that shows their weekly income and expenditure over a month
EMBEDDED CORE SKILLS:
– Creativity
-collaboration
-communication
-evaluation
-Analysis
LEARNING RESOURCES:
Computer system with spread sheet packages installed.
Printers.
Posters.
WEEK: 4
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
REVISION
THE WORKSHEETS
– Starting Worksheet.
– Data Entry.
– Editing.
– Saving.
– Retrieving Worksheets.
– Formatting worksheets (text, cell, and column, naming etc.)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Open, enter, edit and save data in worksheets.
– Format text, cells and columns in a worksheet.
LEARNING ACTIVITIES:
-students should be shown the different ways to locate and open excel in a system
-a task to type the scores of ten students in five different subjects could be given to them in groups.
– Students should give each column a different font colour and give each row a different font size
-students should be required to create a folder on the desktop and save their works in the folder.
EMBEDDED CORE SKILLS:
– Creativity
-collaboration
-communication
-evaluation
LEARNING RESOURCES:
Computer system with a spread sheet packages installed.
Printers.
Papers.
A display screen for demonstration
EVALUATION:
WEEK: 5
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
REVISION
LOGIC CIRCUIT.
-Introduction to Logic.
-Interpreting Logic gate and Circuit.
Construction of truth tables for OR, AND, NOT etc.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Describe logic circuit.
-Explain and interpret logic gate.
-Construct some Logic gates with their corresponding truth table.
LEARNING ACTIVITIES:
-students as a class explain the usage of English conjunctions such AND, OR and NOT
-Students as a group explain the logic behind turning on and off in electrical appliances
-Students as a class explain the literary meaning of the word “LOGIC”
-a display of the images of computer logic gates with their corresponding truth tables
-some examples of complex logic gates for evaluation
EMBEDDED CORE SKILLS:
-Communication
-application
– Evaluation
LEARNING RESOURCES:
Pictures/chart showing the truth table and logic gate.
EVALUATION:
WEEK: 6
SUBJECT: BST (IT)
TOPIC: BST (IT)
FILE SHARING
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Discuss network.
– Identify the types of network.
– Describe the type of network.
LEARNING ACTIVITIES:
– The students are presented with pictures/diagrams of different types of networks and ask students to identify them
– Students in pairs differentiate between each type of network
– Students as a group differentiate between network and website
EMBEDDED CORE SKILLS:
Critical Thinking
Creativity
Collaboration
Communication
LEARNING RESOURCES:
Pictures of different types of network
Computer room LAN
EVALUATION:
WEEK: 7-12
SUBJECT:
TOPIC: Revisions and Final Examinations
ACHIEVEMENT STANDARDS FOR BST (IT))
At the end of the session, students are able to:
1. Differentiate between search engines
2. Demonstrate knowledge of what a search engine is and analyses specific uses of search engine
3. Explain digital divide
4. Differentiate between old and new economy
5. Identify how digital literacy is changing workplace and career opportunities
6. Use spreadsheet package (i.e. excel, lotus 123, STATVIEW etc.) effectively
7. Have knowledge of preparation of daily sales, budget and examination results
8. Perform basic mathematical tasks in a spreadsheet
9. Load and exit spreadsheet packages
10. Understand the importance of the auto-sum function and how formulas are created in Ms Excel
11. Calculate the total and average of IT scores
12. Construct standard graphs and charts from given records in a worksheet
13. Open, enter, edit and save date in a worksheet
14. able to format text cells and column in a worksheet
15. Perform the operations of mathematics and printing of worksheet
16. Describe logic circuit
17. Explain and interpret logic gate
18. Construct some logic gates with her corresponding truth table
19. Play games on computer and state the merits and demerits of playing games
20. Explain the term computer virus, mention the types and describe the sources through which a computer can be infected with viruses
21. Install an anti-virus
22. Scan a system or a file or an external device for virus
23. Write a simple BASIC program
24. Run a simple BASIC program