BST Unified Schemes of Work for Junior Secondary Schools. Scheme of Work on Basic Science and Technology JSS1, Ministry of Education Lagos State
First Term Basic Science Scheme of work JSS1
Week: 1
Subject: BST (BASIC SCIENCE)
Topic: Introduction to science
Learning Objectives: By the end of the lesson, students should be able to:
i. explain the concept of science and scientific process
ii. Analyses science related occupations and the benefits of science to mankind
iii. Highlight the applications of science and scientific inventions
Learning Activities:
- Students as a class discuss what science is to them and different scientific process.
- Students in pairs analyze, science related occupations and the benefits of science to human beings.
- Students in small groups discuss science related activities to man and its environment and skills scientists should possess.
- A member of each group makes presentations
Embedded Core Skills:
- Critical thinking and problem solving
- creativity and imagination
- communication and collaboration
- leadership and personal development
Learning Resources:
Audio – visual resources:
Bulbs,magnets,fruits,painkillers,phone,salt,alum,flute,watch,cylinder,beakers,reagents,litmus paper, etc.
Charts on Science related occupations
Web resources:
Https://www.instructables.com/id/simplest-catapult
https://www.education.com/resources/design/design_your_planet
Week: 2
Subject: BST (BASIC SCIENCE)
Topic: LIVING AND NON -LIVING THINGS (I)
-Classification and states of matter
-Characteristics of living things (Movement, Respiration, Nutrition, Irritability, Growth, Excretion, Reproduction, Death, Adaptation and Competition)
Learning Objectives: By the end of the lesson, students should be able to:
i. categorize living and non-living things as matter
ii. Classify objects according to the states of matter
iii. Enumerate the distinguishing characteristics between living and non- living things.
Learning Activities: Students as a class identify and sort the objects and materials provided into living and non-living things. Students in small groups, classify object into the three states of matter.
Students take turn to go round to see the pictures pasted in other to enumerate the characteristics of living things.
- Embedded Core Skills: Critical thinking and problem solving
- creativity and imagination
- communication and collaboration
- leadership and personal development
Learning Resources: Audio – visual resources:
stones, living plants, Snails, Grasshopper, Earthworm , (Insects or specimens of living things)spoons, tables, paper., bowl, pen , pencil, sand, water, sugar , , pictures of different images of living and non-living things
Web resources:
https://www.pinterest.com/pin, www.education.com/livingthings
Week: 3
Subject: BST (BASIC SCIENCE)
Topic: LIVING AND NON -LIVING THINGS (II)
-Characteristics and importance of plants and animals.
– Differences between Plants and Animals
-Classification of non –living things into metals and non-metals
Learning Objectives: By the end of the lesson, students should be able to:
i. appraise the characteristics and importance of plants and animals.
ii. Differentiate between plants and animals
iii.seperate objects into metals and non-metals, stating their properties
Learning Activities:
- Students as a whole class discussion, generate the characteristics and importance of plants and animals.
- Students observe the specimen of plants and animals provided (e.g. potted flower, earthworm or snail), as well as the pictures of plants and animals to differentiate between plants and animals.
- Students in small groups, walk around in the class to view, classify and sort objects into metals and nonmetals and stating their properties.
Embedded Core Skills:
- critical thinking and problem solving
- communication and collaboration
- creativity and imagination
Learning Resources:
Audio – visual resources:
Pictures of different, organisms like goat, sheep, etc. different plants like flowers, maize, mango, live animals like grasshopper, cockroach, housefly, etc. Spoons, Coins, Plastics, Nails, Wood, Jewelry
Web resources:
https://www.thoughtco.com/all-about-animal-cells ,
https://www.sciencekids.co.nz/animals
https://www.s-cool.co.uk/properties of metals and non-metals
Week: 4
Subject: BST (BASIC SCIENCE)
Topic:
HUMAN DEVELOPMENT
-Puberty and Adolescence
-Puberty/Adolescent changes (Physical, social and emotional
-Menstruation, Menstrual cycle and hygiene
-Coping with concerns at adolescence
Learning Objectives:
By the end of the lesson, students should be able to:
i. explain the concept of puberty and adolescence
ii. recognise and explore pubertal changes in boys and girls
iii. propose skills in coping with concerns at puberty
Learning Activities: Students in a whole class discussion, generates ideas on puberty and adolescence
Students in pairs analyze pubertal changes in boys and girls, and discuss menstrual cycle and hygiene, volunteers share with the larger class what was discussed
Students in small groups role play and design measure to cope with pubertal changes.
Embedded Core Skills:
- Creativity and imagination
- critical thinking and problem solving.
- Digital literacy
- Leadership
Learning Resources: Audio – visual resources :
Pictures of different stages of child development. Charts to show people of different ages.
Charts of a boy and a girl showing pubertal changes.
Calendar, Sanitary pads/towels/Flip charts ,Cardboards
Puberty Tanner stages visual-Teacher resource
Downloaded Myths and facts about puberty-Teacher resource
Anonymous question box.
Web resources:
https://www.progressiveteacher.in/learning-through-drama.
https://www.classroom.synonym.cc
youtube: puberty in boys, puberty in girls animation. From well cast
http://bcove.me/a4rcmyjc
http://bcove.me/1t3d6x2
Week: 5
Subject: BST (BASIC SCIENCE)
Topic: FAMILY HEALTH (I)
-Personal Cleanliness /Personal Hygiene
-Environmental Cleanliness (Sanitation) and methods used for maintaining Cleanliness
– Effect of poor hygiene and Sanitation
Learning Objectives:
By the end of the lesson, students should be able to:
i. justify the need for/ importance of personal and environmental cleanliness.
2. Propose ways of maintaining personal and environmental cleanliness.
3. Determine the effect of poor hygiene and sanitation on society.
Learning Activities:
- Students in small groups generate points on the importance of personal and environmental cleanliness.
- Students in small groups role play, methods of maintaining personal and environmental cleanliness.
- Students in pairs discuss the effect of poor hygiene and poor sanitation
Embedded Core Skills:
- Creativity and imagination
- leadership and personal development
- citizenship
Learning Resources:
Audio – visual resources:
- Pictures of different people washing, bathing, sweeping, brushing the teeth, cleaning the environment.
- Pictures of different areas showing clean and dirty environments. Sponge, soap, comb, body cream/lotion, tooth brush, tooth paste, broom, mopping sticks, bucket, rake, dust pan etc.
Web resources:
https://www.progressiveteacher.in/learning-through-drama.
Week: 6
Subject: BST (BASIC SCIENCE)
Topic: FAMILY HEALTH (II)
-Nutrition and food nutrients
-Classes of food, sources and functions
-Balanced/Adequate diet
Learning Objective:
By the end of the lesson, students should be able to:
i. relate nutrition and food nutrients to the prevention of diseases.
ii. classify food items based on food nutrients and state their functions.
iii. plan a three (3) day adequate/balanced diet to maintain good health.
Learning Activities:
- Students in a whole class discussion define and relate nutrition to maintaining personal health.
- Students in small groups classify the different food items into the different classes of food.
- Students draw a 3 day timetable of an adequate diet meal, using their regular home meal.
Embedded Core Skills:
- Critical thinking and problem solving
- Creativity and imagination
- Communication and collaboration
- Leadership and personal development
Learning Resources:
Audio – visual resources:
Web resources:
https://www.pedadeschools.net/personal hygiene
http://www.who.int/environmental sanitation
Week: 7
Subject: (BASIC SCIENCE)
CONTINUOUS ASSESSMENT/MID TERM BREAK
Week: 8
Subject: BST (BASIC SCIENCE)
Topic: FAMILY – HEALTH (III)
DRUGS/SUBSTANCE ABUSE (I)-Definition Of drug, Drug abuse, Drug misuse ,Drug Addition
-Sources of Drugs and Commonly abused drugs/substances
-Effects of Drug abuse/Addiction
Learning Objective:
By the end of the lesson, students should be able to:
i. explain the meaning of drug, drug abuse and drug addiction
ii. Explore the sources and commonly abused drugs.
3. Predict the effects of drug abuse on young people.
Learning Activities:
- Students as a class discuss energy.
- Students in pairs explain the meaning of drug, drug misuse, drug addiction and drug abuse.
- Students in a whole class discussion explore the sources of drugs and commonly abused drugs.
- Students in small groups discuss the effects of drug abuse on young people.
Embedded Core Skills:
- Critical thinking and problem solving
- Communication and collaboration
- creativity and imagination
Learning Resources:
Audio – visual resources: samples of paracetamol, antibiotics, cough syrup. Charts on Drugs and drug abuse
Web resources:
http://www.unf.edu/drugabuse
http://www.mayoclinic/drug abuse
Week: 9
Subject: BST (BASIC SCIENCE)
Topic: REPRODUCTIVE SYSTEM: MALE INTERNAL AND EXTERNAL
Learning Objective:
By the end of the lesson, students should be able to:
i. acknowledge the benefits of knowing about the male reproductive system
ii. Recognize the parts of the male reproductive system
iii. draw/mould and label the internal parts of the Male reproductive system
Learning Activities:
- Students engage themselves in a discussion on the benefit of knowing about the male reproductive system.
- Students take turn to go round to see the pasted diagrams of male reproductive systems and and to identify names of organs written on the flash cards and paste on, the unlabelled diagram on the board.
- Students in small groups draw or mould the male reproductive systems
Embedded Core Skills:
- Creativity and imagination
- Communication and collaboration
- Critical thinking and problem solving
- Leadership and personal development
Learning Resources:
Audio – visual resources:
Charts,
Pictures /models of internal sex organs of the Male reproductive system.
Web resources: https://kidshealth.org/teen/interactive/female_it.html,www.kidshealth.com
http://www.education.ne.gov/reproductive systems
YouTube. Reproductive systems
Week: 10
Subject: BST (BASIC SCIENCE)
Topic: REPRODUCTIVE SYSTEM; FEMALE INTERNAL AND EXTERNAL
Learning Objective:
By the end of the lesson, students should be able to:
i. acknowledge the benefits of knowing about the reproductive systems
ii. recognise the parts of the male reproductive system
iii. draw/mould and label the internal parts of the Male reproductive system
Learning Activities:
- Students engage themselves in a discussion on the benefit of knowing about the female reproductive systems.
- Students take turn to go round to see the pasted diagrams of female reproductive system and to identify names of organs written on the flash cards and paste on the unlabelled diagram on the board.
- Students in small groups draw or mould the female reproductive systems
Embedded Core Skills:
- Creativity and imagination
- critical thinking
- communication and collaboration
- Creativity and imagination
Learning Resources:
Audio – visual resources:
Charts,
Pictures /models of internal sex organs of the Male reproductive system.
Web resources: https://kidshealth.org/teen/interactive/female_it
www.kidshealth.com
http://www.education.ne.gov/reproductive_systems
WEEK: 11
Subject: BST (BASIC SCIENCE)
Topic: REVISION
WEEK: 12
Subject: BST (BASIC SCIENCE)
Topic: EXAMINATIONS
BST Unified Schemes of Work for Junior Secondary Schools. Scheme of Work on Basic Science JSS1, Ministry of Education Lagos State
SECOND TERM BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK JSS1
WEEK: 1
SUBJECT: BST (BASIC SCIENCE)
TOPIC: ELEMENTS, AND SYMBOLS
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of element
2. Relate things around them with elements
3. Connect the alphabets to the symbol of elements
4. Assign letters of alphabets to symbol of elements
LEARNING ACTIVITIES:
- Students as a class discuss element and important of elements to man and its environment.
- Students in small groups cut out all the small and capital letters of the alphabets.
- Students in small groups connect all the pictures of animals and other things to the elements (let the Students know that element is the building blocks of matter).
- Students in small groups use the alphabets to assign symbols to the elements. (1st to 20 elements)
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- creativity and imagination
- communication and collaboration
- leadership and personal development
LEARNING RESOURCES:
Audio – visual resources:
cardboard, scissors, pictures of the universe, water , paper(carbon), beans, rice, table salt, coin, Alphabets, pencil, pen,
Web resources: https://www.study.com/academy/lesson/elements
EVALUATION:
I. Identify 5 elements and state their symbols.
II. Describe an element.
WEEK: 2
SUBJECT: BST (BASIC SCIENCE)
TOPIC: COMPOUNDS
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of compounds
2. Connect things around them to compounds
3. Produce prototype compounds
LEARNING ACTIVITIES:
- Students as a class discuss compound
- Students in small groups cut the cardboard into numbers and alphabets.
- Students in small groups learning the concepts of combining two alphabets and numbers together. E.g. sunlight = sun + light, watermelon = water + melon.
- Students in pairs use the alphabets to assign symbols to the compounds.
EMBEDDED CORE SKILLS:
- Creativity and imagination
- Critical thinking
- Communication and collaboration
- Creativity and imagination.
LEARNING RESOURCES:
Audio – visual resources:
Cardboard, scissors, blade, glue, table salt, water, watermelon
Web resources:
https://study.com/academy/lesson/compoundS
EVALUATION:
I. What is a compound?
II. Identify 2 common compounds.
WEEK: 3
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Pollution (water and land pollution)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of pollution.
2. Identify the types of pollution
3. Justify the causes of water and land pollution
4. Experiment the purification of polluted water
LEARNING ACTIVITIES:
- Students as a class discuss pollution.
- Students as small groups get a tray filled with water, feathers, straws, cotton balls and spoons, small catfishes and oil and the other tray without oil and examine the effects of oil on the objects placed in the tray. Another group of students examine the effect of the objects placed on the tray without oil and compare the two trays.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- Creativity and imagination
- Communication and collaboration
- Leadership and personal development
LEARNING RESOURCES:
Audio – visual resources:
Pictures of polluted environment in terms of used bottle, gas flaring , water in the oceans , charcoal, sand , animal charcoal, flood, hurricanes, toilet roll,
Web resources:
www.google.com/pollutedenvironment
EVALUATION:
I. Explain 2 ways of preventing land pollution.
II. Identify ways of purifying polluted water.
WEEK: 4
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Air pollution and noise
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of pollution in terms of air and noise
2. Identify the causes of air pollution
3. Dramatize the effects of pollution on the environment
LEARNING ACTIVITIES:
- Students as a class discuss air and noise pollution.
- Students in pairs justify the causes of air and noise pollution to day-to-day activities of man.
- Students in small use environmental poster available to discuss the effects of pollution.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- communication and collaboration
- Creativity and imagination.
- Digital literacy
LEARNING RESOURCES:
Audio – visual resources:
Pictures of air, used bottled, clay, plants, water, feathers, straws, cotton balls, spoons, small cat fishes, and oil,
Web resources:
www.google.com/airandnoisepollution
EVALUATION:
I. Describe air pollution.
II. Enumerate consequences of polluting the surrounding.
WEEK: 5
SUBJECT: BST (BASIC SCIENCE)
TOPIC: SEXUALLY TRANSMITTED INFECTIONS (STls)
-Definition, examples and modes of transmission of STIs
-Signs and symptoms of STIs
-Effects of STIs and behaviors that put people at risk of contracting STI
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
I. explain the meaning of STI and give examples
II. Propose the modes of transmission and symptoms of STIs
III. Analyses the effects and behaviors that put people at risk of STIs
LEARNING ACTIVITIES:
- Students as a class deliberate on the meaning and examples of sexually transmitted infections.
- Students in small groups generate ideas on the modes of transmission of STIs
- Students as a class act a play let on the effects of STIs and behaviors that put people at risk of STIs.
- Students in pairs analyses the ways of preventing STIs
EMBEDDED CORE SKILLS:
- Creativity and imagination
- Critical thinking and problem solving.
- Digital literacy
LEARNING RESOURCES:
Audio – visual resources:
Downloaded Pictures showing different examples of STIs ,Charts on modes of transmitting STIs, pictures of person using unsterilized objects, mother breastfeeding a child, patient with blood transfusions, needles, syringe , razor, Charts on way by which HIV is not transmitted etc.
Web resources:
http://www.mayoclinic.org/sti
http://www.who.int/sti
YouTube: sexually transmitted infection/RVIMni,
Mayo clinic minute: sexually transmitted infections
EVALUATION:
I. Explain STIs, give examples.
II. Highlight causes of STIs and how it may be prevented.
WEEK: 6
SUBJECT: BST (BASIC SCIENCE)
TOPIC: HIV/AIDS (I)
-meaning
And Difference between HIV and AIDS
-Modes of transmission of HIV/Ways by which HIV is not transmitted
-Prevention/Behaviors that put people at risk of HIV
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. enumerate the difference between HIV and AIDS
ii. Explore the modes of transmission of HIV and symptoms of AIDS
iii. Recognize and appreciate the importance of abstinence in prevention of STIs including HIV
LEARNING ACTIVITIES:
- Students in pairs discuss the difference between HIV and AIDS
- Students in groups draw to show modes of transmission of HIV/way by which HIV is not transmitted.
- Students in small groups act short drama on the behaviors that put people at risk of HIV
- Students as a class formulate songs on the topic and present it on the assembly ground
EMBEDDED CORE SKILLS:
- Communication and collaboration
- creativity and imagination
- digital literacy
- leadership and personal development
- Citizenship
LEARNING RESOURCES:
Audio – visual resources:
https://www.progressiveteacher.in/learning-through-drama.
modes of transmission of HIV ,Charts on ways HIV is not transmitted, pictures of person using unsterilized sharp objects, mother breastfeeding a child, patient with blood transfusions, needles, syringe , razor, Charts ,Posters etc.
Web Resources:
https://www.progressiveteacher.in/learning-through-drama.
http://www.mayoclinic.org/sti
http://www.who.int/sti
YouTube:
HIV&AIDS, signs, symptoms/osmosis
HIV/AIDS, Causes, symptoms/Rehealthify.
EVALUATION:
I. What are physical symptoms of AIDS?
II. Discuss importance of abstinence.
WEEK: 7
SUBJECT: BST (BASIC SCIENCE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (BASIC SCIENCE)
TOPIC: HIV/AIDS (II)
-Counselling and Testing
-Care and Support for people living with HIV/AIDS
-Myths and facts about HIV/AIDS
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. compile information on HIV counselling and Testing
ii. Propagate support for people living with HIV/AIDS (PLWHA)
iii. Debunk myths and state facts about HIV/AIDS
LEARNING ACTIVITIES:
- Students engage themselves in a class debate on whether Voluntary HIV testing is right or wrong,
- Students in small groups act short drama on the importance of care and support for people living with HIV.
- Students write myth and fact statements about HIV/AIDS on flash cards and paste on the board under the headings
MYTHS and FACTS
EMBEDDED CORE SKILLS:
- Communication and collaboration
- creativity and imagination
- digital literacy
- leadership and personal development
LEARNING RESOURCES:
Audio- visual Resources:
Downloaded pictures of People Living with HIV/AIDS, Pictures of care and support group.
Cardboards, scissors, cello tape, masking tapes, glue, flip chart papers,
Web Resources:
https://www.progressiveteacher.in/learning-through-drama.
http://www.mayoclinic.org/sti
http://www.who.int/sti
http://www.aidsinfo.nih.gov/hiv
EVALUATION:
I. How will you counsel an AIDS patient?
II. Enumerate 2 myths about HIV/AIDS.
WEEK: 9
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Energy
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of energy
2. Mention the sources of energy
3. Outline forms of energy
4. Recognize examples of energy conversion
LEARNING ACTIVITIES:
- Students in small groups discuss energy.
- Students as a class connect battery, copper wire, sodden iron, and sodden resistor together and generate electricity.
- Students in small groups connect the speaker, battery, resistors, copper wire together to generate sound
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- Communication and collaboration
- Creativity and imagination.
LEARNING RESOURCES:
Audio – visual resources:
Copper wire, solder iron, solder, battery, speaker, electric bells, solar panel, copper wire, resistor, and led bulb etc.
Web resources:
https://www.instructable.com/energy /
EVALUATION:
I. Distinguish sources and forms of energy.
II. State unit of measuring energy.
WEEK: 10
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Air
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of air
2. List the components of air
3. Justify the usefulness of components of air
LEARNING ACTIVITIES:
- Students as a class discuss air.
- Students in small groups analyze the importance of air to mankind.
EMBEDDED CORE SKILLS:
Critical thinking
Communication and collaboration
LEARNING RESOURCES:
Audio – visual resources:
Pictures of air, used bottled, clay, plants, water, feathers, straws, cotton balls, spoons, small cat fishes, and oil
Web resources: www.google.com/airandnoisepollution
EVALUATION:
I. Justify air being a mixture.
II. Highlight percentage by volume of any 2 constituents of air.
WEEK: 11
SUBJECT: BST (BASIC SCIENCE)
TOPIC: REVISION
WEEK: 11
SUBJECT:
TOPIC: REVISION
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARD FOR JSS1 SECOND TERM BASIC SCIENCE
By the end of Second term, students are able to:
- understand how pollution affects our day to day activities and environment
- They have better understanding related human diseases and how they are preventable
- They understand how energy is integrated into the society
BST Unified Schemes of Work for Junior Secondary Schools. Scheme of Work on Basic Science and Technology JSS1, Ministry of Education Lagos State
BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK JSS1 THIRD TERM
WEEK: 1
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Revision of 2nd term and welcome tests
WEEK: 2
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Renewable energy and non- renewable energy
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of renewable and non- renewable energy
2. point- out the examples of both renewable and non – renewable energy
3. Distinguish between renewable and non-renewable energy
LEARNING ACTIVITIES:
- Students as a class discuss renewable energy and non-renewable energy.
- Students in small groups demonstrate how energy is produced from water and battery using the following steps below:
step1: the students connect the plastic spoons to the round cut plywood using hot glue
Step 2: they connect the design made above to the rotor and connect copper wire to the back of the rotor.
Step 3: they use the flowing water to hit the spoons in an anticlockwise direction. Finally connect the wire to the led bulb to generate electricity.
Step 4: generating electricity from the battery using copper wire, bulb, and resistor.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- communication and collaboration
- Creativity and imagination.
LEARNING RESOURCES:
Audio – visual resources:
Plywood, rotor, copper wire, led bulb, solder wire, solder, lead, water , spoons, solar panel , battery , etc
Web resources:
EVALUATION:
I. Differentiate renewable and non-renewable sources of energy.
II. Discuss importance of renewable sources of energy to the society.
WEEK: 3
SUBJECT: BST (BASIC SCIENCE)
TOPIC: HUMAN REPRODUCTION (I)
-Menstruation and Menstrual Hygiene
-Ovulation and signs of Ovulation
-Fertilization and Conception
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. relate the concept of Menstruation, menstrual hygiene, Ovulation, Fertilization and Conception
ii .interpreted Ovulation and Ovulation signs
iii. Explain the concept of Fertilization and Conception.
LEARNING ACTIVITIES:
- Students as a class discuss Menstruation, Menstrual Hygiene, ovulation and conception.
- Students in small groups identify and predict ovulation signs.
- Students in pairs relate fertilization to Conception.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- Communication and collaboration
- Creativity and imagination
LEARNING RESOURCES:
Audio-Resources:
Sanitary pad/towel
Tampons, calendar, Charts on the internal reproductive parts of the female, diagram to show, menstruation, fertilization and conception.
Web resources:
YouTube: Life’s greatest miracle
EVALUATION:
I. Distinguish fertilization and menstruation.
II. Discuss roles of ovulation in fertilization and menstruation.
WEEK: 4
SUBJECT: BST (BASIC SCIENCE)
TOPIC: HUMAN REPRODUCTION (II)
-Symptoms of pregnancy
-Growth of the fetus (Stages from conception to birth)
-Consequences of teenage pregnancy/where to find help.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. detect the symptoms of pregnancy
ii. Draw to show the growth of human fetus
iii. Do a role play to reflect the consequences of teenage pregnant?
LEARNING ACTIVITIES:
• Students as a class discuss and generate the symptoms of pregnancy
• Students in small groups draw to show the different stages of growth and development of the human fetus, from conception to delivery
• Students act a role play on the consequences of teenage pregnancy
EMBEDDED CORE SKILLS:
• Creativity and imagination
• Personal development and citizenship
• Communication and collaboration
• Critical thinking and problem solving.
LEARNING RESOURCES:
Audio – visual resources:
Downloaded pictures of stages of development of the fetus from conception to birth.
Web resources:
www.google.com
YouTube: Life’s greatest miracle
EVALUATION:
I. Highlight stages of fetus growth and development, state the duration.
II. Identify symptoms of pregnancy.
WEEK: 5
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Force
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of force
2. Experiment different types of forces
3. Classify different types of force
LEARNING ACTIVITIES:
- Students as a class discuss force.
- Students in small groups attach different loads to the spring and measure the height of the load with the spring.
- Students in small groups another set of students are to bring north pole magnet to the south pole magnet, also place one of the magnet to the other object like plastic or plate etc. and record their observation.
- Students in small groups classify different types of force.
- Students as a class watch video clips on force or pictures on force
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- Communication and collaboration
- Creativity and imagination.
LEARNING RESOURCES:
Audio – visual resources:
Video clips on force, Friction, electric force, gravitational force, magnetic force.
https://www.instructables.com/applyforce. www.youtube.com/force.
EVALUATION:
I. State the types of force with examples.
II. Differentiate the 2 types of force.
WEEK: 6
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Calculation of gravitational forces
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Calculate the work done on the objects
2. Balance up two or more forces
3. Illustrate the effects of a force on a body
4. Mention the advantages and disadvantages of friction
LEARNING ACTIVITIES:
- Students in small groups set up the spring balance by resort stand and attach it to the biuret holder. They attach different loads to the spring.
- Students measure the different heights after adding different loads to the spring (h).
- They tabulate the mass corresponding to the height they got. The information got, they use it to calculate the work done using Mph.
- Students in small discuss advantages and disadvantages of friction.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- Communication and collaboration
- Creativity and imagination.
LEARNING RESOURCES:
Audio – visual resources:
Resort stand, spring, load of different sizes, pivot, meter rule, thread, load of different sizes, stiff plier, oil. Lubricating oil,
Web resources: https://instructables.com/effectsofforce.
EVALUATION:
I. State the effects of force on a body.
II. Identify 2 advantages of friction.
WEEK: 7
SUBJECT: BST (BASIC SCIENCE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Earth in space
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of earth in space.
2. Justify the importance of earth in space
LEARNING ACTIVITIES:
- Students as a class discuss earth in space.
- Students in pairs analyze the usefulness of earth in space to mankind.
- Students as a class watch video clip on earth in space
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- Communication and collaboration
- Creativity and imagination
LEARNING RESOURCES:
Audio – visual resources:
Pictures of sun, earth, star, astronaut, satellite, paper, scissors, used of bottles.
Web resources:
https://www.instructables.com/astronaut. https://www.khan.academy.
EVALUATION:
I. Identify effects of movement of earth in space.
II. Distinguish revolution and rotation of earth.
WEEK: 9
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Gravitation and weightlessness
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of gravitational pull and weightlessness.
2. Outline the effects of the gravitational pull
3. Describe the effect of gravitation pull on stone, feather, and book.
LEARNING ACTIVITIES:
- Students as a class discuss gravitation and weightlessness.
- Students in pairs justify the effects of gravitational pull to falling objects.
- Students in small groups demonstrate how gravitational force or pull affect objects such as stone, feather, and book by dropping them at the top of a building at the same time.
- Students in small groups go online to learn more on gravitational pull and present it to the class.
EMBEDDED CORE SKILLS:
- Creativity and imagination
- Leadership and personal development
- Citizenship
- Communication and collaboration
- Digital literacy
LEARNING RESOURCES:
Pictures of weightlessness objects, pictures of the earth, planet, moon, solar system bowl, water, etcwww.encantata.com
EVALUATION:
I. Highlight forces which makes an object weightless in space.
II. Differentiate gravitation and weightlessness.
WEEK: 10
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Planets
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of planets
2. Mention types of planets
3. Outline the important of planets
LEARNING ACTIVITIES:
- Students as a class discuss planets.
- Students in small groups justify the important of planets to mankind.
- Students in small groups go on this site www.education.com/planets
- learn about different types of planets and present it to the class.
EMBEDDED CORE SKILLS:
- Imagination
- Digital literacy
- Leadership and personal development
- Citizenship
- Communication and collaboration
- Digital literacy
LEARNING RESOURCES:
Audio – visual resources:
Pictures of sky, moon, stars, components of the universe.
Cardboard, small bill, paints and paint brushes.
Web resources:
EVALUATION:
I. Enumerate the nine planets in sequence.
II. Mention other celestial bodies in the solar system.
WEEK: 11
SUBJECT: BST (BASIC SCIENCE)
TOPIC: REVISION
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARDS FOR BASIC SCIENCE JSS1
At the end of the session, students are able to:
- Students understand how energy is constantly maintained and use for human development
- They have better understanding of their environment
- They have better understanding of impact of breastfeeding to child
- They know the importance of drug and its side effects to mankind.
JSS1 First Term Basic Technology Scheme of work.
Week: 1
Subject: BST (Basic Technology)
Topic: UNDERSTANDING TECHNOLOGY
• Meaning of Technology
• Types/Classes
• Technology related profession
Learning Objectives: By the end of the lesson, Students should be able to:
– Explain the meaning and importance of technology in relation to their environment.
Learning Activities:
-Students as a class discuss the meaning of technology
-Students in small group examine the importance of technology to man.
-Students in pairs identify different aspects of technology
Embedded Core Skills:
- Critical thinking and problem solving.
- Collaboration and Communication
- Leadership and Personal development
Learning Resources:
Images of the various professionals at work. Charts and AUDIO-VISUAL RESOURCES:
Potters showing importance of technology.
WEB RESOURCES:
https://technology.tki.org.nz/
Week: 2
Subject: BST (Basic Technology)
Topic: CAREER PROSPECT AND OPPORTUNITIES IN TECHNOLOGY
• Meaning of career
• Definition/Technology related careers/Importance
• Employment prospects for Technology Students
• Fields of Technology/Educational routes.
Learning Objectives: By the end of the lesson, Students should be able to:
- Identify technology related professions and their importance.
- State the various fields of technology and their prospects.
Learning Activities:
-Students as a class discuss the meaning of career and its prospects
-Students in small groups examine the importance of career to man.
-Students in small groups, state the various fields of technology and their prospects.
Embedded Core Skills:
- Critical thinking and problem solving.
- Collaboration and Communication
- Leadership and Personal development
Learning Resources:
AUDIO- VISUAL RESOURCES:
Charts and posters showing the artisan, Craft man and engineers at work.
WEB RESOURCES:
www.bestcolleges.com
.co.nz/animals
https://www.s-cool.co.uk/properties of metals and non-metals
Week: 3
Subject: BST (Basic Technology)
Topic: WORKSHOP SAFETY
- Definition
- Causes
- Types
- Prevention of workshop accidents.
Learning Objectives:
By the end of the lesson, Students should be able to:
– Explain the meaning of safety
– Outline causes of workshop accident.
– Outline types of workshop accident
– State the prevention techniques.
Learning Activities:
- Students as a class discuss the prevention techniques.
- Students as a class visit a nearby workshop.
- Students in groups analyze the prevention techniques
Embedded Core Skills: Critical thinking and problem solving.
Learning Resources:
AUDIO-VISUAL RESOURCES
- Pictures & Chart showing different workshop habits.
- Video clips showing various types of workshop accident.
WEB RESOURCE
www.otago.ac.nz
Week: 4
Subject: BST (Basic Technology)
Topic: WORKSHOP SAFETY (CONTINUATION)
• Workshop Safety Devices
• Workshop Rules and Regulations.
Learning Objectives:
By the end of the lesson, Students should be able to:
– Identify some basic workshop safety devices.
– Outline some w St Students as a class visit workshop and identify workshop safety devices.
Learning Activities:
- Students as a class visit workshop and identify workshop safety devices.
- Students in small groups observe some workshop rules and regulation.
Embedded Core Skills:
- Critical thinking, and Problem solving.
- Collaboration and Communication
- Leadership and Personal development.
Learning Resources:
AUDIO-VISUAL RESOURCES:
Life display of workshop safety devices.
WEB RESOURCES:
www.otago.ac.nz
Week: 5
Subject: BST (Basic Technology)
Topic: PROPERTIES OF MATERIALS GROWTH (WOOD)
• Growth of a tree
• Classes of wood
• Identification of the two Classes/Examples of hard wood and soft wood.
Learning Objective:
By the end of the lesson, Students should be able to:
– Explain how a tree grows
– List the classes of wood.
– Outline examples of hardwood and softwood.
– Identify the differences between Softwood & Hardwood.
Learning Activities:
-Students in pairs explain how a tree grows.
-Students in pairs list some hardwood found in Nigeria
-Students as a class visit a saw mill or timber yard.
-Students in a small group identify the differences between softwood and hardwood.
Embedded Core Skills:
- Imagination, Critical thinking and Problem solving
- Collaboration and Communication
- Leadership and Personal development
Learning Resources:
AUDIO-VISUAL RESOURCES
- A chart showing the growth of a Timber.
- Life objects of some hardwood and softwood.
WEB RESOURCES:
www.ownwoodenhouse.com
Week: 6
Subject: BST (Basic Technology)
Topic: PROPERTIES OF MATERIAL (WOOD) CONTINUATION
• Parts that features in the cross section of timber and their functions
Learning Objective:
By the end of the lesson, Students should be able to:
– Identify the various parts on the cross section of a log.
– Classify and describe the properties of wood.
Learning Activities:
- Students in small groups identify some parts of the cross section of timber.
- Students in pairs list some properties of wood.
Embedded Core Skills:
- Critical thinking and Problem solving
- Collaboration and Communication
- Leadership and Personal development
Learning Resources:
AUDIO-VISUAL RESOURCES
A chart showing the various part, that feature in the cross section of a wood.
WEB RESOURCES:
www.treegrowthstructure.weebly.com
Week: 7
Subject: BST (Basic Technology)
CONTINUOUS ASSESSMENT/MID TERM BREAK
Week: 8
Subject: BST (Basic Technology)
Topic: PROPERTIES OF MATERIALS (METAL)
• Identification of metal by their physical properties
Learning Objective:
By the end of the lesson, Students should be able to:
– Outline the various properties of metal.
Learning Activities:
- Students in small groups list some properties of metal
- Students in pairs examine various types of alloys.
Embedded Core Skills:
- Col abortion and Communication
- Digital Literacy
- Student Leadership and Personal development
Learning Resources;
AUDIO-VISUAL RESOURCES:
Specimen of various types of metal
WEB RESOURCES
www.nde-ed.org
Week: 9
Subject: BST (Basic Technology)
Topic: PROPERTIES OF MATERIAL (METAL) CONTINUATION
• Classification, Examples and forms of metal
Learning Objective:
By the end of the lesson, Students should be able to:
- Classify and identify the two types of metals.
- Outline the various forms of metal.
Learning Activities:
- Students in small groups identify various forms of metal and their characteristics
- Students in small groups outline the economic importance of metal.
Embedded Core Skills:
- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development
Learning Resources:
AUDIO-VISUAL RESOURCES:
Chart showing various forms of metals.
WEB RESOURCES
www.nde-ed.org
Week: 10
Subject: BST (Basic Technology)
Topic: PROPERTIES OF MATERIALS CERAMICS & GLASS
• Identification, properties and types.
PROPERTIES OF MATERIALS (RUBBER & PLASTICS)
• Types, Examples and Properties
Learning Objective:
By the end of the lesson, Students should be able to:
– Outline the properties of Ceramics & Glass
By the end of the lesson, Students should be able to:
– Differentiate between rubbers & plastic.
– Discuss types and properties of plastic & rubber.
Learning Activities:
- Students in groups examine various types of ceramics and glass.
- Students in groups list some properties of Plastic & Rubber
- Students in pairs discuss the characteristic of plastic & rubber.
Embedded Core Skills:
- Critical thinking and Problem solving
- Collaboration and Communication
- Leadership and personal development.
Learning Resources:
AUDIO-VISAL RESOURCES:
Specimen of various ceramic and glass products.
WEB RESOURCES
www.acucuratus.com
Specimen of plastic & product.
www.pediaa.com
Weeks: 11
Subject: BST (Basic Technology)
Topic: REVISION
What has been the most useful thing you have learned in this term class?
What do you feel you have missed during this class?
Weeks: 12
Subject: BST (Basic Technology)
Topic: EXAMINATIONS
Unified Nigeria Schemes of Work for Junior Secondary School. BST- Basic Technology Scheme of Work JSS1, Ministry of Education Lagos State
JSS 1 BASIC TECHNOLOGY SECOND TERM
WEEKS: 1
SUBJECT: BST (Basic Technology)
TOPIC: REVISION / WELCOME TEST
WEEKS: 2
SUBJECT: BST (Basic Technology)
TOPIC: BUILDING MATERIAL & USES
• Common building materials
• Uses of the building materials
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
• List different types of building materials
• Outline the uses of building materials.
• Differentiate the various types of building material used in their locality.
LEARNING ACTIVITIES:
- Students as a class identify various types of building.
- Students in pairs discuss the uses of the various types of building materials.
- Students in small groups discuss the usefulness of different building material used in their locality.
EMBEDDED CORE SKILLS:
- Critical thinking and Problem solving
- Collaboration and Communication
- Leadership and Personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
Specimen of granite, cement sand Crete block, sand etc.
WEB RESOURCES
https://en.m,wikipedia.org/wiki/buildingmaterial
EVALUATION:
WEEKS: 3
SUBJECT: BST (Basic Technology)
TOPIC: DRAWING INSTRUMENTS AND MATERIALS
• Uses of drawing instruments and materials
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
• Identify and outline drawing instrument and materials
LEARNING ACTIVITIES:
Students as a class examine, name and describe drawing instrument and materials.
EMBEDDED CORE SKILLS:
- Critical thinking and Problem solving, communication and collaboration.
- Leadership and Personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Specimens of the various drawing instrument and materials to be displayed.
WEB RESOURCES
EVALUATION:
WEEKS: 4
SUBJECT: BST (Basic Technology)
TOPIC: Drawing instruments and materials (contd.)
• Basic techniques of handling drawing instruments
• Care of drawing instrument
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
• Demonstrate correct techniques for handling drawing instruments
• Practice the care for drawing instruments.
LEARNING ACTIVITIES:
- Students as a class watch teacher’s demonstration
- Students in pairs practice appropriate method of caring for the various drawing instrument.
EMBEDDED CORE SKILLS:
- Critical thinking and Problem solving
- communication and collaboration
- Leadership and Personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Chart showing some basic technique of handling drawing instrument.
WEB RESOURCES
EVALUATION:
WEEKS: 5
SUBJECT: BST (Basic Technology)
TOPIC: BOARD PRACTICE
• Setting out of drawing paper on the drawing board.
• Sharpening of drawing pencil to conical point and knife edge
• Laying out of the drawing paper by using the Tee Square and Sets square.
• Using either of Tee Square and sets square to draw border lines, parallel lines, vertical lines and title block on the drawing paper.
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
• Set out the drawing paper on the board.
• Correctly sharpened the drawing pencil to a conical point and knife-edge.
• Draw border, horizontal and vertical lines
• Appropriately draw the title block.
LEARNING ACTIVITIES: Students as a class watch teacher’s demonstration.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving.
- Collaboration and Communication.
- Leadership and Personal development.
- Digital Literacy.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Picture showing mounting techniques of laying a drawing sheet.
WEB RESOURCES
EVALUATION:
WEEKS: 6
SUBJECT: BST (Basic Technology)
TOPIC: BOARD PRACTICE (LETTERING)
• Freehand writing of alphabets and numerals.
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
Write legible freehand letters and numbers
LEARNING ACTIVITIES:
-Students as a class watch teacher practical demonstration
-Individual Students practice freehand letters and numbers.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving.
- Collaboration and Communicate
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Video clips showing how to write lettering.
WEB RESOURCES
Picture showing how lettering is done
EVALUATION:
WEEKS: 7
SUBJECT: BST (Basic Technology)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEKS: 8
SUBJECT: BST (Basic Technology)
TOPIC: FREEHAND SKETCHING
• Definition, techniques of drawing straight lines, curves, circles and irregular curves.
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
• Make neat freehand sketching of circle, curves, irregular, curves etc.
LEARNING ACTIVITIES:
- Students in pairs practice freehand sketches
- Students as a class Watch teachers demonstration
EMBEDDED CORE SKILLS:
- Critical thinking and Problem solving
- Collaboration and Communication
- Creativity and Imagination
LEARNING RESOURCES:
AUDIO-VIUAL RECOURCES:
Specimens of instruments and materials are displayed
WEB RESOURCES
classhall.com
EVALUATION:
WEEKS: 9
SUBJECT: BST (Basic Technology)
TOPIC: FREEHAND SKETCHING OF HAND TOOL: WOODWORK, METAL WORK
• Sketching of simple workshop hand tools.
WORK BENCH FITTINGS AND APPLIANCES
• List of workbench fittings and appliances
• Uses of each
• Sketches of work bench fittings and appliances.
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
• Draw simple workshop hand tools.
By the end of the lesson, Students should be able to:
• Highlight the workbench fittings and appliances.
• Outline the use of workbench.
• Outline the uses of workbench fittings and appliance.
LEARNING ACTIVITIES:
- Students as a class watch teachers Demonstration
- Students in pairs practice drawing of the tools
- Students as a class visit a workshop
EMBEDDED CORE SKILLS:
- Creativity and Imagination,
- Critical thinking and Problem solving
- Collaboration and Communication
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Specimen of the various tools displayed.
Video clips of various work bench fitting and appliances and its application.
WEB RESOURCES
passnownow.com
classhall.com
WEEKS: 10
SUBJECT: BST (Basic Technology)
TOPIC: WOOD WORK HAND TOOLS, MEASURING, MARKOUT & BORING TOOLS
• Measuring tools and their uses
• Marking out tools and their uses
• Boring tools and their uses
• Images of measuring, marking out and boring tools.
WOODWORK HAND TOOLS (CONTD). PARING & CUTTING TOOLS
• Paring and cutting tools
• Holding devices
• Their uses
• Their image
LEARNING OBJECTIVES:
By the end of the lesson, by the end of the lesson, students should be able to:
• Outline the woodwork hand tools.
• Identify woodwork, measuring, marking out and boring tools
• Demonstrate the use measuring, marking out and boring tools.
• Sketch each of the hand tools
By the end of the lesson, Students should be able to:
• State the uses of paring, cutting and holding devices.
• Identify woodwork paring and cutting tools.
• Highlight woodwork holding devices.
• State the uses of the tools.
• Sketch the tools.
LEARNING ACTIVITIES:
-Students in small groups Identify woodwork hand tools.
-Students in pairs demonstrate the use of measuring, marking out and boring tools.
-Students as a class sketch the hand tools.
-Students as a class state the uses of paring, cutting and holding devices.
-Students in pairs identify woodwork paring and cutting tools.
-Students in small groups highlight woodwork holding devices.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving,
- Creativity and Imagination
- Collaboration and Communication
- Leadership and Personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Display specimen of the tools involved
wagnermeters.com
Posters showing the various tools.
WEB RESOURCES
wagnermeters.com
EVALUATION:
WEEKS: 11
SUBJECT: BST (Basic Technology)
TOPIC: REVISION
WEEKS: 12
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARD
By the end of Second term, students are able to:
- understand how pollution affects our day to day activities and environment
- They have better understanding related human diseases and how they are preventable
- They understand how energy is integrated into the society
Unified Nigeria Schemes of Work for Junior Secondary School. BST- Basic Technology Scheme of Work JSS1, Ministry of Education Lagos State
JSS 1 BASIC TECHNOLOGY SCHEME OF WORK THIRD TERM
WEEKS: 1
SUBJECT: BST (Basic Technology)
TOPIC: REVISION / WELCOME TEST
WEEKS: 2
SUBJECT: BST (Basic Technology)
TOPIC: WOODWORK HAND TOOLS (CONTD.)
• Driving and impelling tools e.g. hammer, mallet, screw driver.
• Holding devices e.g. bench vice, bench holdfast, corner clamp, sash clamp, F and G clamps.
• Care and maintenance of woodwork hand tools.
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
– Identify wood work driving tools and holding devices.
– Sketch the woodwork driving tools and holding devices.
– Demonstrate the maintenance and care of woodwork hand tools
LEARNING ACTIVITIES:
– Students as a class participate in the class discussion.
-Students as a class list some driving tools
-Students as a group identify the various woodwork holding devices.
-Students in pairs clean and store the hand tools.
EMBEDDED CORE SKILLS:
- Critical thinking and Problem solving
- Collaboration and Communication
- Creativity and Imagination
LEARNING RESOURCES: AUDIO-VISUAL RESOURCES:
Sample of sash clamp, F & G clamp, bench hold fast, assorted hammer, assorted screw driver.
WEB RESOURCES
wagnermeters.com
EVALUATION:
WEEKS: 3
SUBJECT: BST (Basic Technology)
TOPIC: METAL WORK HAND TOOLS
• Measuring tools and their uses.
• Marking out tools and their uses.
• Holding devices and their uses.
LEARNING OBJECTIVES:
By the end of the lesson, by the end of the lesson, students should be able to:
– Differentiate the various tools used for metalwork.
– Highlight some examples of each of the tools.
LEARNING ACTIVITIES:
– Students as a class sketch some of the tools
– Students as a class visit the workshop
EMBEDDED CORE SKILLS:
- Critical thinking and Problem solving
- Creativity and Imagination
- Collaboration and Communication
- Leadership and Personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Veneer caliper
Outside caliper
WEB RESOURCES
metalworkinginfo.blogspot.com
Inside caliper
Scriber, try square
Odd leg caliper.
EVALUATION:
WEEKS: 4
SUBJECT: BST (Basic Technology)
TOPIC: METAL WORK HAND TOOLS (CONTD.)
• Driving tools and their uses.
• Cutting tools and their uses.
• Boring tools and their uses.
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
– Mention uses of the driving tools, cutting and boring tools.
– Identify each of the driving tools, cutting and boring tools.
LEARNING ACTIVITIES:
– Students as a class sketch some of the tools.
-Students as a class visit the workshop.
-Students in pair’s carryout simple job with the tools.
EMBEDDED CORE SKILLS:
- Critical thinking and Problem solving
- Creativity and Imagination
- Collaboration and Communication
LEARNING RESOURCES:
AUDIO-VISUAL RESOUCES:
Allen key, off set, spanners, hammers, hack saw, chisels file etc.
WEB RESOURCES
metalworkinginfo.blogspot.com
EVALUATION:
WEEKS: 5
SUBJECT: BST (Basic Technology)
TOPIC: MAINTENANCE OF TOOLS AND MACHINES
• Meaning of maintenance.
•Types of maintenance:
(a) Predictive
(b) Preventive
(c) Corrective.
• Importance of maintenance.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Explain the meaning of maintenance.
– Differentiate the types of maintenance.
– Explain the meaning of each maintenance.
– Highlight why tools and machines need regular maintenance.
LEARNING ACTIVITIES:
-Students as a class brainstorm on the meaning of maintenance.
-Students in small groups differentiate between types of maintenance.
-Students as a class watch video clips on care of hand tools.
EMBEDDED CORE SKILLS:
- Critical thinking and Problem solving
- Collaboration and communication
- Leadership and personal development
- Digital Literacy
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Video clips on care of hand tools.
Picture showing types of maintenance.
WEB RESOURCES
https:classhall.com/maintenance tool: machines
EVALUATION:
WEEKS: 6
SUBJECT: BST (Basic Technology)
TOPIC: BASIC ELECTRICITY
• Definition / types of current
• Electric circuit and its components.
• Basic Electrical tools
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
-Explain the meaning of electricity and current
-Differentiate the two types of current
-Differentiate between the various electric circuit components.
-Outline some basic electrical tools and symbols.
LEARNING ACTIVITIES:
– Students as a class brainstorm on the meaning of electricity.
– Students in small groups list some basic components of an electric circuit.
-Students as a class highlight basic electricity tools.
-Students as a class highlight basic electricity symbols
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving.
- Collaboration and Communication
- Leadership and Personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Chart showing the types of current.
-Video clips showing various components of an electrical circuit.
WEB RESOURCES
www.ia470.com
EVALUATION:
WEEKS: 7
SUBJECT: BST (Basic Technology)
TOPIC: CONTINUOUS ASSESSMEN/MID TERM BREAK
WEEKS: 8
SUBJECT: BST (Basic Technology)
TOPIC: BASIC ELECTRICITY
• Electricity measuring instruments
• Simple electrical calculation
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
-Differentiate the various electricity measuring instruments and device.
-Explain what each of them does
-Do simple calculations on electricity.
LEARNING ACTIVITIES:
- Students as a class mention some electricity measuring instrument/devices.
- Students in pairs solve electricity related on the board.
EMBEDDED CORE SKILLS:
- Critical thinking and Problem solving
- Collaboration and Communication
- Leadership and Personal development
LEARNING RESOURCES:
AUDIO –VISUAL RESOURCES:
A chart showing the various electricity measuring instrument / devices
WEB RESOURCES
circuitglobe.com
EVALUATION:
WEEKS: 9
SUBJECT: BST (Basic Technology)
TOPIC: BASIC ELECTRICITY
• Electricity transmission devices
(a) Transformer
(b) Stabilizer
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
-Differentiate the various electricity transmission devices.
LEARNING ACTIVITIES:
- Students as a class analyze some electricity transmission devices.
- Students in small groups distinguish between step-up transformer and step-down transformer
EMBEDDED CORE SKILLS:
- Critical thinking and Problem solving
- Collaboration and Communication
- Leadership and Personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Chart / specimen showing the various devices.
WEB RESOURCES
https://www.khanacadmy.org/electricity
openei.org
EVALUATION:
WEEKS: 10
SUBJECT: BST (Basic Technology)
TOPIC: BASIC ELECTRICITY (CONTD.)
• Simple electrical circuit connection
• Simple circuit diagram
PRACTICAL WORK ON ELECTRICITY TABLE LAMP HOLDER
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
-Demonstrate the various means of connecting the electrical circuit and their circuit diagrams.
-Outline the process involved in the connection.
-Demonstrate the processes involved in making a simple table lamp holder.
LEARNING ACTIVITIES:
- Students as a class watch video clips on connection of circuit.
- Students as a class list the tools needed to be used.
- Students as a class demonstrate the proper connection of a circuit.
- Students in small groups distinguish between parallel and series connections of resistors.
EMBEDDED CORE SKILLS:
- Critical thinking and Problem solving
- Communication and Collaboration
- Leadership and Personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Video clips electricity chart showing the various circuit connections.
WEB RESOURCES:
www.hunker.com
www.istockphoto.com
www.jumia.com.ng/lamp-shades-desk-lamp/
www.amazon.in>tablelight
EVALUATION:
WEEKS: 11
SUBJECT: BST (Basic Technology)
TOPIC: REVISION
WEEKS: 12
SUBJECT:
TOPIC: EXAMINATIONS
12 EXAMINATIONS
ACHIEVEMENT STANDARDS FOR BST (BASIC TECHNOLOGY)
At the end of the session, students are able to:
>Explain the meaning of Technology
>List out Technology related professions
>Explain the meaning of safety
>Set out the drawing paper on the board
>Write legible freehand letters and numbers
>Identify woodwork driving tools and holding devices
>Differentiate the various tools used for metal work
>Explain the meaning of maintenance
>Explain the meaning of Basic electricity and current
>Outline the various properties of materials (metals, wood, ceramics, glass and plastic)
>Identify various types of building materials and their uses.
>Identify and outline drawing instrument and materials
PHE Unified Scheme of Work Secondary School Nigeria. BST- JSS1 Physical and Health Education Scheme of Work Lagos State.
JSS1 First Term Physical and Health Education Scheme of work.
Week: 1
Subjects: BST (PHE )
TOPIC:
Introduction to the Meaning of Physical and Health Education
Learning Objectives: Students should be able to:1- Explain the concept of Physical and Health Education.
2-State the relationship between physical and health education.
3-State the purpose of Physical and health Education.
Learning Activities: 1-Students as a class define Physical and health education.
2-Students in groups discuss the relationship between physical and health education
Leaders of each group come up with the outcome of their discussion and present to the class.
3- Students as a class highlight the Purpose of Physical and Health Education
Embedded Core Skills: 1-Collaboration & Communication.
2- Student Leadership &Personal Development.
3-Critical thinking and problem solving.
4- Digital literacy
Learning Resources: 1.
Website Resources:
https://www.slideshare.net/nkmehra/concept-of-physical-education-1
https://study.com/academy/lesson/what-is-physical-education-definition-overview.html
Iii- Video resources
Video Link:
2- Audio visual Materials:
1-Flash Card
2-Poster
3: Cardboard
4- Chart
5. Projector/interactive board
Week: 1
Subjects:PHE – PHYSICAL AND HEALTH EDUCATION
TOPIC:
Meaning of Physical and Health Education
Learning Objectives: 1- Explain the concept of Physical and Health Education.
2-State the relationship between physical and health education.
3-State the purpose of Physical and health Education.
Learning Activities: 1-Students as a class define Physical and health education.
2-Students in groups discuss the relationship between physical and health education Leaders of each group come up with the outcome of their discussion and present to the class.
3- Students as a class highlight the Purpose of Physical and Health Education
Embedded Core Skills: 1-Collaboration & Communication.
2- Student Leadership &Personal Development.
3-Critical thinking and problem solving.
4- Digital literacy.
Learning Resources: 1
Website Resources:
https://www.slideshare.net/nkmehra/concept-of-physical-education-1
https://study.com/academy/lesson/what-is-physical-education-definition-overview.html
iii- Video resources
Video Link:
2- Audio visual Materials:
1-Flash Card
2-Poster
3: Cardboard
4- Chart
5. Projector/interactive board
Week: 2
Subjects: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: Introduction to the Meaning of Physical and Health Education
Learning Objectives: Students should be able to:
1- Mention the scope of Physical Education.
2- Differentiate between Physical Education and Health Education.
Learning Activities:
1-Students in pairs classifying the branches of physical and health education.
2-Students In a small group differentiate between Physical Education and Health Education.
3-Students write the outcome on cardboards while the group leaders make a presentation to the class
Embedded Core Skills:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
Learning Resources:
i- Website Resources: –
www.google.com
ii https://en.m.wikipedia.org/ wiki/Dance
iii-https://www.slideshare. Net
Video resources
ii. Audio visual Materials:
1-Flash Card
2-Poster/
3-Projector/Interactive board
4. Cardboard
5. Chart
Week: 3
Subject: PHE – PHYSICAL AND HEALTH EDUCATION
TOPIC:
Physical Fitness and body conditioning Programmers.
Learning Objectives: Students should be able to:
1- Explain the concept of physical Fitness
2- Highlight the components of Physical fitness.
3- Differentiate between health and performance related physical components.
Learning Activities:
1- Students as a class discuss the definition of Physical fitness together.
2- Students in small groups discuss the components of physical fitness.
3- Leader of each group come up with the outcome of their discussion.
4- Students in small group differentiate between Health-related fitness components and Performance (skill) related fitness.
Embedded Core Skills:
1: Collaboration & Communication.
2- Digital Literacy
3- Student Leadership & Personal Development
4- Critical Thinking & Problem Solving
Learning Resources:
Website Resource:
https://www.wisegeek.com/what-is-body-conditioning.htm
www.tmimages.org/physical-fitness-and-body-conditioning-programs
https://www.wisegeek.com/what-is-body-conditioning.htm
Audio Visual Materials:
1- Charts / Posters
2- Pictures / Photographs
3- Projector/ interactive board
4- Video clips
5- Whistle:
Week: 4
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Importance and Characteristics of a physically fit person.
Learning Objectives: Students should be able to:
1- State the importance of physical fitness
2- Explain the basic principles of physical fitness
3- List the characteristics of a physical fitness
Learning Activities: 1- Students in group analyze the values/importance of physical fitness
2- Students as a class determine the principles of physical fitness
3- Students as a group highlight the characteristics of a physically fit person
Embedded Core Skills:
1- Digital literacy
2- Collaboration and communication
3- Students leadership and personal development
4- Critical thinking and problem solving
Learning Resources: 1- Website Resource:
https://howtonight.com/characteristics-of-a-physically-healthy-person
https://en.wikipedia.org/wiki/Physical_fitness
https://www.answers.com/Q/5_characteristics_of_a_physically_fit_person
– Audio Visual Materials;
i-. charts
ii-. pictures
iii-. Interactive board/ Projector
Week: 5
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
1- Exercise to develop Strength, Endurance and Flexibility
2- Safety precautions while performing exercises.
Learning Objective:
Students should be able to:
1- Highlight appropriate exercises to develop the different components of physical fitness. (E.g. Muscular endurance, Flexibility, Speed, Power etc.)
2- Demonstrate exercises to develop: Strength, Endurance, Flexibility, Speed, and Power. etc.
3- State safety precautions during physical fitness activity:
Learning Activities:
1-students in small group list the appropriate exercises to develop the components of physical fitness skills.
2- Students in pairs demonstrates the
Activity to develop physical fitness components (Speed, Flexibility, Balance, Muscular strength etc.)
3- Students as a class recommend/ Outline safety precaution during physical fitness exercise/activities.
Embedded Core Skills:
1- Collaboration & Communication.
2- Student Leadership & Personal Development.
3- Digital Literacy
Learning Resources:
Website link:
https://www.teachhub.com/teaching-strategies/2014/…
https://teachingstrategies.com/wp-content/uploads/…
www.education.vic.gov.au/school/principals/spag/..
https://www.betterhealth.vic.gov.au/health/healthyliving/exercise-safety
Audio visual materials:
i- Charts / Posters
ii- Pictures / video clips
iii- gymnastic mats
iv. Interactive board/ Projector
Week: 6
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Personal Health:
Learning Objective:
Students should be able to:
1- Explain the concept of Personal health
2- Name components of personal health
3- Explain the objectives of personal health
4- State the importance of personal health
Learning Activities:
1. Students as a class discuss the concept of personal health
2- Students in small group exhibit the act in the components of personal health
3. Students in pairs classify the objectives of personal health
4. Students as a class state the importance of personal health
Embedded Core Skills:
1- Digital Literacy
2- Collaboration & Communication.
3- Student Leadership & Personal Development
4- Critical Thinking & Problem Solving
Learning Resources:
1- Website Resource:
https://www.verywellfamily.com/teaching-your-child..
https://www.cdc.gov/healthyschools/sher/characteristics
2- Audio Visual Materials:
i- Flash Card
ii- Poster
iii- Charts
iv- projector/ Interactive board
Week: 7
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
CONTINUOUS ASSESSMENT/MID TERM BREAK
Week: 8
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Sewage and Refuse disposal
Learning Objective:
Students should be able to;
1- Compare the concept of sewage and Refuse
2- Distinguished between sewage and refuse
3- Define Refuse and Sewage:
Learning Activities:
1- Students as a class compare the concept of Sewage and Refuse. E.g. garbage, Refuse, bin, incinerator, open dump, pit latrine, water system. (W.C)
2- Students in small group distinguished between the concept of sewage disposal and Refuse disposal.
3- Students in pairs brainstorm on the concept/ meaning of refuse and sewage.
Embedded Core Skills:
i- Collaboration & Communication.
ii- Digital Literacy
iii- Student Leadership & Personal Development
Learning Resources:
1- Website Resource:
2Audio visual Materials:
i- Brooms and rakes.
Ii-Waste paper baskets/
Iii- Refuse bin.
Iv-Poster/charts
v Interactive board/ Projector
Week: 9
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Methods of sewage and Refuse disposal
Learning Objective:
Students should be able to:
1- Describe/ explain sewage and refuse
2- Distinguish between sewage and refuse disposal.
3- Identify methods of refuse disposal.
4- Appraise the value or usefulness of refuse
Learning Activities:
1. Students as a whole class with teacher’s supervision walk round the refuse area within the school premises for refuse identification (e.g. garbage, Refuse, bin, school toilet, kitchen, school laundry. Etc.
2- Students in pairs distinguish between sewage and refuse.
3- In small group students identify methods of refuse and Sewage disposal.
4- Appraise the Functions and Values of refuse and sewage to industries
Embedded Core Skills:
1- Collaboration &Communication.
2- Student Leadership & Personal Development.
3-Digital Literacy
4- Creativity and innovation
Learning Resources:
1- Website Resource:
i- www.Google.com
ii- Video Link-: YouTube How Do We Solve Our Trash Problem?
iii- video Link-: How San Francisco is Becoming A Zero Waste
2- Audio visual Materials:
i- Brooms and rakes.
ii- Waste paper baskets/
iii- Refuse bin.
iv- Packer
v- Interactive board/ Projector
Week: 10
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Water supply,
Learning Objective:
Students should be able to:
1- Classify / enumerate type’s water supply
2- Give concept of water supply.
3- Highlight the qualities of a good water
4- Recommend ways for maintenance the cleanliness of water.
5- List methods of water storage system
Learning Activities:
1-Students in pairs classify the type of water
2-Students in small group define and differentiate between surface water and ground water supply.
3- Students in pairs highlight the qualities of good water.
4- Students as a class recommend ways to maintain the cleanliness of water.
5- Students in small groups name/discuss water storage system
Embedded Core Skills:
1- Student Leadership & Personal Development.
2- Collaboration & Communication.
3- Digital Literacy
4- Critical Thinking & Problem Solving.
Learning Resources:
1-Website Resource:
ii- https://www.water supply sources.com
iii www.google.com
https://en.m.wikipedia.org/wiki/water-supply
https://www.collinsdictionary.com
2- Audio visual materials:
i- Water storage e.g. Plastics, kegs, bottles, buckets, storage tanks,
ii- Charts / Posters
iii- Pictures
iv- Projector/ Interactive board
WEEK: 11
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: REVISION
;
WEEK: 12
Subject: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: EXAMINATIONS
PHE Unified Scheme of Work Secondary School Nigeria. BST- JSS1 Physical and Health Education Scheme of Work Lagos State
JSS 1 PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK SECOND TERM
WEEK: 1
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: Revision /welcome Test.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Analyze last term TOPIC.
2- Summarizes the last term work on refuse, sewage and water supply
3- Distinguish the last term work on sewage and refuse disposal.
LEARNING ACTIVITIES:
1. Students in pairs analyses the concept and values of Physical education, health education and physical fitness
2- Students in small group Summarizes the last term work on personal health and water supply
3- Students a whole class distinguishes between sewage and refuse disposal on last term work
EMBEDDED CORE SKILLS:
i- Collaboration & Communication.
ii- Student Leadership & Personal Development.
iii- Digital Literacy
LEARNING RESOURCES:
1 – Website Resource:
i- https://www.water supply sources.com
www.google.com
ii: – Video Resource:
iii. – Video Link: YouTube Drinking water Treatment plant
iv- Video Link:
2- Audio Visual Materials:
i- Charts / Posters
ii- Pictures / video clips
iii- Projector/ Interactive board
WEEK: 2
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Contact and Non-Contact sport:
Contact Sports.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Define Contact and non-contact sports.
2- Differentiates Contact and Non-contact sports.
3- Name Contact sport such as (Soccer, Judo, Handball, Taekwondo, Hockey game etc.)
4- Differentiates the basic skills in contact Sports Such as; dribbling, kicking, hitting, punching, lower cut, trapping, heading, chess pass, scooping, etc.
LEARNING ACTIVITIES:
1- Students as a class describe concepts of Contact and Non-contact sports.
2- Students in a small group differentiate between contact and non-contact sports.
3- Students in a pair name Contact sports e.g. soccer. Handball, hockey Basketball, Judo etc.
4- Students in small group differentiate basic skills in contact sports, e.g. dribbling, kicking, hitting, punching, lower cut, trapping, heading, chess pass, scooping, etc.
EMBEDDED CORE SKILLS:
1- Digital Literacy
2- Student Leadership & Personal Development.
3- Collaboration & Communication.
4- Creativity & Innovation
LEARNING RESOURCES:
1- Website Resource:
I-www.google.com
ii- https://www.britannica.com/art/sports
iii- https://en.m.wikipedia.org/wiki/sports
iv-. Video clips on contact and non-contact sports
v- Video Resource:
vi- Video Link- YouTube The Effects of Contact Sports on Young Athletes
vi – Video Link: – YouTube Female Full-Contact Sports in New Mexico
2- Audio visual Materials:
i- Flash Card
ii- Balls
iii- hockey sticks
iv- foot wears
v- Poster
vi – Projector/ Interactive board
WEEK: 3
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Non-contact sports.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Describe Non-contact sports
2- Mention non-contact sports (e.g. Tennis Badminton, Table tennis, Volleyball, Abula game etc.)
3- Differentiates the basic skills in Non-contact Sports Such as; gymnastics, swimming, Athletics, Cricket game, Squash game, Diving, Baseball etc.
LEARNING ACTIVITIES:
1- Students as a class describe the concept of Non-contact sport
2- Students in groups mention non-contact sports e.g.
Cricket game, Volleyball, Tennis etc.
3- Students in small group differentiate basic skills in non-contact sports, e.g. badminton game, volleyball, Tennis game, table tennis, gymnastics etc.
EMBEDDED CORE SKILLS:
i- Digital Literacy
ii- Student Leadership & Personal Development.
iii- Collaboration & Communication.
LEARNING RESOURCES:
1- website resources
i – www.google.com
ii – Video resources;
iii -Video Link- YouTube The Effects of Contact Sports on Young Athletes
iv- Video Link: – YouTube Female Full-Contact Sports in New Mexico
2- Audio visual materials:
i- Rackets
ii- Balls
iii- Flash Card
iv- Poster
v- Projector/ Interactive board
EVALUATION:
WEEK: 4
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Benefits of contact and non-contact sports
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- State the benefits of taking parts in contact and non-contact sports.
2- Identify the common injuries in Contact and non-Contact sports.
LEARNING ACTIVITIES:
i- Vocabulary Development on Contact and non-contact sports e.g. Soccer/football, Cricket, and Handball and Hockey ball game.
Ii- Group Work relationship between contact and non-contact sports
Iii- Presentation on Contact and non-contact sports
Iv-Class Project on cardboard
EMBEDDED CORE SKILLS:
1- Digital Literacy
2- Student Leadership & Personal Development.
3- Collaboration & Communication.
4- Critical Thinking.
5-Creativity & Imagination.
LEARNING RESOURCES:
1- Website Resources
i:-www.google.com
ii www.orthopaedics.com
Iii-www.injuryclaimcoach.com
Iv-www.eurosport.com
v- www.sportsrec.com
Ii-Video resources
iii- Video clips of contact and non-contact sports
iv- Video Link- YouTube Contact Sports and kids Health
2- Audio visual materials:
i- Rackets
ii- Balls
iii- Flash Card
iv- Poster
v- Projector/ Interactive board
vi- Footwear
WEEK: 5
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Safety measures in Contact and Non-Contact sports
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Differentiate the Classification of common injury in contact and non-contact sports.
2- Investigate the safety measures in contact and non-contact sports.
3. Identify common sports injury during contact and non-contact sports.
LEARNING ACTIVITIES:
1- Students in a small group differentiate the classifications of common injury in contact and non-contact sports
2- Students in pairs investigate the safety measures in contact and non-contact sports
3- Students as a whole class identify common injuries in contact and non-contact sports
EMBEDDED CORE SKILLS:
1- Collaboration & Communication.
2- Digital Literacy
3- Student Leadership & Personal Development.
4- Critical Thinking.
5-Creativity & Imagination.
LEARNING RESOURCES:
1- Website resources;
i:- www.google.com
ii- livehealthyghron.com
iii- www.hmbreview.com
ivhttps://kidshealth.org/en/kids/sports-safety.html
v – Video resources:
vi – Video Link; – YouTube Contact Sports and kids Health
2: Audio visual materials:
1. First aid materials
2. Flash Card
3. Poster
4. Interactive board/Projector
WEEK: 6
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Pathogens Diseases and their prevention:
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i- Determine the sources and causes of pathogen.
2- Investigate the effects of Pathogen on human health
iii- Classify and define the types of pathogen (communicable and Non-communicable diseases)
iv- Identify the diseases caused by pathogens.
5- Recommend and State measures to control pathogen e.g. Ebola, Lassa fever Covid-19 pandemic
LEARNING ACTIVITIES:
1. Students in a pair determine the sources and causes of pathogen.
2- Students in a small group investigate the effects of Pathogen on human health
iii- Classify and define the components of pathogen (communicable and Non-communicable diseases)
iii- Students as a whole class Identify the diseases caused by pathogens. E.g. Corona virus, Lassa fever, measles, water bone, air bone and food bone etc.
5- Students as a class recommend the measures to be taken to control pathogen
EMBEDDED CORE SKILLS:
i- Critical Thinking &problem solving
2- Digital Literacy
iii- Collaboration & Communication.
4 Student Leadership & Personal Development.
iii- Creativity & Imagination.
LEARNING RESOURCES:
i- Website resources:
ii- www.Google.com
iii-www.healthline.com/health/pathogen
iv- video clips on communicable and non-communicable diseases
v- Video resources
Video Link: YouTube Covid-19 pandemic
2: – Audio visual Materials:
i- Charts
ii- pictures
iii- Projector/
iv- interactive board
WEEK: 7
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Food Nutrition and Health
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Give concept of food and nutrition.
2- List the different types of food.
3- State the classes of food.
4- Classify food into various groups
LEARNING ACTIVITIES:
1- Students as a class brainstorm on the definition of food
2- Students in a small group List different kind of food.
3- Students in pairs, state the classes of food (vitamins, minerals, protein, carbohydrates etc.)
4- Students in small group differentiate classification of food group.
EMBEDDED CORE SKILLS:
i- Collaboration & Communication.
ii- Student Leadership & Personal Development.
iii- Digital Literacy
LEARNING RESOURCES:
1- Website resources:
i- www.google.com
ii-www.medicinet.com/food nutrient
iii: – video link-; YouTube Foods and Nutrition Health
iv- video Link: – How the food you eat affect your brain-Mia Nacamuilli
v -Video Link: – YouTube science – Human Food and Nutrients
2- Audio visual Materials
i- Pictures on food group and its functions
ii- charts on classes of food
iii- Interactive board/Projector
WEEK: 9
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Importance of food Nutrients
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Identify types of food.
2- Compare the Nutrient and Nutrition of food
3- Recommend the ways of improving on good nutrition of food.
LEARNING ACTIVITIES:
1- Students as a class identify different kinds of food nutrition and health such as: vitamins, minerals, supplements, ingestion, digestion, absorption, transport, assimilation, excretion.
2- Students in pairs compare nutrition and nutrient of food
3- Students in small group recommends ways of improving on good nutrition of food
EMBEDDED CORE SKILLS:
1- Collaboration & Communication.
2- Student Leadership &Personal Development.
3- Digital Literacy
LEARNING RESOURCES:
1: – Website Resource
i- www.google.com
ii: -Video resources:
iii- video link-: YouTube science – Human Food and Nutrients
iv- video link-; YouTube Foods and Nutrition Health
2: -Audio visual materials:
i: – charts on classes of food
ii: – Pictures on food group and functions
iii: – Projector/ Interactive board
WEEK: 10
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Badminton Game
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Write brief history on Badminton game.
2- Categorize the Facilities and equipment used in badminton game.
3- Demonstrate the basic skills and techniques in badminton game.
4- Appraise the rules and regulations badminton game
5- Identify the officials and their duties in badminton game.
LEARNING ACTIVITIES:
1- Students as a class discuss brief history on badminton game.
2- Students in pair’s categories the facilities and equipment used in badminton game.
3- Students in group demonstrate the skills and techniques in badminton game.
4- Students in small group examine the rules and regulations in badminton game.
5- Students as a class identify the official and their duties in badminton
EMBEDDED CORE SKILLS:
i- Collaboration & Communication.
ii- Student Leadership & Personal Development.
iii- Digital Literacy
iv- Critical Thinking & problem solving
LEARNING RESOURCES:
1: – Website Resource:
i: www.google.com
ii- www.dim,uchile.cl
iii- https://www.sikana
iv- https://youtu.be/0LL7t2ys
v- https://youtu.be/fzmT3cMq4s
vi- Video link- 12 Basic Badminton Techniques
3- Video link- Badminton Techniques-forehand skill
2- Audio Visual Materials:
i- Flash Card
ii- Poster
iii- badminton court
iv- charts
v- Racket and shuttle cock
vi- Projector/Interactive board
WEEK: 11
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Badminton Game
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Write brief history on Badminton game.
2- Categorize the Facilities and equipment used in badminton game.
3- Demonstrate the basic skills and techniques in badminton game.
4- Appraise the rules and regulations badminton game
5- Identify the officials and their duties in badminton game.
LEARNING ACTIVITIES:
1- Students as a class discuss brief history on badminton game.
2- Students in pair’s categories the facilities and equipment used in badminton game.
3- Students in group demonstrate the skills and techniques in badminton game.
4- Students in small group examine the rules and regulations in badminton game.
5- Students as a class identify the official and their duties in badminton
EMBEDDED CORE SKILLS:
i- Collaboration & Communication.
ii- Student Leadership & Personal Development
iii- Digital Literacy
iv- Critical Thinking & problem solving
LEARNING RESOURCES:
1: – Website Resource:
i: www.google.com
ii- www.dim,uchile.cl
iii- https://www.sikana
iv- https://youtu.be/0LL7t2ys
v- https://youtu.be/fzmT3cMq4s
vi- Video link- 12 Basic Badminton Techniques
3- Video link- Badminton Techniques-forehand skill
2- Audio Visual Materials:
i- Flash Card
ii- Poster
iii- badminton court
iv- charts
v- Racket and shuttle cock
vi- Projector/Interactive board
EVALUATION:
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
PHE Unified Scheme of Work Secondary School Nigeria. BST- JSS1 Physical and Health Education Scheme of Work Lagos State
JSS 1 PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK THIRD TERM
WEEK: 1
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: Revision /welcome Test
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Revises the last term work on contact and non-contact sports
2- Explains the Pathogens and the two components of Diseases.
3- Summarizes the Food nutrition and health and basic skills in badminton game
LEARNING ACTIVITIES:
1- Students in small group revises last term work on contact and Non-Contact sports
2- Students in pairs summarizes Communicable and Non-communicable diseases e.g. corona virus
3- Students as a class summarizes food nutrition and health with basic skill in Badminton games
EMBEDDED CORE SKILLS:
i- Collaboration & Communication.
ii- Student Leadership & Personal Development.
iii- Digital Literacy
LEARNING RESOURCES:
1- Website resources:
i- www.google.com
ii- Video link- Basic Badminton for beginner: You Tube
iii- Video link- 12 Basic Badminton Techniques
iv- Video link- Badminton Techniques-forehand skills
2- Audio visual Materials
i- charts on classes of food
ii – Pictures on food group and functions
iii- charts on classes of food
iv- Interactive board/ Projector
WEEK: 2
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Athletics: (Track and Field)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Give concept of Athletic
2- Identify track and field events equipment. Athletic
3- Differentiates between track events and field events.
4- Describe field events.
LEARNING ACTIVITIES:
1- Students in pairs Brainstorms on the definition of Athletic
2- Students in small groups identify the equipment for
Track events, Field events.
3- Students in groups differentiates between track events and field events.
4- Students as a class list and describe field events
EMBEDDED CORE SKILLS:
i- Digital Literacy
ii- Collaboration & Communication.
iv- Creativity & Innovation.
LEARNING RESOURCES:
1- Website resources:
i- www.google.com
ii- Video Link: YouTube Getting started with shot put and Discus//LAicTV
iii- Video Link: – YouTube How to throw SHOT PUT
iv- Video Link: – Glide Shot Put Drills & Progression
2- Audio visual Materials
i: – charts on discus and shot-put dimension and sectors
ii- complete athletics field
iii- Pictures on
iv- Projector/Interactive board
EVALUATION:
WEEK: 3
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Field Events
Basic skills and techniques in the following events:
i. Shot put.
ii. Discus.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Demonstrate discus and shot-put techniques.
2- Construct the sectors of throw events.
3- List the safety measures in shot put and discus.
4- Explain and dramatize the phases in Discus and shot put.
LEARNING ACTIVITIES:
1- Students in pairs, discuss and demonstrate basic skills in shot put and discus
2- The Students as a class constructs throwing sectors for shot put and discus.
3- Students in a small group list the safety measures in shot put and discus
4- Students in small groups dramatize the phases in Shot-put, and Discus throw.
EMBEDDED CORE SKILLS:
1- Collaboration & Communication.
2- Student Leadership & Personal Development.
3- Digital Literacy
LEARNING RESOURCES:
1- Website resources:
i- www.google.com
ii-https://www.youtub e.com/watch? v=xoi6bqVYDzg
iii-https://sout.org/ general-rules-field-events/
ivhttps://www.sportspectator.com/fancentral/track/guide03.html
V-Video Link-: YouTube Discus Throwing technique
Vi-Video link: – YouTube Discus Throw Men Slow Motion
vii- Video Link: – Glide Shot Put Drills & Progression
2- Audio visual materials
i. charts on discus and shot-put dimension
ii. Complete athletics field
iii. Shot put
iv. Pictures on
v. Discus
vi. Interactive board/Projector
EVALUATION:
WEEK: 4
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Field Events
Basic skills and techniques in the following events:
i. Shot put.
ii. Discus.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Demonstrate discus and shot-put techniques.
2- Construct the sectors of throw events.
3- List the safety measures in shot put and discus.
4- Explain and dramatize the phases in Discus and shot put.
LEARNING ACTIVITIES:
1- Students in pairs, discuss and demonstrate basic skills in shot put and discus
2- Students as a class construct throwing sectors for shot put and discus.
3- Students in a small group list the safety measures in shot put and discus
4- Students in small group dramatize the phases in Shot-put, and Discus throw.
EMBEDDED CORE SKILLS:
1- Collaboration & Communication.
2- Student Leadership & Personal Development.
3- Digital Literacy
LEARNING RESOURCES:
1- Website resources:
i- www.google.com
ii-https://www.youtub e.com/watch?v=xoi6bqVYDzg
iii-https://sout.org/ general-rules-field-events/
ivhttps://www.sportspectator.com/fancentral/track/guide03.html
V-Video Link-: YouTube Discus Throwing technique
Vi-Video link: – YouTube Discus Throw Men Slow-motion
vii- Video Link: – Glide Shot Put Drills & Progression
2- Audio visual materials
i. charts on discus and shot-put dimension
ii. Complete athletics field
iii. Shot put
iv. Pictures on
v. Discus
vi. Interactive board/Projector
EVALUATION:
WEEK: 5
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Execution of basic skills and techniques of shot put and Discus
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Compare and contrast throwing techniques in discus and shot put.
2- Executes the techniques in discus and shot put.
3- Demonstrate the skills in Discus throw
4- Appraise the General rules ®ulations of various throws and jumps event.
LEARNING ACTIVITIES:
1- Students as a class compare the basic skill in shot put and discus.
2- Students in a small group execute skills and techniques in Shot put.
3- Students in a small group demonstrate the phases in Discus throw
4- Students as a class appraise the general rules & regulations of various Throws and Jumps event.
EMBEDDED CORE SKILLS:
1- Collaboration & Communication.
2- Student Leadership &Personal Development.
3- Digital Literacy
LEARNING RESOURCES:
Website resources:
i- www.google.com
ii- Video Link:- Basic Technique for Discus Throw
Iii-Video Link- YouTube Getting started with shot put and Discus//Laic TV
iv- https://www.youtube.com/watch?v=xoi6bqVYDzg
https://www.topendsports.com/sport/athletics/events.htm
2- Audio visual materials
i- Charts on discus and shot-put dimension
ii- complete athletics field
iii- Pictures on
iv- Interactive board/Projector
EVALUATION:
WEEK: 6
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Ball games: (Soccer and volleyball)
History of Volleyball game
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Discuss briefly history of volleyball
2- Analyze the basic skills in volleyball.
3- Categorize the type of facility and equipment used in volleyball game
4- Construct volley ball court
5- Appraise the rules and regulations in volleyball.
LEARNING ACTIVITIES:
1- Student as a class discuss the brief history of volleyball.
2- Students in pairs analyze the skills used in volleyball game.
3- Students as a class categorize the type of equipment used in volleyball game
4- Students as a whole class constructs volleyball court
5- Students in pairs appraise the rules and regulations on volleyball game.
EMBEDDED CORE SKILLS:
1- Digital Literacy
2- Collaboration & Communication.
3- Student Leadership & Personal Development.
4- Critical thinking and problem solving
5- Creativity and innovation
LEARNING RESOURCES:
1-Website Resource:
i: www.google.com
ii- how to improve your volleyball setting with Olympic Gold.
Iii-Video Link: – YouTube at Home Wall VOLLEYBALL DRILL|KOKO VOLLEY
Iv-Video Link: -YouTube At Home Volleyball Drills (Setting, Hitting, Passing, Blocking)
V-Video Link- Volleyball Training
2-Audio visual Materials:
I-Flash Card
Ii-Poster
Iii-Balls
Iv-Nets
V-Volleyball court
Vi-Charts
Vii-Canvass
Viii- Interactive board/Projector
EVALUATION:
WEEK: 7
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: CONTINUOUS ASSESSMEN/MID TERM BREAK
WEEK: 8
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Practical Performance of Volley ball game
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Demonstrate the basic skills such as (Service, Digging, Setting, spiking, blocking etc.)
2- Demonstrate digging and setting and spiking skills in volleyball.
3- Identify the Officials in volleyball.
LEARNING ACTIVITIES:
1- Students in group execute the basic skills in volleyball (Service, Digging and Setting).
2- Students as a group demonstrate basic skill of setting, spiking and Blocking
3- Students in pairs list the volleyball officials and their duties.
EMBEDDED CORE SKILLS:
1- Collaboration & Communication.
2- Digital Literacy
3- Student Leadership & Personal Development.
LEARNING RESOURCES:
1-Website Resource:
I-www.google.com.volleyball.ng
Ii-Video Link: -YouTube At Home Volleyball Drills
Iii- Video Link: You Tube Volleyball Training
2- Audio visual materials:
i- Flash Card
ii- Poster
iii- Balls
iv- Nets
v- Volleyball court Charts
vi- Canvass
Vii-Projector/Interactive board
EVALUATION:
WEEK: 9
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Ball game
History of Soccer/Football
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Discuss briefly history of Football
2-Demostrate the basic skills in football game.
3- Categorize the type of facility and equipment used in football game
4- Construct football field
5- Appraise the rules and regulations in football.
LEARNING ACTIVITIES:
1- Student as a class discuss the brief history of Football.
2- Students in small groups demonstrate the skills used in football game.
3- Students as a class categorize the type of equipment used in football game
4- Students as a whole class constructs football field
5- Students in pairs appraise the rules and regulations in soccer game.
EMBEDDED CORE SKILLS:
1- Collaboration &Communication.
2- Student Leadership & Personal Development.
3- Digital Literacy
4- Critical thinking and problem solving
LEARNING RESOURCES:
Website resources:
i- www.IFAB.com
ii-https://www.google.com. soccer.ng
2- Audio visual materials:
i- Textbook/Laws of the game
ii- Flash Card
iii- Posters
iv- iv-Balls
v- v-Nets/goal-post
vi- vi-Football field/chart
vii- vii-Canvass/foot wear
viii- Interactive board/projector
ix- Video Link: – 100 individual soccer Training Drill
x- Video Link; – Essential Passing Drill for Soccer
WEEK: 10
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC:
Practical Performance of Soccer game
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1- Demonstrate the basic skills such as (kicking, heading. dribbling, etc.)
2- Demonstrate shooting, throw-in, trapping skills in football
3- Identify the Officials in.
LEARNING ACTIVITIES:
1- Students in groups demonstrate the basic skills of kicking, heading, shooting, throw- in. dribbling, etc.)
3- Students in pairs identify officials of football game and their duties
EMBEDDED CORE SKILLS:
1- Collaboration & Communication.
2- Digital Literacy
3- Student Leadership & Personal Development.
LEARNING RESOURCES:
i- www.IFAB.com
ii-https://youtu.b/pH_G1f6Kzfi
1-Video Link: – 100 individual soccer Training Drill
2-Video Link; – Essential Passing Drill for Soccer
2- Audio visual materials:
i. Textbook/Laws of the game
ii. Flash Card
iii. Poster
iv. Balls
v. Nets/goal-post
vi. Field of play
vii. Charts
viii. Canvass/foot wear,
ix. Whistles.
x. Film show/video clips
xi. Interactive board/ projector
EVALUATION:
WEEK: 11
SUBJECT: BST (PHE – PHYSICAL AND HEALTH EDUCATION)
TOPIC: REVISION
WEEK: 12
SUBJECT:
TOPIC: EXAMINATION
JSS1 FIRST TERM INFORMATION TECHNOLOGY SCHEME OF WORK
Week: 1
Subject: BST (ICT)
Topic:
BASIC COMPUTER CONCEPT
Learning Objectives: At the end of the lesson, students should be able:
-describe what a computer is
-identify various parts of a computer system
-categorize different parts of computer into input and output devices
-describe computer as an input-process-output device
Learning Activities: – Students as a class describe what they know about computer
– Students as a class identify and name the parts of a computer system
Students as a class categorize the parts into input, process and output devices.
Embedded Core Skills:
- Analysis of the past knowledge of computers.
- Communication in describing ideas.
Learning Resources: -a complete computer system Computer System.
www.tutorialspoint.com/basics_of_computers
https://en.m.wikibooks.org/wiki/Computers_for_Beginners/The_Basics
Week: 2
Subject: BST (ICT )
Topic:
TECHNOLOGY OF DIFFERENT INFORMATION AGE
Learning Objectives: At the end of the lesson, students should be able:
– Itemize the different information ages.
– Identify the tools associated with each age.
– State the present information age.
Learning Activities: -Students in small groups describe their early counting objects
Students as a class discuss the historical development of computers.
-Students as a class present with slides of the various technologies used in different times by humans.
(iii) Having observe the technologies used in different ages, students in small groups state the present information age – digital age/computer age
Embedded Core Skills:
• Analysis of the past knowledge of different information ages.
• Communication in describing ideas.
Learning Resources:
Local sources:
1. Stones
2. Feathers
3. Pen and ink
4. Cutlasses and hoes etc.
5. Pictures, charts
Week: 3
Subject: BST (ICT)
Topic:
HISTORICAL DEVELOPMENT OF COMPUTERS
Learning Objectives:
At the end of the lesson, students should be able:
– List early counting devices.
– State the problems in counting large numbers with those devices.
– identify mechanical counting and calculating devices.
– Mention electro-mechanical counting devices.
– Compare electronic counting devices with modern computer.
– State the contributions of named inventors
Learning Activities: Teacher shall divide the students into groups and appoint a leader to perform the following activities:
(i) Students in pairs identify various objects of counting presented by the teacher
(ii) Students as a class use the objects of counting to count numbers up to 1000 and state the problems in counting large number with those objects of counting
(iii) Students as a class watch the displayed (either via projector or flash cards) various counting and calculating devices with their specific features and categorize them into:
i. mechanical counting and calculating devices
ii. electro-mechanical counting devices.
iii. electronic counting devices and modern computers
Embedded Core Skills:
Critical Thinking, Creativity, Collaboration, And Communication, Information literacy, media literacy, and technology literacy, Leadership, Initiative
Learning Resources:
Local sources:
1. Flash cards
2. Pebbles and stones
3. Sticks e.g. broom stick, match stick
4. Cowries
5. Grains
Week: 4
Subject: BST (ICT)
Topic:
GENERATIONS OF COMPUTERS
Learning Objectives:
At the end of the lesson, students should be able:
– identify the various computer generations with examples.
– describe the generations with respect to the following:
– Year of development
-Technology used
– Environmental requirement
Learning Activities: are asked to study and predict the environmental requirement of each one.
Embedded Core Skills: agreeing to what each generation requires
Learning Resources: different generations of computers
Week: 5
Subject: BST (ICT)
Topic:
DATA AND INFORMATION
Learning Objective:
At the end of the lesson, students should be able:
– explain the relationship between data and information.
-identify sources of data and information.
-list qualities of good information.
Learning Activities;
-about 20 students at random state their age and are written on the board (primary source of data).
-a display of the breakdown of national election results (secondary source of data)
-Students as a class find the mode, range and possibly the mean age of the class.
– The students are then made to give some comments about the data on the board
(iii) Students as a class list all the fact they recorded for a particular entity e.g. a classroom’s:
Embedded Core Skills:
• Critical Thinking
• Creativity, Collaboration,
• Communication, Information literacy, media literacy, Leadership, Initiative
Learning Resources:
Local sources:
1. Counter
2. Scale
3. Weighing cylinder
4. Measuring cylinder.
5. Jugs
6. Liquid (water)
7. Tapes/meter Rule
8. Charts, pictures
Week: 6
Subject: BST (ICT)
Topic:
BST (INFORMATION TECHNOLOGY)
Learning Objective:
At the end of the lesson, students should be able:
-explain information transmission.
– classify methods of transmitting information into ancient methods and modern methods.
Learning Activities:
-Students as a class state what they know about olden day’s method of passing information
– state the modern day methods of passing information in the present time.
– Students as a class describe the various ways of getting the information across to the parents
Embedded Core Skills:
Communication and team work in describing and agreeing to what each generation requires
Learning Resources:
- Charts, drums, whistles or pictures depicting ancient methods of information transmission.
- GSM, Radio, Television, Computer, etc. or pictures/ charts of these objects.
- Letters, magazine, newspapers, etc
Week: 7
Subject: BST (ICT)
CONTINUOUS ASSESSMENT/MID TERM BREAK
Week: 8
Subject: BST (ICT)
Topic:
CLASSIFICATION OF MEANS OF TRANSMITTING INFORMATION:
– Invention of Printing.
– Invention of Radio and Television.
– Invention of Computers.
– Linking up computers with information technology.
Learning Objective
at the end of the lesson, students should be able:
-Discuss printing as a means of information transfer.
– Discuss the uses of computer and radio in information transfer
– Differentiate between television and computer
– Describe how information is transferred using the computer and mobile phone.
Learning Activities:
– Students in small groups discuss what they understand by the word “Invention”
– Students in pairs analyze the features of each stages of information evolution and state some notable inventions
– Invention of printing
– Invention of telephone
-invention of radio
-invention of television
-invention of the computer
Embedded Core Skills:
Collaboration, and Communication, Information literacy, media literacy, Leadership, Initiative
Learning Resources:
1. Newspaper, magazines
2. Radio
3. Television
4. Computer
5. Pictures and charts
Week: 9
Subject: BST (ICT)
Topic:
ICT APPLICATION IN EVERYDAY LIFE:
– Description of ICT.
– Uses of ICT:
– Communication.
– Timing and control.
– Information processing
and management etc.
– ICT and the society
Learning Objective:
Students should be able to:
– Analyze the uses of computer in:
i. Schools.
ii. Hospitals.
iii. Government offices.
iv. Banks etc.
Learning Activities:
– Students in small groups perform the following tasks on excel
-a students’ register and also state other uses of computer in the school
-a hospital patient records, state other uses of computer in the hospital
-a bank account statement
Embedded Core Skills:
Analysis Communication, Digital Literacy Information literacy
Learning Resources:
Computer
Mobile phones
https://codescracker.com/computer-fundamental/basic-applications-of-computer.htm
https://www.tutorialspoint.com/computer_fundamentals/computer_applications.htm
https://byte-notes.com/uses-computers-various-fields/
WEEK: 10
Subject: BST (ICT)
REVISION
WEEK: 11
Subject: BST (ICT)
Topic: REVISION
WEEK: 12
Subject: BST (ICT)
Topic: EXAMINATIONS
INFORMATION TECHNOLOGY SCHEME OF WORK JSS1 SECOND TERM
WEEK: 1
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
-REVISION OF FIRST TERM’S WORK
-WELCOME BACK TEST
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Revise and discuss the first terms learning
– Partake in welcome back test
LEARNING ACTIVITIES:
– Students in small groups, each group is given each topic from last term’s learning, each group is to discuss and work together as a team for some minutes and make a presentation on each topic
EMBEDDED CORE SKILLS:
- Communication
- Problem Solving
- Creativity
- Team Work
- Student Leadership
LEARNING RESOURCES:
– Posters
-Banners
– Pictures
EVALUATION:
WEEK: 2
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
INTRODUCTION TO COMPUTER MONITOR
– Description of Computer monitor.
– Description of a monitor as an output device.
– Types of monitor:
– Monochrome monitor.
– colour monitor.
– Identify the prompt and cursor.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Describe what a monitor is
– Describe the different types of computer monitor and its components.
– Justify briefly the role computer monitor plays in making a computer works effectively
– Identify and differentiate between computer monitor and television
LEARNING ACTIVITIES:
– Students as a class observe pictures/real object of TV and computer monitor
– Students in pairs distinguish between TV set and computer monitor
– Students as a class state the uses of computer monitor
EMBEDDED CORE SKILLS:
• Digital literacy
• Collaboration
• Critical thinking
• Communication
LEARNING RESOURCES:
– Computer monitor
– Pictures
– Television
– Mobile Phones
– https://www.youtube.com/watch?v=uyLDA9QT8EY
WEEK: 3
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
THE SYSTEM UNIT:
Internal features of the system unit and uses:
– CPU and its components (CU, ALU, MM).
– Motherboard
– Power Supply.
– Cooling fan, etc.
2. External features of the system unit and uses:
-The power button.
– The Reset button.
– The drives.
– The ports etc.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Identify the CPU as system unit
– Identify the internal parts of an open system unit
– Identify the external parts of system unit
– Describe how the system Unit works
Main Memory.
– Identify and explain functions of some external features.
– Connect and power on a complete computer system
LEARNING ACTIVITIES:
-Students in small groups, each group should be given an open system unit, see what the internal parts are and possibly label them
– Students as a class identify and label the external parts of the system unit
– Each group should also be given a complete desktop system to connect and power
EMBEDDED CORE SKILLS:
• Collaboration
• Creativity
• Problem Solving
• Digital Literacy
LEARNING RESOURCES:
– Pictures
– Computer CPU
– https://www.youtube.com/watch?v=hWB2UHCT0dw
WEEK: 4
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
COMPUTER ETHICS:
1. Understand computer Ethics.
2. Computer Room Management Ethics:
Maintaining a dust-free environment.
- Appropriate ventilation.
- Appropriate lighting system etc.
3. Laboratory rules and regulations:
- Arrange chairs and tables in a comfortable manner.
- Arrange the computer and their peripherals in an orderly manner.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Describe ethics in human relations
– State how they take care of the electronics at home with respect to positioning and maintenance e.g. TV
– Describe how to take care of a computer
-Apply the rules and regulations of the computer laboratory.
– Describe the ways of making good use of the computer
– Describe the effects of computers misuse/abuse
LEARNING ACTIVITIES:
– Students as a class are presented with pictures/videos of different computer room settings
-Students are divided into groups
– Each group is to take one computer room management ethic and work on it
– Some groups work on arrangement of chairs, tables and ventilation while others work on arrangement of computers, cables on the floor and other devices/peripherals to make the computer room safe and neat
EMBEDDED CORE SKILLS:
• Collaboration
• Problem solving
• Critical thinking
• Digital literacy
• Team work
• Student leadership
LEARNING RESOURCES:
– Pictures/charts of different types of computer labs.
-School computer laboratory.
– Computer systems
– https://www.youtube.com/watch?v=asnL_EHcRzY
WEEK: 5
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
WORD PROCESSING:
– Overview of word processing.
– Analysis of word processor.
– Application of word processor.
– Examples of word processors.
– Loading and exiting word processor.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Describe what word processing use is for
– Analyses the uses of word processors.
– Identify the different ways of locating word processor on the system
LEARNING ACTIVITIES:
– Students in groups are given an A4 paper to analyses what is used for
-Students as a class locate and open a word processor on a system
– Students as a class type on a blank word processor
EMBEDDED CORE SKILLS:
• Team Work
• Problem Solving
• Digital literacy
LEARNING RESOURCES:
– Computer system.
– Word processing software.
– Mobile Phones
– Tablets
– https://www.youtube.com/watch?v=oin9QoJb9WU
WEEK: 6
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
WORD PROCESSING:
– Creating:
– Loading and exiting word processor.
– creating, saving and retrieving files.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Load and exit word processor.
– create, save and retrieve files.
– Apply features of word processing as cut, copy & paste
– Identify word tools
– Navigate the Pages menu bar to save documents.
LEARNING ACTIVITIES:
–Students as a class open a new document type and save a text such as Parents Forum Invite, close the file
– Reopen an existing word documents, edit and duplicate like 5 places
EMBEDDED CORE SKILLS:
• Team Work
• Problem solving
• Digital literacy
LEARNING RESOURCES:
– Computer system
– Word processing software
– https://www.youtube.com/watch?v=ruhlWjLRX8Q
EVALUATION:
WEEK: 7
SUBJECT: BST (IT)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
DATA PROCESSING:
– Overview of Data Processing
– Data processing cycle.
– Stages of Data Processing:
i. Data gathering.
ii. Data collation.
iii. Input stage.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Locate and describe information and data
– Interpret data processing.
– Describe and apply the data processing cycle to everyday life
– Explain the need for managing/sharing data
-Organize the stages of data processing.
LEARNING ACTIVITIES:
– Students in small groups’ sets up a team to collect data on each student’s geopolitical zone based on their state of origin in Nigeria.
– Students work on collecting, recording, and analyzing data.
EMBEDDED CORE SKILLS:
• Analysis
• Creativity
• Critical thinking
• Collaboration
• Digital literacy
• Communication
LEARNING RESOURCES:
– Charts.
– Computer system.
– https://www.youtube.com/watch?v=8xoOLerFOwg
WEEK: 9
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
FEATURES OF A COMPUTER:
– Classify the features of a computer that makes it an excellent tool for data processing:
i. Accuracy.
ii. Speed.
iii. Storage etc.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
Demonstrate clearly the difference between tasks done manually and tasks done with the aid of computers.
LEARNING ACTIVITIES:
-Students as a class copy and paste exercise to duplicate texts within a document (repetitive task)
-give a complex mathematical expression such that the students will interpret differently and get different results while a computer can also be used to solve the same equation(accuracy)
-let the students see the many files stored on a system and also a heap of paper files in a store (efficient storage and access)
EMBEDDED CORE SKILLS:
• Communication
• Digital Literacy
• Team Work
LEARNING RESOURCES:
– Charts.
– Pictures
– Computer System
– Tablet
– Mobile Phone
– https://www.youtube.com/watch?v=qfjAVW6J-PM
WEEK: 10
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
THE KEYBOARD AND ITS SECTIONS:
– Definition of keyboard.
– Types of keyboard.
i. Standard and
ii. Enhanced.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Describe computer keyboard and its uses
– Practice basic keyboarding skills.
– Compare the two types of keyboard.
– Learn and perform touch keyboarding
– Use the keyboard to complete tasks on the computer
– Identify the different groups of keys on the computer
LEARNING ACTIVITIES:
-students as a class attempt stating what keyboard device is and what it’s used for.
-the two types of keyboards be presented to the students and let them state the observed differences
-Students in small group’s types to differentiate categories of keys on the keyboard.
EMBEDDED CORE SKILLS:
• Critical thinking
• Creativity
• Digital Literacy
LEARNING RESOURCES:
– Keyboard
– Computer
– Mobile phone
– https://www.youtube.com/watch?v=ee9eIsUzEOM
WEEK: 11
SUBJECT:
TOPIC: REVISION
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
ICT for Junior Secondary School Nigeria. Lagos State Information Technology Scheme of Work JSS1 –Schemeofwork
JSS 1 INFORMATION TECHNOLOGY SCHEME OF WORK THIRD TERM
WEEK: 1
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
Revision/Definition of Computer Processing.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Understand what computer processing is.
– Demonstrate its use in areas such as schools, hospitals, shops, banks etc.
LEARNING ACTIVITIES:
-Students in small groups carry out a project that involves using computers to automate activities in a specific area.
-present their work to the class
EMBEDDED CORE SKILLS:
-Communication
-Analysis
-Creativity
-Problem Solving
-Collaboration
LEARNING RESOURCES:
-a complete set of system
-A projector to show different images of computer processed data
-e.g. Charts that shows students performance in a class.
WEEK: 2
SUBJECT: BST (IT)
TOPIC:
IMPORTANCE OF COMPUTER AS A TOOL FOR PROCESSING DATA:
– Increase accuracy.
– Efficient storage facility.
– Fast access to information.
– Handles Repetitive task.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-demonstrate clearly the difference between tasks done manually and tasks done with the aid of computers.
LEARNING ACTIVITIES:
-Students in small groups copy and paste exercise to duplicate texts within a document (repetitive task)
-give a complex mathematical expression such that the students will interpret differently and get different results while a computer can also be used to solve the same equation(accuracy)
-let the students see the many files stored on a system and also a heap of paper files in a store (efficient storage and access)
EMBEDDED CORE SKILLS:
-Communication
-Evaluation
-Analysis
-Problem Solving
-Collaboration
LEARNING RESOURCES:
-Heap of paper files in store (could be a physical store or an image of same displayed with a projector)
-A computer with MS word to show copy and paste
– A calculator/ phone
Pictures.
Charts.
WEEK: 3
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
THE DEVICE
– Describe.
– Classes of Device.
i. Mechanical.
ii. Electrical.
iii. Electronic.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– describe what a device is
– explain Mechanical, Electrical and Electronic as scientific terms
– Identify a device.
– classify devices with reason(s) and examples into mechanical, electrical or electronic
LEARNING ACTIVITIES:
-students as a class access the internet and study the scientific terms (mechanical, electrical and electronic)
-Students in small groups list all the devices in their homes and classify them with reasons into mechanical, electrical and electronic
EMBEDDED CORE SKILLS:
-Digital literacy
-Communication
-Analysis
-Evaluation
-Collaboration
LEARNING RESOURCES:
https://circuitglobe.com/difference-between-electrical-and-electronic-devices.html
-A display of different devices via a projector.
-look around the laboratory and list all the visible devices such as computers, generators, printers, fans, UPS/Stabilizer etc.
WEEK: 4
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY).
TYPES OF COMPUTER:
– Digital computer and examples.
– Analog computer and examples.
– Hybrid computer and examples.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Describe a digital computer and give examples.
– Describe Analog computers and give examples.
– Describe hybrid computers and give examples.
LEARNING ACTIVITIES:
-Students in small groups present with either one live or image each of digital, hybrid and analog computers.
– Let them discuss the operational and usage differences of the devices.
EMBEDDED CORE SKILLS:
-Collaboration
-Communication
-Digital literacy
LEARNING RESOURCES:
-Computer system.
-Calculator.
-Thermometer,
-Measuring scale etc.
-Pictures.
-Charts.
https://turbofuture.com/computers/Categories-of-Computers-Analog-Digital-and-Hybrid-Computers
https://www.thewindowsclub.com/difference-between-analog-digital-and-hybrid-computers/
WEEK: 5
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
Uses and Applications of Computer.
– Uses of Computer in:
i. Schools.
ii. Hospitals.
iii. Government offices.
iv. Banks etc.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Demonstrate the uses of computer in:
i. Schools.
ii. Hospitals.
iii. Government offices.
iv. Banks etc.
LEARNING ACTIVITIES:
Students in small groups perform the following tasks excel
-a student’s register and also state other uses of computer in the school
-a hospital patient records, state other uses of computer in the hospital
-a bank account statement
EMBEDDED CORE SKILLS:
-Problem solving
-Creativity
-Collaboration
-Communication
LEARNING RESOURCES:
https://codescracker.com/computer-fundamental/basic-applications-of-computer.htm
https://www.tutorialspoint.com/computer_fundamentals/computer_applications.htm
https://byte-notes.com/uses-computers-various-fields/
WEEK: 6
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
Advantages and Disadvantages of computer
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– observe case studies to justify good and bad use of computers and their consequences respectively.
LEARNING ACTIVITIES:
Let the students be presented with case studies (images or videos) of people who are making good use of the computer and also of people who are abusing the computer. Let the resultant effect of both scenarios guide them into stating what the advantages and disadvantages of computers are
EMBEDDED CORE SKILLS: Knowledge construction through observation from case studies
LEARNING RESOURCES:
Pictures.
Charts.
Possibly videos
WEEK: 7
SUBJECT: BST (IT)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
Mastery of the Keyboard.
– Description of keyboard.
– Types of keyboard
– Sections of the keyboard.
– correct sitting position.
– using a keyboard to type names, letter, etc.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Identify and state what keyboard is used for.
State the differences between standard and enhanced keyboards.
– Identify and demonstrate the use of the different sections of the keyboard.
– Explain the correct sitting position,
– Type names, letters etc.
LEARNING ACTIVITIES:
-students as a class attempt stating what keyboard device is and what it is used for.
-the two types of keyboards (either live or images) be presented to the students and let them state the observed differences
-some typing tasks should be given to the students that will prompt them to use the different categories of keys on the keyboard.
-where possible, present three different tables with systems with three different sized chairs. Table 1 forces the students to look up to the screen. Table 2 forces the students to look down to the screen. And table 3 presents a screen that is at the same level with the sight of the student (images can also be used).
EMBEDDED CORE SKILLS:
-evaluation
-analysis
-Communication
– Critical thinking
LEARNING RESOURCES:
-keyboards (standard and enhanced)
-systems set up to demonstrate correct sitting posture/position
-Display screen that shows various sitting positions and their long term effects.
EVALUATION:
WEEK: 9
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
Screen pointing Devices.
– Description of screen pointing devices.
– Types of screen pointing devices.
i. mouse.
ii. Track ball, pointing stick.
iii. Touch pad.
iv. Joystick.
v. Light pen.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– look at the screen of a device and use whatever is available and appropriate to point to and control icons on the screen.
– discuss basic screen pointing devices.
-Demonstrate the use and appropriate handling of mouse
LEARNING ACTIVITIES:
– Student are presented with systems with and without external pointing device (mouse)
– A presentation slides with slides remote control can also be used to demonstrate pointing.
– A display of the usage of the different pointing devices is done as much as possible
-students are shown and meant to demonstrate appropriate mouse handling
EMBEDDED CORE SKILLS:
-Evaluation
-analysis
-creativity
– Critical thinking
LEARNING RESOURCES:
-Mouse(s)
– Projector
– Smart phones
– Desktop systems
– Laptops
EVALUATION:
WEEK: 10
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
Mouse Techniques: clicking, double clicking, right clicking, drag and drop.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-demonstrate different mouse techniques.
-explain each mouse technique.
LEARNING ACTIVITIES:
– present a screen with many icons
– let students point at and left click an icon and observe the changes on the icon (clicking)
– let students move all or some specific icons into a folder (drag and drop)
– let students point at an icon and state their observations (pointing)
-let students click an icon twice in quick successions and state observation (double clicking)
– let students place the pointer on an icon, then press the right button of the mouse and state their observations(right clicking) the
EMBEDDED CORE SKILLS:
-Evaluation
-analysis
-creativity
– Critical thinking
-Communication
LEARNING RESOURCES:
-Mouse.
-Systems with screens
-a projected screen for demonstration
EVALUATION:
WEEK: 11
SUBJECT: BST (IT)
TOPIC: REVISION
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARDS FOR BST (ICT)
At the end of the session, students are able to:
1. Describe, identify and categories different parts of computer system
2. Itemize, identify tools associated with each age of computer and state the present information age
3. Differentiate between early counting devices and mechanical counting devices
4. Compare electronic counting devices with modern computer
5. Differentiate between the generations of computer
6. Gather data to form information and be able to differentiate between the data and information
7. Describe how information is transferred using the computer and mobile phone
8. Analyses the uses of computer in schools, hospitals, government offices, banks etc.
9. Perform tasks on excel e.g. registration for exams, hospital patients records, bank account statement etc.
10. Connect and power on a complete computer system
11. Apply the rules and regulations of the computer laboratory
12. Type on a blank word processor, loading and exiting word processor
13. Create, save and retrieve files
14. Cut, copy and paste on word processor
15. Collecting, recording and analyzing data
16. List and classify devices at home into mechanical and electronic.
17. Differentiate between analog, digital and hybrid computers
