Unified Basic Science and Technology Schemes of Work for Junior Secondary School. Scheme of Work on Basic Science and Technology JSS2.
JSS 2 BASIC SCIENCE FIRST TERM SCHEME
Week: 1
Subject: BST (BASIC SCIENCE)
Topic: Revision of JSS1 work
Week: 2
Subject: BST (BASIC SCIENCE)
Topic: Skeletal and Muscular System
i- Main human bones.
ii- Joints.
iii- Muscles and functions.
Learning Objectives:
By the end of the lesson, students should be able to:
– Identify the main bones in the human body.
– Classify the joints in human skeletal system.
– Enumerate the functions of muscles in the body.
Learning Activities:
i- GALLERY WALK.
Students in small groups
Identify different human bones using the human skeletal model.
ii. Students classify provided skeletal specimens into movable and immovable.
iii. Students as a class discuss the functions of muscles
Embedded Core Skills:
i. Critical Thinking & Problem Solving.
ii. Communication and collaboration.
iii. Leadership and personal development.
Learning Resources:
Audio-Visual Resources:
i. Human skeleton.
ii. Chart: muscular system.
iii. Real objects or pictures: crab, snail, cockroach, rat, fish, bird.
Web-Resource
Week: 3
Subject: BST (BASIC SCIENCE)
Topic: Respiratory System
i. Meaning and definition.
ii. Breathing organs and processes
iii. Identify respiratory diseases
Learning Objectives:
By the end of the lesson students should be able to:
– Define respiratory system
-Discuss the various organs that constitute the respiratory system and describe breathing mechanism
-Highlight respiratory diseases.
Learning Activities:
I. Students in pairs provide definitions of the respiratory system.
ii. Students as a class discuss the various organs that constitute the respiratory system and describe breathing mechanism
iii. Students in small groups highlight respiratory diseases.
Embedded Core Skills:
I. Critical Thinking & Problem Solving.
ii. Collaboration & Communication.
iii. Creativity & imagination.
iv. Student Leadership & Personal Development.
Learning Resources:
Audio-Visual Resources:
i. Test-tube with lime water.
ii. Live fish and tadpoles.
iii. Wall charts.
Web Resource:
Week: 4
Subject: BST (BASIC SCIENCE)
Topic:
Circulatory system
i. Components and functions of blood.
ii. Heart and blood vessels.
iii. Blood diseases.
Learning Objectives:
By the end of the lesson students should be able to:
– Identify main constituents of bloods well as the functions of blood
– Differentiate between Heart and blood vessels
– Describe the various blood related diseases.
Learning Activities:
-Students in pairs use mixture of Viju milk with red, white and brown pieces of plastic to illustrate the components of blood.
– Students in small groups differentiate between blood vessels.
– Students as a class discuss the various blood related diseases.
Embedded Core Skills:
i. Critical Thinking & Problem Solving.
ii. Collaboration & Communication.
iii. Creativity & imagination.
iv. Student Leadership & Personal Development.
Learning Resources:
Audio-Visual Resources:
I. Wall chart
– Circulatory system.
– Blood cells.
– Longitudinal section through human heart.
II. Model of heart.
Web – Resource:
Week: 5.
Subject: BST (BASIC SCIENCE)
Topic: COMPOUNDS AND MIXTURES
Learning Objectives:
By the end of the lesson, students should be able to:
1. Explain the meaning of compounds and mixture
2. Add substances together to form a mixture and compounds
3. Explain the various mixture separation techniques.
Learning Activities:
1. Students as a class brainstorm on the meaning of compounds and mixtures
ii. Students in pairs add salt to water to form a mixture and also add hydrogen to chlorine to form a compound
3. Students in small groups explain the various mixture separation techniques
Embedded Core Skills:
• Critical thinking and problem solving
• Creativity and imagination
• Communication and collaborate
• Leadership & personal development.
Learning Resources:
Audio-Visual Resources:
I. Beakers, funnels, filter paper, Bunsen burner, petals of flowers, magnets, nails, sand, sawdust, water, salt, alcohol, hydrogen, chlorine.
II.A chart showing separating techniques.
Web –Resource:
www.chem4kids.com
Week: 6
Subject: BST (BASIC SCIENCE)
Topic: Measurement
i. Fundamental and derived quantities.
ii. Scalar and vector quantities.
iii. Meaning, units, instruments of measurement of time, mass, distance, volume, temperature, density, force, pressure etc.
Learning Objectives:
By the end of the lesson students should be able to:
– Define physical quantities and their types
-Differentiate between scalar and vector quantities.
-Identify instruments for measuring length, time, mass, distance, volume, temperature, density, force, pressure etc.
Learning Activities:
i. Students as a class define physical quantities and their types.
ii. Students in pairs differentiate between scalar and vector quantities
ii.Students in small groups measure the body temperature, mass, weight etc. of their class mates.
Embedded Core Skills:
i- Critical Thinking & Problem Solving.
ii- Collaboration & Communication.
iii- Creativity & imagination.
iv- Student Leadership & Personal Development.
Learning Resources:
Audio-Visual Resources:
1) Measuring cylinder, pebble, twine, water, clinical thermometer, equal arm balance, coins.
2) Chart of different measuring instruments.
Web-Resources:
www.study.com
Week: 7
Subject: BASIC SCIENCE)
Topic: CONTINUOUS ASSESSMENT/MID TERM BREAK
Week: 8
Subject: BST (BASIC SCIENCE)
Topic:
i. Potential and kinetic energy.
Learning Objectives:
By the end of the lesson students should be able to:
– Define potential and kinetic energy
– Differentiate between potential and kinetic energy.
– Use formula to determine potential and kinetic energy.
Learning Activities:
i- Students in small groups brainstorm on the meaning of potential and kinetic energy
ii- Students as a class differentiate between
Potential and kinetic energy.
iii.Students in pairs use formula to solve problems/calculations on kinetic and potential energy
Embedded Core Skills:
I. Critical thinking and problem solving.
II. Creativity and imagination.
III) Communication and collaboration.
Learning Resources:
I. School bell, bicycle, toy car, football, stone, catapult, meter rule.
www.mathsisfun.com
Week: 9
Subject: BST (BASIC SCIENCE)
Topic: WORK, ENERGY AND POWER.
Learning Objectives:
By the end of the lesson students should be able to:
_Define work, energy and power.
– State units of measurement of work, energy and power.
– Identify forms of energy (heat, thermal, nuclear, solar, chemical etc.)
– Apply formula to solve calculation problems.
Learning Activities:
1. Students as a class brainstorm on the meaning of work, energy and power and the relationship between them.
2. Students in pairs identify the units of measurement of work, energy and power
3. Students in small groups apply formula to solve calculation/problems on work, energy and power.
Embedded Core Skills:
I. Collaboration and communication.
II. Critical thinking and problem solving.
Learning Resources:
Audio-Visual Resources:
I. Spring balance.
II. Picture of a crane.
Web- Resource:
www.edinformatics.com
Week: 10
Subject: BST (BASIC SCIENCE)
Topic: Body image
By the end of the lesson, students should be able to:
i. explain the concept of body image.
ii.appreciate individual features and uniqueness with respect to size, shape, height, race, ethnicity, colour of skin, eyes and hairs.
iii. enumerate the factors affecting body image.
Learning Objectives:
• Students as a class play a “body image game” by writing on a sheet of paper(no name) what part of their body they love and what part they will like to change and why?
• Students in a class discussion identify different features of the body and individual uniqueness
• (Physical features like height, stature, color of eyes and hair, complexion etc.) And then make a photo collage to show: A real man, A female model, An achiever, An icon)
iii. Students in small groups discuss factors which may influence body image.
Learning Activities:
I. Collaboration and communication.
II. Leadership and personal development.
Embedded Core Skills:
Audio-Visual Resources:
Pictures and charts of people
With different physical features.
Old newspapers, calendars, magazines, Scissors, blade, masking tape, gum/glue, cardboard, flipchart paper.
Web Resources:
www.ehshouston.org
www.prezi.com/body
www.study.com
Learning Resources:
Week: 11
Subject: BST (BASIC SCIENCE)
Topic: REVISION
Week: 12
Subject: BST (BASIC SCIENCE)
Topic: EXAMINATIONS
LAGOS STATE GOVERNMENT MINISTRY OF EDUCATION
UNIFIED SCHEMES OF WORK FOR JUNIOR SECONDARY SCHOOLS
JSS 2 BASIC SCIENCE SECOND TERM SCHEME
WEEK: 1
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Revision of JSS2 first term work
WEEK: 2
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Digestive System
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Mention parts of alimentary canal.
– Differentiate between milk and permanent teeth.
– Identify reagents to test food items.
– State characteristics of enzymes.
LEARNING ACTIVITIES:
– Students as a class brainstorm on the definition of the digestive system.
– Students in pairs identify the parts that constitute the digestive system.
– Students in small groups test for food items using available specimen and appropriate reagents e.g. Ptyalin using iodine solution.
– GALLERY WORK
– Students study the model of jaw to describe each type of teeth.
EMBEDDED CORE SKILLS:
i. Collaboration and communication.
ii. Critical thinking and problem solving.
iii. Leadership and personal development.
LEARNING RESOURCES:
Audio-Visual Resources:
I. A freshly killed dissected rat showing alimentary canal.
II. Wall chart: human digestive system.
III. Model of jaw.
IV. Iodine solution and a slice of Yam.
V. Margarine and a sheet of paper.
VI. Test-tube.
Web- Resource:
www.britannica.com
EVALUATION:
I. Discuss functions of each major part of the alimentary canal.
II. Identify 2 reagents and the food items they are used to test.
WEEK: 3
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Excretory System
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Explain the term “excretory system”
-Describe urinary system and explain how it functions.
-Identify the end products of the excretory process
-Draw a well labelled diagram of skin.
LEARNING ACTIVITIES:
– Students as a class brainstorm on the definition of excretory system.
-Students in pairs identify parts of the urinary system, using flash cards and state their functions.
– Students in small groups describe the various organs that constitute the excretory system.
EMBEDDED CORE SKILLS:
1. Critical Thinking & Problem Solving.
2. Collaboration & Communication.
3. Creativity & imagination.
4. Student Leadership & Personal Development.
LEARNING RESOURCES:
Audio-Visual Resources:
i. Chart or model.
– Skin
– Kidney
– Lungs
ii. Unlabeled diagram of the urinary system.
Web Resources:
www.science-daily.com
http://kidskonnect.com
EVALUATION:
I. Highlight human excretory organs and substances they remove.
II. Describe functions of the urinary system in relation to its parts.
WEEK: 4
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Growth and development
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Differentiate between growth and development.
– examine the factors affecting growth.
– Identify growth hormones and the glands which secrete them.
LEARNING ACTIVITIES:
i. Students as class differentiate between growth and development with emphasis on the indices i.e. height, weight and size.
ii. Students in pairs examine the factors affecting growth.
iii. Students in small groups discuss the hormones and glands associated with growth.
iv. Students as a class discuss pubertal changes and cleanliness.
EMBEDDED CORE SKILLS:
i- Critical Thinking & Problem Solving.
ii- Collaboration & Communication.
iii- Creativity & imagination.
iv- Student Leadership & Personal Development.
LEARNING RESOURCES:
Audio –Visual Resources:
I. Poster of babies, toddlers, adolescents and adults.
I. Pictures of students family members.
II. Bathroom scale, tape rule.
III. Chart: Endocrine system.
Web- Resources:
https://courses.lumenlearning.com
EVALUATION:
I. Outline environmental factors which affect growth.
II. Mention growth hormones.
WEEK: 5
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Habitat and adaptation
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Define habitat.
– Compare the features of plants in salt water and fresh water bodies.
– List animals found in terrestrial and aquatic habitats.
LEARNING ACTIVITIES:
– Students as a class brainstorm on habitat and adaptation
– Students in small groups discuss adaptive features of organisms in the same habitat
i. Students in pairs examine the features of terrestrial and aquatic animals.
ii. Students in small groups compare the features of plants in salt water and those in fresh water.
EMBEDDED CORE SKILLS:
i. Collaboration and communication.
ii. Critical thinking and problem solving.
iii. Leadership and personal development.
LEARNING RESOURCES:
Audio-Visual Resources:
i. Charts, pictures or video clips of common organisms in a habitat.
ii. School garden or aquarium.
Web-Resources:
EVALUATION:
I. State features of aquatic plants.
II. Describe a terrestrial habitat.
WEEK: 6
SUBJECT: BST (BASIC SCIENCE)
TOPIC: ECOSYSTEM
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Define ecosystem
2. Distinguish between autotrophy and heterotrophy
3. Differentiate between food chain and food web
4. Draw a simple food chain and also a food web
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the meaning of ecosystem
ii. Students in pairs distinguish between autotrophy and heterotrophy
iii. Students in small groups differentiate between food chain and food web
iv. Students as a class watch video clips of food web in a terrestrial habitat
EMBEDDED CORE SKILLS:
I. Critical thinking and problem solving.
II. Collaboration and communication
III. Leadership and personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
Video clips of food web in a terrestrial habitat
Chart showing food chain and food web in terrestrial and aquatic habitat.
Nearby pond,
Grass, grasshopper, grass cutter, weeds, soil, water, frog etc.
WEB RESOURCES
https://biologydictionary.net/ecosystem
www.toppr.com/ecosystem
EVALUATION:
I. Highlight major group of animals in a food chain.
II. State benefits of organisms in an eco-system.
WEEK: 7
SUBJECT: BST (BASIC SCIENCE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Man as higher animals.
i. Classes of vertebrates.
ii. Characteristics of mammals and primates.
iii. Uniqueness of man.
– Reasoning.
– Inquisitiveness.
– Problem solving.
– Observations.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Mention characteristics of mammals and primates.
– Give two features which are common to all the vertebrates.
– Justify the uniqueness of man in terms of reasoning, problem solving, observation etc.
LEARNING ACTIVITIES:
i. Students in small groups examine the characteristics of mammal and primates.
ii. Students as a class identify the feature common to all vertebrates.
iii. Students in pairs justify the uniqueness of man in terms of reasoning, problem solving, observation etc.
EMBEDDED CORE SKILLS:
i. Collaboration and communication.
ii. Critical thinking and problem solving.
iii. Leadership and personal development.
LEARNING RESOURCES:
Audio-Visual Resources:
i. Charts or model of:
– Vertebrates.
– Invertebrates.
– Primates.
– Human brain.
ii. Picture:
– Man.
– Monkey.
EVALUATION:
1. State 2 features which differentiate man from other animals.
2. Identify 2 characteristics of vertebrates.
WEEK: 9
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Rusting
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Explain the term “rusting”
– State the effects of rusting and
Identify ways of preventing it.
– Compare rusting with burning and respiration.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the definition of rusting.
ii. Students in small groups perform the following activities;
a) Put 2 nails in each of the corked test-tube with water.
b) Put 2 nails in each of the corked test-tube with silica gel and water.
c) Put 2 nails in each of the corked test-tube with drop of oil.
Note observations some days ahead of the next class discussion.
i. Students as a class state the effects of rusting and ways of preventing it
iii. Students in pairs compare the rusting with burning and respiration
EMBEDDED CORE SKILLS:
I. Critical Thinking & Problem Solving
II. Collaboration & Communication.
III. Student Leadership & Personal Development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
I. 3 test-tube with cork, polished nail, water, silica gel and oil.
II. A rusted pail.
III. Oil, paint and grease.
IV. An accumulated battery.
VWEB RESOURCES:
www.byjus.com
EVALUATION:
I. Outline ways of preventing rusting.
II. State the similarity between rusting, burning and respiration.
WEEK: 10
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Abstinence
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Define abstinence
ii. Describe types of abstinence and state the advantages of abstinence.
iii. Discuss reasons why adolescents do not abstain.
iv. Debunk myths about abstinence
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the meaning of abstinence
ii. Students in a whole class discussion describe the types of abstinence and state the advantages of abstinence.
iii. Students in pairs give reasons why young people have premarital sex.
iv. Students as a class discuss myths and facts about abstinence.
v. Students in small groups take turn to sort the flash cards provided.
vi. Students agree on the statements written on the cards, and take turn to paste them under the headings.
EMBEDDED CORE SKILLS:
I. Critical Thinking & Problem Solving
II. Collaboration & Communication.
III. Student Leadership & Personal Development.
LEARNING RESOURCES:
Audio-Visual Resources:
Cardboards, flashcards, markers, masking tape, flip chart paper,
WEB RESOURCES:
https://www.warrenhills.org/abstinence
https://www.plaza.ufl.edu.org/abstinence
EVALUATION:
I. State meaning of abstinence.
II. Give 2 reasons an adolescent should abstain.
WEEK: 11
SUBJECT:
TOPIC: REVISION
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARDS FOR BASIC SCIENCE JSS2
At the end of the term:
1. Students know the various organs that constitute the digestive system as well as the excretory system.
2. Students are able to distinguish between growth and development
3. Students know the adaptive features of animals in the terrestrial and aquatic habitats
4. Students understand the similarities and differences between rusting, burning and respiration
5. Students know the meaning, types and advantages of abstinence
BASIC SCIENCE AND TECHNOLGY SCHEME OF WORK JSS2 THIRD TERM
WEEK: 1
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Revision of Second Term Work
WEEK: 2
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Reproduction in plants
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Define the term “reproduction”
ii. Differentiate between sexual and asexual reproduction.
iii. Identify parts of flowers
iv. Distinguish between self and cross pollination.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the meaning of reproduction.
ii. Students in small groups distinguish between sexual and asexual reproduction.
iii. Students in pairs cut open the longitudinal section of a flower with razor t to show stigma, style and ovary.
iv. Students in small groups distinguish between self and cross pollination.
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication
iii. Leadership and personal development.
LEARNING RESOURCES:
Audio- Visual Resources:
i. Chart: natural and artificial methods of vegetative propagation. Wind and insect pollinated flower.
ii. Hibiscus flower and a razor blade.
iii. Bean seeds, beakers, cotton wool, water.
iv. Real objects: Onion, ginger, potato etc.
Web- Resources:
www.maximumyield.com
www.britannica.com
EVALUATION:
I. Identify male and female parts of a flower.
II. Identify methods of asexual reproduction.
WEEK: 3
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Magnetism
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Differentiate between magnetic material and non-magnetic materials
ii. Describe poles, magnetic flux and field of a magnet.
iii. State magnetic laws.
iv. Highlight ways of demagnetizing a bar magnet.
LEARNING ACTIVITIES:
i. Students as a class differentiate between magnetic and non-magnetic materials
ii. Students in small groups Determine the north and south poles of a bar magnet and the magnetic flux around them with the aid of iron fillings.
iii. Students in pairs demonstrate the law of magnetism by bringing the poles of bar magnets close to themselves.
iv. Students in small groups highlight ways of demagnetization of a magnet.
EMBEDDED CORE SKILLS:
I. Critical thinking and problem solving
ii. Collaboration and communication.
iii. Leadership and personal development.
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
i. A pair of bar magnet and compass.
i. Pin, nail, needle, razor, key etc.
ii. Iron filings.
iii. Retort stand and string.
iv. Iron, steel, copper, bronze etc.
WEB RESOURCES
EVALUATION:
I. How many poles has a magnet, name them.
II. State relationship between magnetic field and flux.
WEEK: 4
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Sound energy
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Define sound and energy.
ii. Discuss production, transmission and reflection of sound energy.
iii. Differentiate between music and noise.
iv. Compare the speed of sound through different media.
v. Identify parts of the ear used for hearing.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the definition of sound energy
ii. Students in pairs use tuning fork to demonstrate production and transmission of sound.
iii. Students as a class differentiate between music and noise
iv. Students in pairs compare the speed of sound through solid, liquid and gas.
v. Students in small groups Describe how sound is heard using model of the ear.
EMBEDDED CORE SKILLS:
i. Critical thinking & problem solving.
ii. Collaboration and communication.
iii. Leadership and personal development.
LEARNING RESOURCES:
AUDIO- VISUAL RESOURCES:
i. School bell.
ii. Whistle.
iii. Drum and drum stick.
iv. Model of ear.
WEB-RESOURCES:
www.groovylabinabox.com
EVALUATION:
I. Highlight 2 features of noise.
II. What is the value of speed of sound in air?
WEEK: 5
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Thermal energy
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Define thermal energy, heat and temperature.
ii. Demonstrate rate of flow of heat through different materials.
iii. Differentiate methods of heat transfer.
iv. State the application of heat and prevention of heat loss.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the definition of thermal energy, heat and temperature.
ii. Students in small groups dip waxed spoon of silver, copper, aluminum and lead in a beaker of hot water and note their observations for class discussion.
iii. Students in pairs distinguish between the methods of heat transfer.
iv. Students illustrate prevention of heat loss using a thermo flask
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication.
iii. Leadership and personal development.
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
i. Bunsen burner.
ii. Beaker.
iii. Stainless spoon.
iv. Thermo flask.
v. Water.
vi. Thermometer.
vii. Standing fan.
WEB RESOURCES
EVALUATION
I. Enumerate methods of heat transfer.
II. State prevention of heat transfer in each method.
WEEK: 6
SUBJECT: BST (BASIC SCIENCE)
TOPIC: KINETIC THEORY OF MATTER
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Justify the assumptions of Brownian on particulate movement.
ii. Explain molecular nature of solid, liquid and gas.
iii. Use kinetic theory to explain evaporation and boiling
LEARNING ACTIVITIES:
i. Students as a class experiment to justify the assumption of Mr. Brownian on particulate movement
ii. Students in pairs explain the molecular nature of solid, liquid and gas using the kinetic theory.
ii. Students in small groups distinguish between evaporation and boiling using the kinetic theory
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication
iii. Leadership and personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
i. Chart on molecular structure of matter.
ii. Stool, bottle of water and perfume can.
iii. Ice block, camphor, salt.
iv. Beaker and Bunsen burner.
WEB-RESOURCE:
https://simple.m.wikipedia.org/kinetic-theory
EVALUATION:
I. Highlight Brownian particulate assumptions about matter.
II. Compare molecular nature of solid and liquids.
WEEK: 7
SUBJECT: BST (BASIC SCIENCE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Chemicals
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Mention common chemicals_ toxic and non-toxic.
ii. Highlight precautions while handling chemicals.
iii. Identify chemical safety signs and meanings.
iv. Produce homemade chemicals.
LEARNING ACTIVITIES:
i. Students as a class mention some common chemicals both toxic and non-toxic
ii. A student kits up using the materials provided to illustrate dressing in the laboratory and showcase some precautionary measures that must be taken when handling chemicals in the laboratory.
iii. Students in small groups discuss the importance of safety signs in handling chemicals.
iv. Students are grouped to produce domestic chemicals like liquid soap, antiseptics, izal etc.
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving
ii. Collaboration and communication.
iii. Leadership and personal development.
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
i. Reagent and chemical bottles.
ii. Samples of chemicals in labelled bottles.
i. Disinfectant.
ii. Insecticide.
iii. Liquid soap.
iii. Chart: safety signs.
iv. Others: sand bucket, hand glove, safety goggle, lab coat, boot.
WEB RESOURCES
EVALUATION:
I. Classify chemical substances according to their uses.
II. Outline safety measures when handling chemicals.
WEEK: 9
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Crude oil and petrochemicals
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
- Describe processes in crude oil refining.
- Highlight crude oil constituents and uses.
- Compare properties of different petroleum products in terms of viscosity, uses and flammability.
LEARNING ACTIVITIES:
i. Students as a class discuss the refining process of crude oil using the chart provided.
ii. Students in pairs identify the constituents of crude oil and their uses.
iii. Students in small groups compare properties of different petroleum products in terms of viscosity, uses and flammability.
EMBEDDED CORE SKILLS:
- Collaboration and communication.
- Critical thinking and problem solving.
- Leadership and personal development.
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
i. Chart of a refinery.
ii. Engine oil, kerosene, gas cylinder.
iii. Plastic, textiles, Dunlop slippers.
WEB RESOURCES
https://corperatefinanceinstitute.com
EVALUATION:
I. Briefly describe refining of crude oil.
II. State 2 general properties of crude oil constituents.
WEEK: 10
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Reproductive health
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. explores the term reproductive health and ways of ensuring reproductive health.
ii. Examine some reproductive health problems relating to young people (Menstruation, Unintended Pregnancies, Unsafe/Induced Abortions, Sexual Abuse, Early Marriage, Female Genital Mutilation, STIs/ HIV etc.)
iii. Outline the effects of genetic counselling.
LEARNING ACTIVITIES:
i. Students in a whole class discussion define reproductive health and explore ways of ensuring reproductive health.
ii. Students in pairs identify reproductive health issues in young people.
Students in small groups discuss the importance and effect of genetic counselling.
EMBEDDED CORE SKILLS:
• Critical thinking and problem solving.
• Collaboration and communication.
• Leadership and personal development.
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Charts of different health issues.
-Charts of the male and female reproductive systems
-Downloaded pictures to show different reproductive health issues
WEB RESOURCES
https://www.unfpa.org/reproductive health
https://www.sciencedirect.com/adolescentreproductivehealth
EVALUATION:
I. Enumerate ways of ensuring reproductive health.
II. Mention some reproductive problems.
WEEK: 11
SUBJECT: BST (BASIC SCIENCE)
TOPIC: REVISION
WEEK: 12-13
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARDS FOR BASIC SCIENCE JSS2
At the end of the term:
- Students understand the differences between sexual reproduction and asexual reproduction
- Students can show diagrammatically the magnetic flux around magnets
- Students can experimentally verify the law of magnetism
- Students understand that speed of sound varies across different media/materials
- Students understand the differences between the methods of heat transfer
- Students understand the precautionary measures that must be taken when handling chemicals in the laboratory
- Students know the constituents of crude oil.
BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK JSS2 FIRST TERM
WEEK: 1
Subject: BST (Basic Technology)
Topic: FIRST AID AND MATERIALS
• Meaning of first aid.
• Materials that are required in first aid
• Situation that requires first aid
– Application of first aid
– A, B, C of first aid
Learning Objectives:
By the end of the lesson, Students should be able to:
– Explain the meaning of first aid.
– Differentiate between the contents of a first aid box.
– Apply the ABC of first aid to victim of workshop accident
Learning Activities:
– Students in small groups practice giving simple first aid.
– Students in pairs Inspect first aid box and name the content.
Embedded Core Skills:
-Critical thinking and problem solving
-Collaboration & communication
-Leadership and personal development.
Learning Resources:
AUDIO-VISUAL RESOURCES:
First aid box and materials.
– Video clips.
– Posters of ABC application.
WEB RESOURCES:
https://bstbasictechnology.wordpress.com/2017/07/18/first-aid-and-materials-jss2-lesson-1/amp/
WEEK: 2
Subject: BST (Basic Technology)
Topic: Processing of materials (wood)
• Growth of trees
• Felling of trees
• Conversion of trees
Learning Objectives:
By the end of the lesson, Students should be able to:
– Outline the various stage of the growth of tree.
– Demonstrate the processes of tree felling and the implements used.
– Outline the methods of converting wood.
Learning Activities:
– Students as a class discuss the stages of growth of a tree
– Students in small groups make sketches of tree felling.
– Students in pairs discuss the methods of converting wood.
Embedded Core Skills:
-Critical thinking and problem solving
-Collaboration & communication
-Leadership and personal development.
Learning Resources:
AUDIO-VISUAL RESOURCES
– Posters / Charts
– Timber specimen
WEB RESOURCES:
http://wiki.dtonline.org/index.php/Timber_Conversion
https://agrilife.org/treecarekit/introduction-to-tree-care/how-trees-grow/
WEEK: 3
Subject: BST (Basic Technology)
Topic: Processing of materials wood (contd).
• Seasoning of timber: Definition
• Defects in wood.
• Preservation of wood.
• Manufactured boards.
Learning Objectives:
By the end of the lesson, Students should be able to:
– Explain the meaning method of seasoning relation to wood
– Identify and outline the defects in wood.
– Outline the various types of wood defects.
– Outline types/methods of applying preservatives.
Learning Activities:
– Students as a class brainstorm on the meaning and method of seasoning of timber.
-Students as individual make sketcher of defects
– Students as a class watch films and slides on timber production.
Embedded Core Skills:
-Critical thinking and problem solving
-Collaboration & communication
Learning Resources:
AUDIO-VISUAL RESOURCES:
-Posters / Chart Showing seasoning method.
– Video clips showing various wood detect and video clips showing manufactured board.
WEB RESOURCES:
https://theconstructor.org/building/seasoning-of-timber-methods/14699/
http://wiki.dtonline.org/index.php/Manufactured_Board
https://www.davidstimber.com.au/resource-centre/wood-defects/
https://www.uky.edu/Ag/Entomology/PSEP/cat17applic.html
WEEK: 4
Subject: BST (Basic Technology)
Topic: Processing of materials (metal)
• Methods of processing metal:
– Smelting, Casting, Extraction
– Advantages and Disadvantages of the different metal processing.
– Methods/Identification of metal alloys
Learning Objectives:
By the end of the lesson, Students should be able to:
– Differentiate the various ways of processing materials.
– Identify metal alloys.
– Explain the uses of common metal alloys.
Learning Activities:
– Students as a class visit metal processing workshop.
-Students in small groups list the method of processing metal.
-Students in pairs identify alloys
-Students as a class explain common metal alloys
Embedded Core Skills:
-Critical thinking and problem solving
-Collaboration &communication
-Leadership and personal development.
Learning Resources:
AUDIO-VISUAL RESOURCES
– Samples of metals and metal alloys.
– Posters / Chart showing various method of processing metals.
WEB RESOURCES:
WEEK: 5
Subject: BST (Basic Technology)
Topic: Processing of materials (Ceramics and Glass)
• Methods of processing clay, ceramics and Glass materials.
• Advantages and Disadvantages of the different processing methods.
Learning Objectives:
By the end of the lesson, Students should be able to:
– Describe the uses of clay, ceramics and glass.
– Produce simple clay, ceramic and glass household wares.
– Explain the methods of processing clay, ceramics and glass.
Learning Activities:
– Students as a class produce simple house hold items from clay, ceramics and glass.
– Students as a class examine the products on display and describe their properties.
Students as individuals explain methods of processing, clay, ceramics and glass
Embedded Core Skills:
-Critical thinking and problem solving
-Collaboration & communication
-Leadership and personal development.
Learning Resources:
AUDIO-VISUAL RESOURCE
– Clay
– Potter’s wheel.
– Ceramics products
– Glass work equipment.
WEB RESOURCES:
WEEK: 6
Subject: BST (Basic Technology)
Topic: Processing of material (plastics & rubber)
• Method of processing Plastics and rubber.
• Advantages and disadvantages of the different processing methods
Learning Objectives:
By the end of the lesson, Students should be able to:
• Explain the method of processing plastic and rubber
• Outline the advantages and disadvantages of each methods.
• Differentiate between rubber and plastics.
Learning Activities:
– Students as a class examine the products on display and describe their properties.
– Students as a class visit plastic and rubber industries workshop.
– Students as individuals outline the advantages and disadvantages of each methods
-Students in small groups differentiate between rubber and plastics
Embedded Core Skills:
-Critical thinking and problem solving
-Collaboration & communication
-Leadership and personal development.
Learning Resources:
AUDIO-VISUAL RESOURCES
– Posters/Charts showing the method of processing plastic and rubber.
– Video clips
WEB RESOURCES:
https://www.plasticsindustry.com/plastic-processing-methods.asp
https://www.linde-gas.com/en/processes/plastic_and_rubber_processing/index.html
WEEK: 7
Subject: BST (Basic Technology)
Topic: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
Subject: BST (Basic Technology)
Topic: Materials and their common uses (wood)
• Uses of wood: Pulp, Paper making, furniture making, joinery, bridges, poles and handles of implements, etc.
Learning Objectives:
By the end of the lesson, Students should be able to:
•Outline some common user of wood
Learning Activities:
– Students in groups examine articles made of wood.
– Students as a class produce commonly used items made from wood, with the guide of the teacher
Embedded Core Skills:
i. Critical Thinking & Problem Solving.
ii. Collaboration & Communication.
iii. Creativity & imagination.
iv. Leadership & Personal Development.
Learning Resources:
AUDIO-VISUAL RESOURCES
– Various articles produced from wood to be displayed.
WEB RESOURCES
https://www.legit.ng/amp/1215888-top-10-common-uses-wood-daily-life.html
WEEK: 9
Subject: BST (Basic Technology)
Topic: Materials and their common uses (metal)
• Uses of metal: Household utensils, vehicle, aero plane and ship body/parts.
Learning Objectives:
By the end of the lesson, Students should be able to:
• Explain specific uses of ferrous and nonferrous metals and their alloys.
Learning Activities:
– Students as a class watch a documentary on production and uses of metals.
Embedded Core Skills:
-Critical thinking and problem solving
-Collaboration & communication
Digital Literacy
Learning Resources:
AUDIO-VISUAL RESOURCES
– Articles made from metals and metal alloys.
WEB RESOURCES
https://www.thoughtco.com/name-5-nonmetals-and-5-metals-606680
WEEK: 10
Subject: BST (Basic Technology)
Topic:Materials and their common uses (ceramics and glass)
• Uses of ceramics: Assorted tiles, water closet, sand Crete-block, household utensils.
• Uses of class: Making of bottles Petridis, ash tray etc.
Materials and their common uses (Plastic and rubber).
• Uses of Plastics: Assorted household utensils, packaging applications.
• Uses of rubber: Tyre production, Inner tubes, car bumpers, footwear’s etc.
Learning Objectives: By the end of the lesson, Students should be able to:
• Outline some common uses of ceramics and glass.
• Identify some articles produced from ceramics and glass.
• Outline the various uses of plastic and rubber.
• Identify the various articles produced from plastic and rubber.
Learning Activities:
– Students as a class list articles made from ceramics and glass.
– Students as a class outline some common uses of ceramics and glass
• Students in small groups observe and touch ceramics and glass wares and give a report
• Students as a class outline the various uses of plastic and rubber.
• Student’s individual list some articles produced from plastic and rubber.
Embedded Core Skills:
-Collaboration & communication
-Leadership and personal development.
Learning Resources:
AUDIO-VISUAL RESOURCES
– Articles made from ceramics and glass
Assorted articles produced from plastics and rubber.
WEB RESOURCES
https://bstbasictechnology.wordpress.com/2016/12/13/jss2-topic-uses-of-plastic
WEEK: 11
Subject: BST (Basic Technology)
Topic: REVISION
WEEK: 12
Subject: BST (Basic Technology)
Topic: EXAMINATIONS
Basic Technology for Junior Secondary School. JSS2 Basic Technology Scheme of Work Lagos State. Nigeria Schemes of Work –Schemeofwork
BASIC TECHNOLOGY SCHEME OF WORK JSS2 SECOND TERM
WEEK: 1
SUBJECT: BST (Basic Technology)
TOPIC: REVISION / WELCOME TEST
WEEK: 2
SUBJECT: BST (Basic Technology)
TOPIC: GEOMETRIC CONSTRUCTION
•Lines: Definition, Types and Uses
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Define and draw the various types of line
-Identify the various types of line
– Apply the various types and uses of line in drawing
LEARNING ACTIVITIES:
– Students as a class list the various types of Lines
– Students in small groups practice how to draw geometric construction lines
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Collaboration & communication
-Leadership and personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
Video clips on geometric construction lines
A chart showing the various types of lines
https://study.com/academy/lesson/geometric-constructions-using-lines-and-angles.html
https://www.mathsisfun.com/geometry/constructions.html
WEEK: 3
SUBJECT: BST (Basic Technology)
TOPIC: BISECTION
Lines, Angles and Division of lines
•Definition of bisection
•Construction of bisection of lines and angles
•Division of lines into various equal parts
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Differentiate the stages of the construction and bisection of a line & angle
– Use the appropriate instrument to construct
LEARNING ACTIVITIES:
Students as a class brainstorm on the meaning of bisection.
Students in small groups explain the stages of construction and bisection
Students in pairs use the appropriate instrument to construct.
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Collaboration & communication
-Leadership and personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Drawing instrument and materials_ T-square, set-square, protractor, divider, scale rules, French rule, metric rule, compasses
WEB RESOURCES
https://sites.google.com/view/exnzhoweaq/Bisection-Method-Example-Problems-With-Solution-Torn
WEEK: 4
SUBJECT: BST (Basic Technology)
TOPIC: ANGLES
•Definition of angles: Acute, etc.
•Types of angles
•Construction of angles 90°,45°,60°,30°,15°,etc
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Identify the various angles
-Use the appropriate drawing instruments to construct the various angles
-Draw each of the angles
LEARNING ACTIVITIES:
– Students in pairs demonstrate the construction of angles on a white board
– Students as a class highlight some of the angles
-Students in groups, draw each of the angles.
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Collaboration &communication
-Leadership and personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
Drawing instrument and materials T-square, set-square, protractor, divider, scale rules, French rule, metric rule, compasses etc.
WEB RESOURCES
https://www.mathsteacher.com.au/year8/ch10_geomcons/05_angles/const.htm
WEEK: 5
SUBJECT: BST (Basic Technology)
TOPIC: ANGLES (Cond)
(Construction of angles)
•Definition of angles: Acute, etc.
•Types of angles
•Construction of angles 90°,45°,60°,30°,15°,etc
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Identify the various angles
-Use the appropriate drawing instruments to construct the various angles
-Draw each of the angles
LEARNING ACTIVITIES:
-Students as a class highlight some of the special angles
– Students as individuals construct special angles such as 90°, 45°, 60°, 30°, and 15 on white board
EMBEDDED CORE SKILLS:
Critical thinking and problem solving
-Collaboration & communication
-Leadership and personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Drawing instrument and materials_ T-square, set-square, protractor, divider, scale rules, French rule, metric rule, compasses etc.
WEB RESOURCES:
https://www.mathsteacher.com.au/year8/ch10_geomcons/05_angles/const.htm
WEEK: 6
SUBJECT: BST (Basic Technology)
TOPIC: TRIANGLES
•Definition
•Types
•Construction: Inscribing and describing of circles into a given triangle
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Define types of triangles
-Describe and sketch types of triangle.
-Construct, Circumscribe, inscribe and describe circles to a given triangle
LEARNING ACTIVITIES:
– Students as a class brainstorm on the definition of triangle
-Students in small groups Describe and sketch types of triangle
– Students as a class list the types of triangle.
– Students as a class watch the video clips on the construction of angle
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Collaboration & communication
-Leadership and personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
Drawing instrument and materials_ T-square, set-square, protractor, divider, scale rules, French rule, metric rule, compasses etc.
Samples of the various triangles
WEB RESOURCES:
https://www.mathsisfun.com/geometry/construct-triangleinscribe.htmlJ
https://www.dkfindout.com/us/math/geometry/types-triangle/
WEEK: 7
SUBJECT: BST (Basic Technology)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (Basic Technology)
TOPIC: CIRCLES
•Definition
•Parts of a circle
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Define, identify, draw and outline parts of a circle
LEARNING ACTIVITIES:
– Students as a class describe a circle with respects to its properties
– Students as class watch video clips on circle and its characteristic.
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Collaboration & communication
-Leadership and personal
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCE
Drawing instrument and materials_ T-square, set-square, protractor, divider, scale rules, French rule, metric rule, compasses etc.
Chart showing the various parts of a circle
WEB RESOURCES
https://www.mathsisfun.com/geometry/circle.html
WEEK: 9
SUBJECT: BST (Basic Technology)
TOPIC: QUADRILATERALS
•Definition
•Types
•Sketches
POLYGONS
•Definition
•Types of polygon and their number of sides
•Construction of regular and Irregular Polygons
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
-Define quadrilaterals
-Highlight the various types of quadrilaterals
-Construct the various types of quadrilaterals
By the end of the lesson, students should be able to:
-Define polygons
-Identify and construct types of polygons – regular and irregular polygon
LEARNING ACTIVITIES:
– Students as a class describe term “quadrilateral”
– Students in pairs draw the various quadrilaterals
– Students as a class list some polygons with their number of sides
– Students as a class watch the teacher’s demonstration
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Collaboration & communication
-Leadership and personal
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
Drawing instrument and materials_ T-square, set-square, protractor, divider, scale rules, French rule, metric rule, compasses etc.
Chart showing the images of the various quadrilaterals
https://www.mathsisfun.com/quadrilaterals.html
Chart showing the images of the various types of polygons Drawing instrument and materials
https://www.mathsisfun.com/geometry/polygons.html
WEEK: 10
SUBJECT: BST (Basic Technology)
TOPIC: PRACTICALS
Basic Technology for Junior Secondary School. JSS2 Basic Technology Scheme of Work Lagos State. Nigeria Schemes of Work –Schemeofwork
BASIC TECHNOLOGY SCHEME OF WORK JSS2 THIRD TERM
WEEKS: 1
SUBJECT: BST (Basic Technology)
TOPIC: REVISION/WELCOME TEST
WEEKS: 2
SUBJECT: BST (Basic Technology)
TOPIC: AREA OF PLANE FIGURES
• Enlargement and reduction of plane figures.
• Triangle, Rectangle, and square in a given ratio.
• Length of sides and radial line method.
LEARNING OBJECTIVES:
- By the end of the lesson, Students should be able to:
- Differentiate between enlarged and reduced plane figures
LEARNING ACTIVITIES:
- Students as a class watch video clips on enlargement and reduction of plane figure.
- Students in groups enlarge and reduce plane figures.
- Students in pairs differentiate between enlarged and reduced plane figures.
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication
iii. Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Drawing instrument and materials
WEB RESOURCES:
https://gateacademy.com.ng/study-by-Topic/junior-school-study/mathematics/perimeter-of-plane-shapes/
EVALUATION:
WEEKS: 3
SUBJECT: BST (Basic Technology)
TOPIC: WOODWORK MACHINES
(A) Types:
Portable power tools:
Belt sander
Hand drill
Jig saw
(B) Machines:
Band saw
Wood lathe
Surface planer
Thicknesses, etc.
• Their uses
• Cares and maintenance of woodwork machines
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
Demonstrate the uses of the metal work machines
LEARNING ACTIVITIES:
- Students as a class visit metal work workshop
- Students in small groups list some metal work machines
- Students as a class care for machine in metal work workshop
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication
iii. Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
Chart showing the various metal work machines
WEB RESOURCES
https://globalpint.com/metalwork-machines-types-and-their-uses/
EVALUATION:
WEEKS: 4
SUBJECT: BST (Basic Technology)
TOPIC: METAL WORK MACHINES
• Types of metal work Machines:
Lathe/Milling machine
Drilling machine
Power hacksaw
• Their uses
• Care and Maintenance of metal work machines
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
Demonstrate the uses of the metal work machines
LEARNING ACTIVITIES:
- Students as a class visit metal work workshop
- Students in small groups list some metal work machines
- Students as a class care for machine in metal work workshop
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication
iii. Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
Chart showing the various metal work machines
WEB RESOURCES
https://globalpint.com/metalwork-machines-types-and-their-uses/
EVALUATION:
WEEKS: 5
SUBJECT: BST (Basic Technology)
TOPIC: FRICTION
• Definition
• Types of Friction
• Causes
• Advantages and Disadvantages
• Reduction of Friction
• Lubrication / Types of lubricant
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
• Define and state the causes of friction
• State the type of frictions
• Differentiate the effect and application of friction
• Differentiate the advantages and disadvantages of friction
• Define lubrication
• Differentiate types of lubricants
• Demonstrate the uses of lubricants
LEARNING ACTIVITIES:
- Students as a class discuss the advantages and disadvantages of friction
- Students as a class identify various types of lubricants
- Students in groups differentiate the effect and application of friction.
- Students in pairs demonstrate the uses of lubricants.
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication
iii. Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
Video clips showing the application of friction
WEB RESOURCES
https://www.livescience.com/amp/37161-what-is-friction.html
EVALUATION:
WEEKS: 6
SUBJECT: BST (Basic Technology)
TOPIC: BELT AND CHAIN DRIVES
• Definition
• Examples of belt and chain drives
• Application of belt and chain drives
• Advantages and Disadvantages of belt and chain drives
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
• Explain what is meant by drives in relation to belt and chain machines
• Differentiate the various belt and chain drives
• Demonstrate belt and chain drives
• Differentiate the advantages and disadvantages of belt and chain drives
LEARNING ACTIVITIES:
- Students as a class brainstorm on the meaning of belt and chain drives
- Students in small groups identify some belt drives and chain drives devices
- Students in pairs distinguish between belt drives and chain drives
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication
iii. Leadership and personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
Chart and posters showing bicycle and motor cycle chain drive
Chart and posters showing belt driven pepper grinder, motor fan belt and sewing machine
WEB RESOURCES
https://classhall.com/lesson/belt-and-chain-drives/
EVALUATION:
WEEKS: 7
SUBJECT: BST (Basic Technology)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEKS: 8
SUBJECT: BST (Basic Technology)
TOPIC: GEARS
• Definition
• Types of gear
• Uses of gear / gear ratio
• Function of lubricants in gear
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
• Explain the meaning of gear
• Differentiate the types of gear
• Demonstrate the uses of the various types of gear
• Determine gear ratio
• Outline the functions of lubricants in gear
LEARNING ACTIVITIES:
-Students as a class examine the machine displayed and their components.
-Students as class list examples of devices that operate based on each of the machine.
-Students in pairs differentiate the types of gear.
-Students in groups demonstrate the uses of the various types of gear.
EMBEDDED CORE SKILLS:
- Critical thinking
- Imagination
- Communication and Collaboration
LEARNING RESOURCES:
Chart and posters showing examples of each of the machine
Video clips
https://khkgears.net/new/gear_knowledge/introduction_to_gears/types_of_gears.html
EVALUATION:
WEEKS: 9
SUBJECT: BST (Basic Technology)
TOPIC: HYDRAULIC AND PNEUMATICS.
• Definition
• Examples of hydraulic and pneumatic devices
• Components of the machines
• Operation and uses of the machines
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
• Explain the meaning of hydraulic and pneumatics
• Identify and differentiate between hydraulic and pneumatic machines
• Outline the components of each machine
• Explain the principles behind the working of the machines
LEARNING ACTIVITIES:
-Students as a class brainstorm on the meaning of hydraulic and pneumatics
-Students in small groups distinguish between hydraulic system and pneumatic system.
-Students in small groups identify some common machines.
-Students as a class explain the principles behind the working of the machines.
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication
iii. Leadership and personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
Chart and posters showing examples of each of the machine
Video clip
WEB RESOURCES
https://images.app.goo.gl/uuZUKphcTd963CyZ6
EVALUATION:
WEEKS: 10
SUBJECT: BST (Basic Technology)
TOPIC: BUILDING CONSTRUCTION
• Site preparation
• Required tools and their classification
• Setting out
• Excavation
• Timbering
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
• Explain the meaning of site preparation
• Identify various tools used during site preparation / setting out
• State the uses of the sites preparation and setting out tools
• Define excavation and timbering
LEARNING ACTIVITIES:
–Students as a class brainstorm on the meaning of site preparation.
-Students as a class list tools used during site preparation and setting out,
-Students in small groups outline the uses of the sites preparation and setting out tools.
-Students as a class define excavation and timbering.
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication
iii. Leadership and personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
Chart and posters showing various site preparation and setting out tools.
WEB RESOURCES
https://images.app.goo.gl/uuZUKphcTd963CyZ6
WEEKS: 11
SUBJECT: BST (Basic Technology)
TOPIC: PRACTICAL
WEEKS: 12-13
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARDS FOR BST (BASIC TECHNOLOGY)
At the end of the session students are able to:
>Differentiate and apply first aid, first aid contents box and first aid to victim of workshop accident respectively.
>Outline the various stage of the growth of tree and methods of tree felling and the implements used.
>Differentiate the various ways of processing materials, identify metal alloys and explain the uses of common metal alloys
>Describe the uses of clay, ceramics and glass, processing of plastic and rubber.
>Define and draw various types of line.
>Identify the various angles; use the appropriate drawing instruments to construct the various angles.
>Define Quadrilaterals, Highlight the various and types of quadrilaterals and also construct the type’s quadrilaterals.
>Define polygons
>Differentiate between enlarged and reduced plans figures.
>Define and state the causes of friction, state the types of frictions.
>Explain the meaning of site preparation; identify various tools used during site preparation setting out.
JSS 2 PHYSICAL AND HEALTH EDUCATION FIRST TERM
WEEK: 1
Subject: BST (PHE)
TOPIC: Revision /Welcome Test
Learning Objectives:
Students should be able to:
1. Revises the last term work on Athletics (Track and Field Events).
2. Summarizes the last term work on Ball Games e.g (Volleyball and Soccer).
Learning Activities:
1. Students in pairs analyze Track and Field event.
2. Students in small group demonstrate different skills in Volleyball and Soccer at each station until the whole task is executed.
Embedded Core Skills:
1. Digital Literacy.
2. Collaboration & Communication.
3. Student Leadership & Personal Development.
4. Critical Thinking & Problem Solving
Learning Resources:
Video Resource:
https://www.youtube.com/watch?v=nSS_qd_10GE
https://www.youtube.com/watch?v=xoi6bqVYDzg
https://www.youtube.com/watch?v=0mVGn-ZIavQ
https://www.youtube.com/watch?v=nwT_aryIP3Y
Website Resource:
https://www.slideshare.net/mobile/CaseyBanugan/track-and-field-events-63697116
https://www.slideshare.net/mobile/Juanigarciacervigon/ppt-athletics
https://www.slideshare.net/cbpilar/volleyball-60244420
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
WEEK: 2
Subject: BST (PHE)
TOPIC:
Recreation
Learning Objectives:
Students should be able to:
1. Explain the concept of recreation and Leisure.
2. Classify the types of recreational activities.
3. Distinguish between indoor and outdoor activities with examples. (Indoor: Ludo, Watching film show, Playing music, sewing etc. Outdoor: Camping, Excursion, Football, Tennis etc)
Learning Activities:
1. Students as a class will discuss recreation and leisure.
2. Students in pairs will classify the type of recreational activities.
3. Students in small group differentiate between indoor and outdoor activities.
4. Students in group demonstrate recreational activities such as table tennis, ludo and soccer.
Embedded Core Skills:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy.
4. Critical Thinking & Problem Solving.
5. Creativity & imagination.
Learning Resources:
Video Resource:
https://www.youtube.com/watch?v=YkeIkmzYSz4
Website Resource:
https://forestrypedia.com/recreation-and-recreation-management-concept-need-and-importance/
https://www.slideshare.net/anasomoray/recreation-leisure
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
WEEK: 3
Subject: BST (PHE)
TOPIC:
Dance and Rhythm
Learning Objectives:
Students should be able to:
1. Explain the concept of Dance and Rhythm.
2. Classify the types of Dance with examples.
3. Deduce the values of Dance / Rhythmic activities.
Learning Activities:
1. Students as a class discuss the concept of Dance and Rhythm.
2. Students in pairs classify the type of Dance with examples.
3. Students in group analyze the values of Dance / Rhythmic activities.
Embedded Core Skills:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Creativity & Imagination.
4. Digital Literacy
5. Critical Thinking & Problem Solving.
Learning Resources:
Video Resource:
https://www.youtube.com/watch?v=Hdl7myUxXSI
https://www.youtube.com/watch?v=IIphUpa0vko
https://www.youtube.com/watch?v=Cw-tHBLMr4U
https://www.youtube.com/watch?v=MlImgiky-sQ
https://www.youtube.com/watch?v=1zVHq2Gzuu8
https://www.youtube.com/watch?v=syM-CDe5Rzc
https://www.youtube.com/watch?v=uiGgYgXXhHM
Website Resource:
https://www.britannica.com/art/dance
https://en.m.wikipedia.org/wiki/Dance
https://www.slideshare.net/mobile/dgurlwholovesherlyf/introduction-to-dance-78217448
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
Different Dance Costumes
WEEK: 4
Subject: BST (PHE)
TOPIC:
Dance and Rhythm
Learning Objectives:
Students should be able to:
1. Demonstrate different dancing steps in Atilogwu.
2. Dramatize different dancing steps in Bata.
3. Perform different dancing steps in Pokiti.
Learning Activities:
1. Students in small group demonstrate different dancing step in Atilogwu
2. Students in group dramatize different dancing steps in Bata.
3. Students in small group perform different dancing steps in Pokiti.
Embedded Core Skills:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
Learning Resources:
Video Resource:
https://www.youtube.com/watch?v=IIphUpa0vko
https://www.youtube.com/watch?v=s6UYat3YLI8
https://www.youtube.com/watch?v=Hdl7myUxXSI
https://www.youtube.com/watch?v=IIphUpa0vko
https://www.youtube.com/watch?v=Cw-tHBLMr4U
https://www.youtube.com/watch?v=MlImgiky-sQ
https://www.youtube.com/watch?v=1zVHq2Gzuu8
https://www.youtube.com/watch?v=syM-CDe5Rzc
https://www.youtube.com/watch?v=uiGgYgXXhHM
Website Resource:
https://www.britannica.com/art/dance
https://en.m.wikipedia.org/wiki/Dance
https://www.slideshare.net/mobile/dgurlwholovesherlyf/introduction-to-dance-78217448
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Different Dance Costumes
WEEK: 5
Subject: BST (PHE)
TOPIC:
First Aid
Learning Objectives:
Students should be able to:
1. Explain First Aid
2. Classify the objectives of First Aid.
3. Discover the qualities of a First Aider.
4. Show the content of a First Aid box and uses.
5. Determine the basic principles of First Aid.
Learning Activities:
1. Students as a class discuss the concept of First Aid.
2. Students in pairs classify the objectives of First Aid.
3. Students in small group identify the qualities of a First Aider.
4. Students in group identify the content of a First Aid box.
5. Students as a class determine the principles of First Aid.
CLASS PROJECT
Students in small groups construct a first box with the use of a cardboard, shoe box
Embedded Core Skills:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Critical Thinking.
5. Creativity & Imagination.
Learning Resources:
Video Resource:
https://www.youtube.com/watch?v=SKxQr49LV0Y
https://www.youtube.com/watch?v=gn6xt1ca8A0
Website Resource:
http://www.gputtawar.edu.in/downloads/first-aid.pdf
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. First Aid box
5. Charts
WEEK: 6
Subject: BST (PHE)
TOPIC:
Safety Education
Learning Objectives:
Students should be able to:
1. Compare the concept of Safety, Safety Education, and Accident.
2. Differentiate the Classification of Accident. (Home/Domestic, School, Transportation and Workplace).
3. Investigate the causes and prevention of Accident. (Home/Domestic, School, Transportation and Workplace).
4. Recommend the safety measure to be taken.
Learning Activities:
1. Students as a class discuss the concept of Safety, Safety Education, and Accident.
2. Students in small group differentiate the classification of Accident. (Home/Domestic, School, Transportation and Workplace).
3. Students in group investigate the causes and prevention of Accident.
4. Students as a class recommend the safety measure to be taken.
Embedded Core Skills:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Critical Thinking.
5. Creativity & Imagination.
Learning Resources:
Video Resource:
https://www.youtube.com/watch?v=yeOXSOQhwto
https://www.youtube.com/watch?v=dBf6BTX1bmM
https://www.youtube.com/watch?v=fcv1BxCL3Z8
Website Resource:
https://classhall.com/lesson/safety-safety-education-accidents/
https://www.parkerlawfirm.com/library/common-ways-children-are-injured-in-school-accidents.cfm
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Charts
WEEK: 7
Subject: BST (PHE)
TOPIC: CONTINUOUS ASSESSMEN/MID TERM BREAK
WEEK: 8
Subject: BST (PHE)
TOPIC:
Sport Injuries
Learning Objectives:
Students should be able to:
1. Analyze sports injuries.
2. Distinguish the common sports injuries. (Wound, Dislocation, Sprain, Strain, Fracture, Muscle fatigue, Muscle cramp, etc.).
3. Assess the common sports injuries under the following heading (causes, symptom, and treatment)
Learning Activities:
1. Students as a class analyze sports injuries.
2. Students in group discuss common sports injuries.
3. Students as a class discuss the causes, symptom, and treatment.
Embedded Core Skills:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Creativity & Imagination.
5. Critical Thinking & Problem Solving.
Learning Resources:
Video Resource:
https://www.youtube.com/watch?v=OcGeUdfL-s4
https://www.youtube.com/watch?v=BZMD3cfyjVI
Website Resource:
http://www.gputtawar.edu.in/downloads/first-aid.pdf
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. First Aid box
5. Charts
WEEK: 9
Subject: BST (PHE)
TOPIC:
Field Event
Learning Objectives:
Students should be able to:
1. Identify the equipment used for Throws and Jumps Events.
2. Construct the sectors of throw events.
3. Dramatize the basic phases in throws events (Javelin, Shot-put, and Discus)
4. Demonstrate the basic phases in Jumps events (High jump, Long jump)
5. Appraise the General rules & regulations of various throws and jumps event.
Learning Activities:
1. Students in pairs identify the equipment used for Throws and Jumps Events.
2. Students as a class construct the sectors of Throws events.
3. Students in small group dramatize the basic phases in throws events (Javelin, Shotput, and Discus).
4. Students in group demonstrate the basic phases in Jumps events (High jump, Long jump).
5. Students as a class appraise the general rules ®ulations of various Throws and Jumps event.
Embedded Core Skills:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Critical Thinking.
5. Creativity & Imagination.
Learning Resources:
Video Resource:
https://www.youtube.com/watch?v=0JqdQsZqvnc
https://www.youtube.com/watch?v=xoi6bqVYDzg
Website Resource:
http://www.sportspectator.com/fancentral/track/guide03.html
https://www.topendsports.com/sport/athletics/events.htm
https://www.dlgsc.wa.gov.au/sport-and-recreation/sports-dimensions-guide/athletics-throwing-events
https://sout.org/general-rules-field-events/
https://www.sportsrec.com/5870696/list-of-events-in-track-field
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Diagrams
5. Javelin
6. Shotput
7. Discus
8. Upright /Crossbar
WEEK: 10
Subject: BST (PHE)
TOPIC:
Judo
Learning Objectives:
Students should be able to:
1. Write brief history on Judo.
2. Classify the type of facilities and equipment used in Judo.
3. Demonstrate the basic skills and techniques in Judo.
4. Examine the rules and regulations in Judo.
5. Identify the Officials in Judo.
Learning Activities:
1. Student as a class discuss the history of Judo.
2. Students in pairs classify the type of facilities and equipment used in Judo.
3. Students in small group demonstrate the basic skills and techniques in Judo.
4. Students in group examine the rules and regulations in Judo.
5. Students as a class identify the officials in Judo.
Embedded Core Skills:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Creativity & Imagination.
5. Critical Thinking & Problem Solving.
Learning Resources:
Video Resource:
https://www.youtube.com/watch?v=Zy7bRVk5hP0
https://www.youtube.com/watch?v=UrjPLuNtMy0
Website Resource:
https://www.vmanc.com/a-brief-history-of-judo/
https://sport-wiki.org/sports/judo/
https://www.slideshare.net/AfeefaMusthafa/judo-skills-and-techniques
https://www.rulesofsport.com/sports/judo.html
https://www.theukrules.co.uk/rules/sport/judo/index.html
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Charts
WEEK: 11
Subject: BST (PHE)
TOPIC: REVISION
WEEK: 12
Subject: BST (PHE)
TOPIC: EXAMINATIONS
Physical and Health Education for Junior Secondary Schools in Nigeria. JSS2 PHE Scheme of Work –Schemeofwork
PHYSICAL AND HEALTH EDUCATION- PHE SCHEME OF WORK JSS2 SECOND TERM
WEEK: 1
SUBJECT: BST (PHE)
TOPIC: Revision (Welcome Test)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Revises the last term work on Recreation and Dance.
2. Summarizes the last term work on First Aid, Safety Education, and Sports Injury.
3. Revises the last term work on Field event and Judo.
LEARNING ACTIVITIES:
1. Students as a class discuss the concept of recreation and dance.
2. Students in small group summarize First Aid, Safety Education, and Sports Injury.
3. Students in group engage Field event and Judo.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership &Personal Development.
3. Digital Literacy
4. Creativity & Imagination.
5. Critical Thinking & Problem Solving.
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=YkeIkmzYSz4
https://www.youtube.com/watch?v=Hdl7myUxXSI
https://www.youtube.com/watch?v=SKxQr49LV0Y
https://www.youtube.com/watch?v=yeOXSOQhwto
https://www.youtube.com/watch?v=OcGeUdfL-s4
https://www.youtube.com/watch?v=0JqdQsZqvnc
https://www.youtube.com/watch?v=Zy7bRVk5hP0
Website Resource:
https://www.scribd.com/document/434793043/Module-1-doc
https://www.britannica.com/art/dance
https://www.google.com/url?sa=t&source=web&rct=j&url=http://www.gputtawar.edu.in/downloads/first-
https://classhall.com/lesson/safety-safety-education-accidents/
https://www.vmanc.com/a-brief-history-of-judo/
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Charts
EVALUATION:
WEEK: 2
SUBJECT: BST (PHE)
TOPIC:
Table Tennis
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Write brief history on Table Tennis
2. Analyze the skills used in Table Tennis
3. Categorize the type of equipment used in Table Tennis.
LEARNING ACTIVITIES:
1. Student as a class discuss the brief history of Table Tennis.
2. Students in pairs analyze the skills used in Table Tennis.
3. Students as a class categorize the type of equipment used in Table Tennis.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Creativity & Imagination.
5. Critical Thinking & Problem Solving.
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=24HKRrWRUMg
https://www.youtube.com/watch?v=1BgAcGWShOk
https://www.youtube.com/watch?v=9JuY98nrvLA
Website Resource:
https://www.britannica.com/sports/table-tennis
https://www.tutorialspoint.com/table_tennis/table_tennis_tutorial.pdf
https://www.liberty.edu/media/1211/rules/IMS-Table-Tennis-Rules.pdf
https://en.m.wikipedia.org/wiki/Table_tennis
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Racket
5. Charts
6. Ball
7. Table Tennis board
EVALUATION:
WEEK: 3
SUBJECT: BST (PHE)
TOPIC:
Table Tennis
Practical Demonstration
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Design a Table Tennis board.
2. Examine the basic rules and regulations in Table Tennis.
3. Identify the Officials in Table Tennis
4. Demonstrate the skills in Table Tennis (e.g. Service, Grip, Footwork, Backhand stroke/drive, Forehand stroke/drive, and Smash etc.).
LEARNING ACTIVITIES:
1. Students in group design a Table Tennis board with sightseeing from other groups.
2. Students as a class examine the basic rules and regulations in Table Tennis.
3. Students in pairs identify the Officials in Table Tennis.
4. Students in group demonstrate the skills in Table Tennis.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Creativity & Imagination.
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=24HKRrWRUMg
https://www.youtube.com/watch?v=1BgAcGWShOk
https://www.youtube.com/watch?v=9JuY98nrvLA
Website Resource:
https://www.britannica.com/sports/table-tennis
https://www.tutorialspoint.com/table_tennis/table_tennis_tutorial.pdf
https://www.liberty.edu/media/1211/rules/IMS-Table-Tennis-Rules.pdf
https://en.m.wikipedia.org/wiki/Table_tennis
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Racket
5. Charts
6. Ball
7. Table Tennis board
EVALUATION:
WEEK: 4
SUBJECT: BST (PHE)
TOPIC:
Tennis
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Write brief history on Tennis
2. Categorize the Facilities and equipment used in Tennis.
3. Demonstrate the skills and techniques in Tennis.
4. Appraise the rules and regulations in Tennis.
5. Identify the officials and their duties in Tennis.
LEARNING ACTIVITIES:
1. Students as a class discuss brief history on Tennis.
2. Students in pair’s categories the facilities and equipment used in Tennis.
3. Students in group demonstrate the skills and techniques in Tennis.
4. Students in small group examine the rules and regulations in Tennis.
5. Students as a class identify the official and their duties in Tennis.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Creativity & Imagination
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=znbpWMuORa4
https://www.youtube.com/watch?v=hQ2ETdwn4-w
https://www.youtube.com/watch?v=WYdr2Dc3Z98
Website Resource:
https://www.lths.net/cms/lib/IL01904810/Centricity/domain/165/units/Tennis.pdf
https://en.m.wikipedia.org/wiki/Tennis
https://www.slideshare.net/ysowryareddy/tennisnew
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Racket
5. Charts
6. Tennis Ball
7. Canvass
EVALUATION:
WEEK: 5
SUBJECT: BST (PHE)
TOPIC:
Tennis
Practical Demonstration
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Demonstrate the skills in Tennis (e.g. Service, Grip, Footwork, Stance, Backhand stroke/drive, Forehand stroke/drive, volley, and Smash etc.).
LEARNING ACTIVITIES:
1. Students in group demonstrate the skills in Tennis.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
1. Student Leadership &Personal Development.
2. Digital Literacy
3. Creativity & Imagination.
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=znbpWMuORa4
https://www.youtube.com/watch?v=hQ2ETdwn4-w
https://www.youtube.com/watch?v=WYdr2Dc3Z98
Website Resource:
https://www.lths.net/cms/lib/IL01904810/Centricity/domain/165/units/Tennis.pdf
https://en.m.wikipedia.org/wiki/Tennis
https://www.slideshare.net/ysowryareddy/tennisnew
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Racket
5. Charts
6. Tennis Ball
7. Canvas
EVALUATION:
WEEK: 6
SUBJECT: BST (PHE)
TOPIC:
School and Community Health
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain School Health programmer.
2. Classify the objectives of School Health programmer.
LEARNING ACTIVITIES:
1. Students as a class discuss School Health programmer
2. Students in small group classify the objectives of School Health programmer.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Critical Thinking & Problem Solving.
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=QDXeq5S_J8A
https://www.youtube.com/watch?v=AQL3TFqIBrk
Website Resource:
https://www.legit.ng/1116069-school-health-programme-nigeria.html
http://www.ashaweb.org/about/what-is-school-health/
https://www.slideshare.net/ShivrajDandgi/school-health-services-14665433
https://www.slideshare.net/sameekshabhardwaj1/school-health-services-85767276
http://unesco.org.pk/education/documents/publications/School%20Health%20Programme.pdf
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Charts
EVALUATION:
WEEK: 7
SUBJECT: BST (PHE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (PHE)
TOPIC:
School and Community Health
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
Analyses the components of school health programmer
LEARNING ACTIVITIES:
Students in small groups exhibit the components of school health programmed
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Critical Thinking &Problem Solving.
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=QDXeq5S_J8A
https://www.youtube.com/watch?v=AQL3TFqIBrk
Website Resource:
https://www.legit.ng/1116069-school-health-programme-nigeria.html
http://www.ashaweb.org/about/what-is-school-health/
https://www.slideshare.net/ShivrajDandgi/school-health-services-14665433
https://www.slideshare.net/sameekshabhardwaj1/school-health-services-85767276
http://unesco.org.pk/education/documents/publications/School%20Health%20Programme.pdf
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Charts
EVALUATION:
WEEK: 9
SUBJECT: BST (PHE)
TOPIC:
Environmental Pollution
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Write short note on Environmental Pollution.
2. Categorize the types of Environmental Pollution.
LEARNING ACTIVITIES:
1. Students as a class discuss Environmental Pollution.
2. Students in small group categorize the types of Environmental Pollution.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Creativity & Imagination
5. Critical Thinking & Problem Solving.
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=L5B-JMnBIyQ
https://www.youtube.com/watch?v=OqHp03RRTDs
Website Resource:
https://www.slideshare.net/mobile/waseemkhanpbn/environmental-pollution-and-its-types
https://www.researchgate.net/publication/327779390_Environmental_Pollution_and_Its_Control
https://www.interesjournals.org/articles/environmental-pollution-and-sustainability.pdf
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Charts
EVALUATION:
WEEK: 10
SUBJECT: BST (PHE)
TOPIC:
Environmental Pollution
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Determine the sources and causes of environmental pollution.
2. Investigate the effects of environmental pollution.
3. Recommend the preventive measures on environmental pollution.
LEARNING ACTIVITIES:
1. Students in small group determine the sources and causes of Environmental Pollution.
2. Students in group investigate the effects of Environmental Pollution.
3. Students as a class recommend the preventive measures on Environmental Pollution.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Critical Thinking & Problem Solving.
5. Creativity & Imagination.
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=L5B-JMnBIyQ
https://www.youtube.com/watch?v=OqHp03RRTDs
Website Resource:
https://www.slideshare.net/mobile/waseemkhanpbn/environmental-pollution-and-its-types
https://www.researchgate.net/publication/327779390_Environmental_Pollution_and_Its_Control
https://www.interesjournals.org/articles/environmental-pollution-and-sustainability.pdf
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Charts
EVALUATION:
WEEK: 11
SUBJECT:
TOPIC: REVISION
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
Physical and Health Education for Junior Secondary Schools in Nigeria. JSS2 PHE Scheme of Work –Schemeofwork
JSS 2 PHYSICAL AND HEALTH EDUCATION THIRD TERM
WEEK: 1
SUBJECT: BST (PHE)
TOPIC: Revision (Welcome Test)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Revises the last term work on Table Tennis, and Tennis.
2. Summarizes the last term work on School and Community Health, and Environmental Pollution.
LEARNING ACTIVITIES:
1. Students in small group demonstrate skills and techniques in Table Tennis and Tennis.
2. Students in group summarize School & Community Health and Environmental Pollution.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Creativity & Imagination
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=24HKRrWRUMg
https://www.youtube.com/watch?v=znbpWMuORa4
https://www.youtube.com/watch?v=QDXeq5S_J8A
https://www.youtube.com/watch?v=L5B-JMnBIyQ
Website Resource:
https://www.britannica.com/sports/table-tennis
https://www.lths.net/cms/lib/IL01904810/Centricity/domain/165/units/Tennis.pdf
https://www.slideshare.net/ShivrajDandgi/school-health-services-14665433
https://www.slideshare.net/mobile/waseemkhanpbn/environmental-pollution-and-its-types
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Charts
5. Pictures
EVALUATION:
WEEK: 2
SUBJECT: BST (PHE)
TOPIC:
Non-Communicable Diseases and their Prevention
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain Non-Communicable Disease.
2. Categorize the examples of non-communicable disease (E.g., Epilepsy, Asthma, Sickle cell, Obesity, Kwashiorkor).
3. Determine the causes of non-communicable disease.
4. Classify the types of non-communicable diseases.
5. Recommend the ways of preventing non-communicable diseases.
LEARNING ACTIVITIES:
1. Student as a class explain Non-Communicable Disease.
2. Student in pairs categorize the examples of non-communicable disease.
3. Students in pairs determine the causes of non-communicable disease.
4. Students in small group classify the types of non-communicable diseases.
5. Students as a class recommend the ways of preventing non-communicable diseases.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Creativity & Imagination
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=fK1_SH3X2ek
https://www.youtube.com/watch?v=uGHwpg-fJvc
Website Resource:
https://www.healthline.com/health/non-communicable-diseases-list#list-of-noncommunicable-diseases
https://oxfordmedicine.com/view/10.1093/med/9780199661756.001.0001/med-9780199661756-chapter-237
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Charts
5. Pictures
EVALUATION:
WEEK: 3
SUBJECT: BST (PHE)
TOPIC:
Posture and Postural Defects
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Distinguish between Posture and postural defects.
2. Deduce the characteristics of good posture.
3. Prescribe the causes of postural defects e.g. Heredity, Habit, Diseases, accident etc.
LEARNING ACTIVITIES:
1. Students in pairs distinguish between Posture and Postural defects.
2. Students in small group deduce the characteristic of good Posture.
3. Students as a class prescribe the causes of Postural defects.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Creativity & Imagination
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=OyK0oE5rwFY
https://www.youtube.com/watch?v=GGeLFDbPbn0
Website Resource:
https://www.medicinenet.com/script/main/art.asp?articlekey=9731
https://www.physio-pedia.com/Posture
https://www.slideshare.net/mobile/shimaa2022/posture-1Posture
https://www.edokita.com/common-postural-defects-types-causes-and-remedies/
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Charts
5. Pictures
EVALUATION:
WEEK: 4
SUBJECT: BST (PHE)
TOPIC:
Posture and Postural Defects
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Write on postural defects e.g. scoliosis, kyphosis, flat foot, lordships, k-leg, bowleg etc.
2. Discover the effects of poor posture on the body.
3. Recommend the ways of maintaining good posture.
LEARNING ACTIVITIES:
1. Students in group design Postural defect with its features for sightseeing to other groups.
2. Students in small group discover the effects of poor Posture on the body.
3. Students as a class recommend the ways of maintaining good posture.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Critical Thinking.
5. Creativity & Imagination
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=OyK0oE5rwFY
https://www.youtube.com/watch?v=GGeLFDbPbn0
Website Resource:
https://www.physio-pedia.com/Posture
https://www.slideshare.net/mobile/shimaa2022/posture-15743459
https://www.edokita.com/common-postural-defects-types-causes-and-remedies/
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Charts
5. Pictures
EVALUATION:
WEEK: 5
SUBJECT: BST (PHE)
TOPIC:
Sports and Society
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Distinguish between Sports and Society.
2. Appraise the Functions and Values of Sports in the Society.
3. Design the ways sports can be used to control youth’s restiveness.
LEARNING ACTIVITIES:
1. Students in pairs distinguish between Sports and Society.
2. Students in small group appraise the functions and values of Sports in the Society.
3. Students as a class discuss the ways sports can be used to control youth’s restiveness.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Creativity & Imagination
5. Critical Thinking & Problem Solving.
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=3gzVin8b7Ac
https://www.youtube.com/watch?v=xw2X9LpNnXs
Website Resource:
https://dictionary.cambridge.org/dictionary/english/sport
https://www.sciencedaily.com/terms/sport.htm
https://dictionary.cambridge.org/dictionary/english/society
http://studylecturenotes.com/what-is-society-meaning-and-definition-of-society/
https://bleacherreport.com/articles/2347988-12-ways-sports-make-a-positiveimpact
https://blog.perfectmind.com/the-many-benefits-of-youth-sports-in-your-community
https://www.eacs.wa.edu.au/2017/06/7-benefits-participating-sport/
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
EVALUATION:
WEEK: 6
SUBJECT: BST (PHE)
TOPIC:
Issues and Challenges in Physical and Health Education (Human Trafficking)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Write on Human Trafficking.
2. Categorize the examples of human trafficking.
3. Determine the Causes of Human trafficking.
LEARNING ACTIVITIES:
1. Student as a class discuss Human Trafficking.
2. Students in pairs categorize the examples of Human Trafficking.
3. Students in group determine the causes of Human Trafficking.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Critical Thinking.
5. Creativity & Imagination
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=X05nsp2gDAs
https://www.youtube.com/watch?v=35uM5VMrZas
https://www.youtube.com/watch?v=yx5sWQuxu-8
https://www.youtube.com/watch?v=MRVPgQn3SdU
Website Resource:
https://www.humanrightscareers.com/issues/10-causes-of-human-trafficking/
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Pictures
WEEK: 7
SUBJECT: BST (PHE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (PHE)
TOPIC:
Human Trafficking
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Discover the Health implications of human trafficking.
2. Recommend the solutions to human trafficking
LEARNING ACTIVITIES:
1. Students in small group design health implications of human trafficking for sightseeing to other group each.
2. Students as a class recommend the solutions to human trafficking.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Critical Thinking.
5. Creativity & Imagination
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=X05nsp2gDAs
https://www.youtube.com/watch?v=35uM5VMrZas
https://www.youtube.com/watch?v=yx5sWQuxu-8
https://www.youtube.com/watch?v=MRVPgQn3SdU
Website Resource:
https://borgenproject.org/top-10-solutions-to-human-trafficking/
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Pictures
WEEK: 9
SUBJECT: BST (PHE)
TOPIC:
Sports Laws
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Write on the concept of Sports Law.
2. Distinguish between Tort, Negligence, and Legal Liability.
3. Examine various Assaults in Sports.
LEARNING ACTIVITIES:
1. Students as a class discuss the concept of sports law.
2. Students in small group distinguish between Tort, Negligence, and Legal Liability.
3. Students as a class examine various Assaults in Sport.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy.
4. Critical Thinking.
5. Creativity & Imagination
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=S0ZQqTJouJo
https://www.youtube.com/watch?v=aP_dkMT4pWU
Website Resource:
https://legal-dictionary.thefreedictionary.com/sports+law
https://www.justipedia.com/definition/5305/sports-law
https://courses.lumenlearning.com/wmopen-introbusiness/chapter/tort-law-liability-and-damages/
https://courses.lumenlearning.com/suny-monroe-law101/chapter/general-law-of-torts/
http://www.leoisaac.com/law/law016.htm
https://www.molawyers.com.au/news-events/news/assault-on-sporting-field-not-fair-game
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
WEEK: 10
SUBJECT: BST (PHE)
TOPIC:
Ball Game (Basketball)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the nature of the game in Basketball.
2. Categorize the facilities and equipment in Basketball.
3. Design and label a standard Basketball Court.
4. Demonstrate the basic skills in Basketball.
5. Appraise the rules and regulations in Basketball Game.
LEARNING ACTIVITIES:
1. Students as a class explain the nature of the game in Basketball.
2. Students in pairs categorize the facilities and equipment in Basketball.
3. Students in group design and label a standard Basketball Court.
4. Students in small group demonstrate the basic skills in Basketball.
5. Students as a class discuss the rules and regulations in Basketball game.
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Critical Thinking.
5. Creativity & Imagination
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=HKIg8_jVs1E
https://study.com/academy/lesson/basketball-skills-activities-safety.html
https://www.breakthroughbasketball.com/fundamentals/ballhandling.html
https://www.youtube.com/watch?v=QaYwcS00vSA
Website Resource:
https://slideplayer.com/slide/7732010/
https://www.slideshare.net/vidyarai92/basketball-history-and-rules
Instructional Materials:
1. Video clips
2. The Basketball
3. The Stop Watch
4. The Whistle
5. The Score sheet/board
6. The Basketball rule Book.
7. Hand Bell.
WEEK: 11
SUBJECT: BST (PHE)
TOPIC:
Field Trip to National Agency for the Prohibition of Traffic in Persons (NAPTIP)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
Explain mode of Human Trafficking through their visit to the nearest NAPTIP office.
LEARNING ACTIVITIES:
1. Students in pairs analyze mode of Human trafficking base on their observation
EMBEDDED CORE SKILLS:
1. Collaboration & Communication.
2. Student Leadership & Personal Development.
3. Digital Literacy
4. Critical Thinking.
5. Creativity & Imagination
LEARNING RESOURCES:
Video Resource:
https://www.youtube.com/watch?v=X05nsp2gDAs
https://www.youtube.com/watch?v=35uM5VMrZas
https://www.youtube.com/watch?v=yx5sWQuxu-8
https://www.youtube.com/watch?v=MRVPgQn3SdU
Website Resource:
https://borgenproject.org/top-10-solutions-to-human-trafficking/
Instructional Materials:
1. Video clips
2. Flash Card
3. Poster
4. Pictures
EVALUATION:
WEEK: 12-13
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARDS FOR BST (PHE)
At the end of the session, students are able to;
- Understand the difference between indoor and outdoor activities in recreation.
- Perform& classify the types of dance with examples.
- Identify the content of first aid box with their uses and its application to common sports injuries.
- Classify the causes of accident and their prevention.
- Perform the basic phases in throws (Javelin, Shot-put, and Discus) and Jumps (High jump, Long jump).
- Demonstrate the basic skills & techniques in Judo.
- Perform the skills & techniques in Table Tennis and Tennis.
- Understand the components of school Health Programmer.
- Understand the types, causes, effects and preventive measures on Environmental Pollution.
- Identify the examples, causes, and ways of preventing Non-Communicable Diseases.
- Describe the causes and types of Postural Defect.
- Understand the ways sports can be used to control youth’s restiveness.
- Identify the examples, causes, Health implication and solutions to Human Trafficking.
- Understand the difference between Tort, Negligence and Legal Liability.
- Demonstrate the basic skills & techniques in Basketball.
JSS 2 INFORMATION TECHNOLOGY FIRST TERM
WEEK: 1
Subject: BST (ICT)
Topic: REVISION OF JSS 1 LESSONS
WELCOME BACK TEST
Learning Objectives:
Students will be able to:
– Revise and discuss the JSS ONE lessons
– Partake in welcome back test
Learning Activities:
Students in small groups, each group is given each topic from last session, each group is to discuss & work together as a team for some minutes & make a presentation on each topic
Embedded Core Skills:
• Communication
• Problem Solving
• Creativity
• Team Work
• Student Leadership
Learning Resources:
– Posters
– Banners
– Pictures
WEEK: 2
Subject: BST (ICT)
Topic:
CLASSIFICATION OF COMPUTERS:
– Sizes of computers.
– Generation.
-Degree of versatility.
– Type.
Learning Objectives:
Students will be able to:
-Summarize key events in the history of computers
– Describe the categories of computer
– Discuss development and evolution of computer
– Differentiate between computers by sizes, degree of versatility, generation, type etc.
Learning Activities:
Students in small groups watch videos on classification of computers, each group is to make 5 minutes presentation to demonstrate what they learnt and classify computer according to size, type, purpose etc. each member of the group is to partake
Embedded Core Skills:
• Critical Thinking
• Creativity
• Communication
• Digital Literacy
Learning Resources:
• Pictures
• Banners
• Laptop
• Desktop Computer
• Tablet
• Mobile Phones
https://www.youtube.com/watch?v=-yD3EtqnHwQ
WEEK: 3
Subject: BST (ICT)
Topic: BST (INFORMATION TECHNOLOGY)
THE COMPUTER SYSTEM:
Components of computer system.
– Hardware.
– Software.
– People ware.
Learning Objectives:
Students will be able to:
– Explain how computers work
– Analyze the differences between computer hardware and software
– Differentiate the various components of computer system (hardware, software, data, and user)
– Safely and correctly connect peripherals to a computer
Learning Activities:
• Students in small groups categorize the various components as input, output, hardware, system unit, storage device
• Students as a class interview each other, and type all of their answers, and present their new friend to the class
• Each group is given some peripheral devices to safely and correctly connect to the computer and describe the uses of each
Embedded Core Skills:
• Creativity
• Team Work
• Critical Thinking
• Digital Literacy
Learning Resources:
• Picture
• Flex banners
• Computer
• Printer
• Monitor
• MS office
https://www.youtube.com/watch?v=8UyJMiYqvs4
https://www.youtube.com/watch?v=xnyFYiK2rSY
WEEK: 4
Subject: BST (ICT)
Topic:
HARDWARE COMPONENTS
– Definition of Hardware components.
– Input devices.
– Output devices.
– Storage devices.
– Arithmetic and Logic unit.
– Control Unit.
Learning Objectives:
Students will be able to:
– Explain the term hardware components.
-Identify and describe the function of computer parts and peripherals, mouse etc.
– Classify hardware as input or output
Learning Activities:
• Students in pairs identify computer hardware they see in the classroom
• Students in small group identify the parts in an open system unit, computer case.
• Students as a class identify and describe computer input devices and storage devices, which ones you use regularly.
Embedded Core Skills:
• Creativity
• Digital Literacy
• Problem Solving
• Collaboration
Learning Resources:
• Pictures/ charts.
• Monitor
• Keyboard
• Computer system
• Motherboard
• Hard disk
https://www.youtube.com/watch?v=dRjcubrVSXw
WEEK: 5
Subject: BST (ICT)
Topic:
SOFTWARE:
– Definition of computer software.
– Types of computer software
(i) System Software
(ii) Application Software
Learning Objectives:
Students will be able to:
Describe software
Use computer basic software applications such as the MS Word
Compare common types of application software, including browser, e-mail client, and spreadsheet
Distinguish between Systems software and Application Software
Learning Activities:
• Students as a class explain computer software such as Microsoft Word to deliver a task
• Students in small groups distinguish between system software and Application software
Embedded Core Skills:
• Critical Thinking
• Team Work
• Digital Literacy
• Communication
Learning Resources:
• Chart.
• Computer system with appropriate software
• Mobile Phone
https://www.youtube.com/watch?v=qo4VD0SAdC4
WEEK: 6
Subject: BST (ICT)
Topic:
PEOPLE WARE:
– Computer professionals.
– Computer users.
Learning Objectives:
Students will be able to:
– Describe computer professionals.
– Explain the role of computer users to hardware and software
– Describe examples of people ware
– Give examples of computer users.
Learning Activities:
Students are to partake in group discussion:
• Discuss the various computer professionals they know of
• They are to analyze the function of each user
Embedded Core Skills:
• Communication
• Collaboration
• Citizenship
• Imagination
Learning Resources:
• Charts.
• Pictures.
https://www.youtube.com/watch?v=HkhyZRe8is8
WEEK: 7
Subject: BST (ICT
Topic: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
Subject: BST (ICT)
Topic:
OPERATING SYSTEM:
– Definition of an operating system.
– Examples of operating system (DOS, window, Linux, UNIX).
Learning Objectives:
Students will be able to:
– Analyze what an operating system is and how it works,
Compare common operating systems used in mobile devices (i.e. iOS, Android, Windows, and Phone)
– Use Utility programs.
– Give examples of operating system.
Learning Activities:
Students are as a class brainstorm on operating systems
Students are divided into groups, each group is to research one of the following operating systems and write a short review: MS-DOS, Windows 7, Mac OSX, Android, and IOS
Students are to identify operating system own computer and phone
Embedded Core Skills:
• Digital Literacy
• Collaboration
• Critical Thinking
• Communication
Learning Resources:
• Computer installed with operating system.
• Mobile Phone
• Operating system software
https://www.youtube.com/watch?v=pTdSs8kQqSA
https://www.youtube.com/watch?v=7M0e1ohU1vE
WEEK: 9
Subject: BST (ICT)
Topic:
NUMBER BASE:
– Decimal.
– Binary
– Octal
– Hexadecimal
– Conversion of number bases:
– Convert decimal to binary and vice versa.
– Convert decimal to octal and vice versa.
– Convert decimal to hexadecimal
Learning Objectives:
Students will be able to:
– Describe what number bases is
– Recall why we use binary (0, 1) in computer
-Analyze different types of number bases
– Give examples of each number base.
– Convert decimal numbers to binary and hexadecimal number bases and vice versa
Learning Activities:
– Students as a class discuss the uses of binary in computer
Students in small groups differentiate between the number bases, binary, decimal, octal and hexadecimal
– Students are to check why computer uses base 2 instead of base 10?
– Students are divided into groups; each group is to work on each number base. They are to convert number bases from binary to decimal, decimal to octal, binary to hexadecimal and describe the importance of the number bases to computer
Embedded Core Skills:
• Communication
• Problem Solving
• Creativity
Learning Resources:
Charts/Pictures
Calculator
https://www.youtube.com/watch?v=05TyVP179W8
https://www.youtube.com/watch?v=3ORJa_Hu0SE
https://www.youtube.com/watch?v=hIs3A6gGz2w
https://www.youtube.com/watch?v=3ORJa_Hu0SE
WEEK: 10
Subject: BST (ICT)
Topic:
NUMBER BASE:
– Decimal.
– Binary
– Octal
– Hexadecimal
– Conversion of number bases:
– Convert decimal to binary and vice versa.
– Convert decimal to octal and vice versa.
– Convert decimal to hexadecimal
Learning Objectives:
– Give examples of each number base.
– Convert decimal numbers to binary and hexadecimal number bases and vice versa.
Learning Activities:
– Students are divided into groups; each group is to work on each number base.
• They are to convert number bases from binary to decimal, decimal to octal, binary to hexadecimal and describe the importance of the number bases to computer
Embedded Core Skills:
• Communication
• Problem Solving
• Creativity
Learning Resources:
Charts/Pictures
Calculator
https://www.youtube.com/watch?v=05TyVP179W8
https://www.youtube.com/watch?v=3ORJa_Hu0SE
https://www.youtube.com/watch?v=hIs3A6gGz2w
https://www.youtube.com/watch?v=3ORJa_Hu0SE
WEEK: 11
Subject: BST (ICT)
Topic: REVISION
WEEK: 12
Subject: BST (ICT)
Topic: EXAMINATIONS
Unified Basic Science and Technology Schemes of Work for Junior Secondary School. Scheme of Work on Basic Science and Technology JSS2.
PHYSICAL AND HEALTH EDUCATION ICT SCHEME OF WORK JSS2 SECOND TERM
WEEK: 1
SUBJECT: BST (IT)
TOPIC: REVISION/COMPUTER PROGRAMMING LANGUAGE
– Meaning of computer programming language.
– examples of computer programming language logo, BASIC, COBOL, FORTRAN etc.)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Discuss the need for program in social events and how that compares to computer programs
– describe a computer programming language.
– Identify examples of computer programming language.
LEARNING ACTIVITIES:
-Students as a class brainstorm on computer programming language and Present a program of a social event (wedding, service, birthday etc.) to Students and let them discuss in groups what they know about it and why it is necessary
– Students in small groups discuss the steps involved in preparing their favorite meal
– These can now be compared to giving to specific instruction to computers to solve a defined problem (computer program)
EMBEDDED CORE SKILLS:
- Creativity
- Problem Solving
- Digital Literacy
LEARNING RESOURCES:
-Samples of social events programs
Internet enabled device(s)
WEEK: 2
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
BASIC LANGUAGE:
– Meaning of BASIC
– BASIC character set,
Key BASIC statements.
Simple BASIC statements.
– Examples of simple BASIC statements.
– Simple BASIC program.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– State the meaning of the acronym BASIC.
– Identify key statements of BASIC program.
– write simple BASIC program.
– run simple BASIC program
LEARNING ACTIVITIES:
– Students as a class should be made state example of High Level programming languages stating the full meanings where acronyms are used
– Students as a class mention some common verbs in English language such as run, jump, print, give, receive, clear etc. these verbs can then be translated into QBASIC equivalents where applicable.
– They can also list out the mathematical symbols known to them.
– BASIC programs to: add two numbers find the area of a rectangle is presented to Students with full explanation.
EMBEDDED CORE SKILLS:
- Creativity
- Critical Thinking
- Digital Literacy
LEARNING RESOURCES:
- Computer system with QBASIC compiler installed.
- Interactive Instruction.
- Sample of BASIC program.
EVALUATION:
WEEK: 3
SUBJECT: BST (IT)
TOPIC: BST (INFORMATION TECHNOLOGY)
GRAPHIC PACKAGES (I)
– Meaning of Graphic Packages.
– Examples of Graphic packages.
– Paint.
– Corel draw.
-Instant artist.
– Print Artist.
– Photoshop.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– describe Graphic packages.
– Identify different types of computer Graphic packages.
LEARNING ACTIVITIES:
– Students as a class brainstorm on meaning of graphic packages.
– Students in pairs identify different types of computer graphic packages
– Microsoft paint and PowerPoint pages can be opened for Students. They are to compare the paint environment to the drawing book and the different image making icons to different drawing and coloring materials.
– Then a formal introduction to graphic packages can be done with examples.
EMBEDDED CORE SKILLS:
- Creativity
- Collaboration
- Communication
- Digital literacy
LEARNING RESOURCES:
– Computer System with Graphic packages installed.
-drawing papers and coloring materials
– display screen/projector
EVALUATION:
WEEK: 4
SUBJECT: BST (IT)
TOPIC:
FEATURES OF GRAPHIC PACKAGE:
– Title.
– Toolbar.
– Menu bar.
– Printable bar.
– Colour bar etc.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
Practically explore the environment of a graphic package to know what each button or icon does.
LEARNING ACTIVITIES:
- Students as a class design some basic shapes in MS paint giving it some unique combination of paints.
- The shapes can be filled with some specially designed texts using textboxes
- These tasks should be crafted in such a way as to use the features of graphic packages as much as possible.
EMBEDDED CORE SKILLS:
- Creativity
- Problem Solving
- Team Work
LEARNING RESOURCES:
Computer system with Graphic package installed.
EVALUATION:
WEEK: 5
SUBJECT: BST (IT)
TOPIC:
GRAPHIC PACKAGES (II): PAINT ENVIRONMENT
– Features of paint environment.
– Paint tools and their functions.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Identify the features of paint environment.
– Identify the paint tools.
– explain the functions of the various tools.
– use paint to draw and colour simple objects.
LEARNING ACTIVITIES:
- Students in small groups design some basic shapes in MS paint giving it some unique combination of paints.
- The shapes can be filled with some specially designed texts using textboxes
- These tasks should be crafted in such a way as to use the features of graphic packages as much as possible.
EMBEDDED CORE SKILLS:
- Creativity
- Critical Thinking
- Digital Literacy
LEARNING RESOURCES:
Computer systems with Graphic packages installed (e.g. paint, Instant Artist, Photo paint etc.)
WEEK: 6
SUBJECT: BST (IT)
TOPIC:
IT AS A TRANSFORMATION TOOL:
– Meaning of ICT (Information and Communications Technology).
– Examples:
– Computers.
– Telephone (GSM).
– Cellular network.
– Satellite communication.
– Television.
– Internet.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– State what ICT stands for.
– Identify ICT gadgets.
– Describe how ICT gadgets can be used
LEARNING ACTIVITIES:
– Students as a class brainstorm on different images/real objects of ICT gadget; name them and state how they are used in communication
– They will also be made to read into the past and state how the gadgets they know or have used or are using have transformed the way people communicate.
EMBEDDED CORE SKILLS:
- Digital Literacy
- Team work
- Creativity
LEARNING RESOURCES:
ICT gadgets,
Pictures,
Charts.
WEEK: 7
SUBJECT: BST (IT)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (IT)
TOPIC:
ICT GADGETs
• Meaning
• Benefits
• ICT components
LEARNING OBJECTIVES:
By the end of the lesson, Students should be able to:
1. Explain the meaning ICT
2. State its benefits
3. Identify its components
LEARNING ACTIVITIES:
- Students as a class brainstorm on the definition of ICT
- Students as a class justify the components of ICT gadget
EMBEDDED CORE SKILLS:
- Critical Thinking
- Creativity
- Digital Literacy
LEARNING RESOURCES:
-Charts/Pictures of people using ICT gadgets and those who are not using them to address the same or equivalent problem.
EVALUATION:
WEEK: 9
SUBJECT: BST (IT)
TOPIC:
ITS GADGETS:
The GSM (call, create, send, store, retrieve and read messages on GSM sets)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Differentiate between GSM, Fax machines and Telephone.
– Create and send messages to one another using the GSM.
LEARNING ACTIVITIES:
– Students as a class discuss the possibility of delivering an emergency notice of meeting to their parents (paper based vs. text message/email/phone call etc).
– Students in small groups should describe how best sending money to anybody within Nigeria or anywhere in the world
– Students in pair discuss how buying and selling can be done online
– Also to identify some websites
EMBEDDED CORE SKILLS:
- Digital Literacy
- Problem Solving
LEARNING RESOURCES:
- Charts, Pictures and real objects (GSM).
- Telephones.
EVALUATION:
WEEK: 10
SUBJECT: BST (IT)
TOPIC:
ICT GADGETS:
– Fax machine (send and receive fax messages).
– Telephone.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Create and send messages to one another using the GSM and fax.
– Store and retrieve information on a GSM handset.
LEARNING ACTIVITIES:
– Students as a class discuss the possibility of delivering an emergency notice of meeting to their parents (paper based vs. text message/email/phone call etc).
– Students as a class describe how mobile phones and other gadgets such as tablets, laptop, digital camera etc are improving the learning and work efficiency
– Students in small group describe how best sending money to anybody within Nigeria or anywhere in the world
– Students in small groups discuss how buying and selling can be done online
EMBEDDED CORE SKILLS:
- Critical thinking
- Communication
- Team Work
LEARNING RESOURCES:
- Fax machine.
- Telephone.
- Other communication
- Gadgets
EVALUATION:
WEEK: 11
SUBJECT:
TOPIC: REVISION
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
JSS 2 INFORMATION TECHNOLOGY – ICT SCHEME OF WORK THIRD TERM
WEEK: 1
SUBJECT: BST (IT)
TOPIC: REVISION/INTERNET
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to: describe:
– The internet
– Worldwide web (www) and website
– Electronic mail (e-mail) address
– Differentiate between email and website
LEARNING ACTIVITIES:
Students as a class use computers connected to internet to access their email accounts and send email to their friends. Students visit educational sites using URLs
EMBEDDED CORE SKILLS:
- Creativity,
- Collaboration
- Communication
- Digital Literacy
LEARNING RESOURCES:
- Computer system
- Internet connectivity
- Mobile Phones
EVALUATION:
WEEK: 2
SUBJECT: BST (IT)
TOPIC:
BST (IT) INTERNET BROWSER
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Identify internet browser.
– Differentiate between e-mail address and website address
– Open an e-mail.
LEARNING ACTIVITIES:
– Students in small groups to perform the following activities:
– Students use the computers connected to internet to access launch a web browser e.g. Google chrome etc. They locate and use web browser and identify the features of web browsers
EMBEDDED CORE SKILLS:
- Creativity
- Collaboration
- Communication
- Digital Literacy
LEARNING RESOURCES:
- Computer system
- Internet connectivity
- Flash cards of sample of e-mail address:
musa@hotmail.com
emeka@yahoo.com
kola@onebox.com
EVALUATION:
WEEK: 3
SUBJECT: BST (IT)
TOPIC:
BST (IT) BENEFITS &ABUSES OF INTERNET
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Identify the benefits of internet.
– Identify and describe the abuses of internet
LEARNING ACTIVITIES:
- Students as a class discuss what they understand as abuse in everyday life, they relate it to what they understand as Internet Abuse
- Students in pairs identify various ways internet can be utilized and its benefit
- Students as a class discuss ways internet can be abuse and demonstrate each abuse identified
EMBEDDED CORE SKILLS:
- Critical Thinking
- Team Work
- Communication
- Digital Literacy
LEARNING RESOURCES:
- Charts/Pictures
- Power Point
- Computer System
EVALUATION:
WEEK: 4
SUBJECT: BST (IT)
TOPIC:
INTERNET ENVIRONMENT
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Recognize and name icon in the internet environment.
– Chart Internet
LEARNING ACTIVITIES:
– Students as a small group open web browser to search for a website and launch it
– Students as a class identify the icons on the internet environment
-Students as a class Identify applications that can be used to send instant message to people e.g. email Facebook, what Sapp
EMBEDDED CORE SKILLS:
- Critical Thinking
- Team Work Communication
- Digital Literacy
LEARNING RESOURCES:
- Computer system
- Internet connectivity
- Mobile Phone
EVALUATION:
WEEK: 5
SUBJECT: BST (IT)
TOPIC:
NETWORK GROUPS & SEARCH ENGINES
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Identify different network groups.
– List out different search engines.
LEARNING ACTIVITIES:
– Students as a class discuss network groups, use the internet to search and read about network groups
-Students as a class identify network groups they can belong to
– Use the internet to search for information particularly Google amongst other search engine
– Students in a small group analyze search engine uses
EMBEDDED CORE SKILLS:
- Critical Thinking
- Creativity
- Communication
- Digital Literacy
LEARNING RESOURCES:
- Computer system
- Mobile Phone
- Internet Services
EVALUATION:
WEEK: 6
SUBJECT: BST (IT)
TOPIC:
FILE SHARING
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Discuss network.
– Identify the types of network.
– Describe the type of network.
LEARNING ACTIVITIES:
– Students as a class present with pictures/diagrams of different types of networks & ask Students to identify them
– Differentiate between each type of network
– Differentiate between network and website
EMBEDDED CORE SKILLS:
Critical Thinking
Creativity
Collaboration
Communication
LEARNING RESOURCES:
Pictures of different types of network
Computer room LAN
EVALUATION:
WEEK: 7
SUBJECT: BST (IT)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (IT)
TOPIC:
COMPUTER ETHICS (I)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Analyze responsible ways of using computer & internet.
LEARNING ACTIVITIES:
Students as a class to demonstrate the responsible ways of using the computer
EMBEDDED CORE SKILLS:
- Critical Thinking
- Collaboration
- Communication
- Digital Literacy
LEARNING RESOURCES:
- Computer system
- Internet connectivity
WEEK: 9
SUBJECT: BST (IT)
TOPIC:
COMPUTER ETHICS (II)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
Students should be able to identify ways of misusing computers and internet
LEARNING ACTIVITIES:
Students in small groups demonstrate ways of misusing the computer and internet
EMBEDDED CORE SKILLS:
Collaboration, and Communication, Information literacy, media literacy, Leadership, Initiative
LEARNING RESOURCES:
- Computer laboratory
- Internet facilities.
- Pictures/charts of an ideal computer room/ laboratory.
EVALUATION:
WEEK: 10
SUBJECT: BST (IT)
TOPIC:
BST (IT) SAFETY MEASURES (I)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Describe safety measures that need to be taken when using computer
LEARNING ACTIVITIES:
- Students as a class identify, name & describe various equipment in the computer room
- Students as a class identify safety equipment from those identified
- Students as a class identify & describe safety measures to be taken when using the computer
EMBEDDED CORE SKILLS:
- Collaboration Communication
- Digital Literacy
LEARNING RESOURCES:
- Computer laboratory
- Internet facilities.
- Pictures/charts of an ideal computer room/ laboratory.
EVALUATION:
WEEK: 11
SUBJECT: BST (IT)
TOPIC: REVISION
WEEK: 12-13
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARDS FOR BST (IT)
At the end of the session, students are able to;
1. Classify computer according to size, type and purpose
2. Differentiate the various components of computer system and safety and correctly connect peripherals of computer
3. Distinguish between system software and application software
4. Analyses the functions of computer users
5. Analyses different types of number bases
6. Analyses why computer uses base 2 instead of base 10
7. Write simple BASIC program
8. Run simple BASIC program
9. Identify key statements of BASIC program
10. Identify different types of computer Graphic packages
11. Design basic shapes in MS Paint, giving it some unique combination of paints
12. Perform tasks using the features of graphic packages like paint, Corel draw, instant artist, Print Artist and Photoshop
13. Identify paint tools and use paint to draw and colour simple objects
14. Create and send messages to one another on GSM
15. Store and retrieve information on GSM handset and fax machines
16. Perform the tasks of online buying and selling
17. Open an email, connect to internet and launch a web browser
18. Locate and use web browser and identify features of web browsers
19. Identify various ways internet can be utilized and its benefit
20. Chat on the internet
21. Search for information on Google and other search engine
22. Differentiate between network and website
23. Describe safety measures that need to be taken when using computer