Basic Science and Technology Scheme of Work JSS2

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Scheme of Work

Unified Basic Science and Technology Schemes of Work for Junior Secondary School. Scheme of Work on Basic Science and Technology JSS2.

Table of Contents
JSS 2 BASIC SCIENCE FIRST TERM SCHEMETopic: Skeletal and Muscular SystemTopic: Respiratory SystemCirculatory systemTopic: COMPOUNDS AND MIXTURESTopic:          MeasurementTopic: WORK, ENERGY AND POWER.Topic: Body imageJSS 2 BASIC SCIENCE SECOND TERM SCHEMETOPIC: Digestive SystemTOPIC: Excretory SystemTOPIC: Growth and developmentTOPIC: Habitat and adaptationTOPIC: ECOSYSTEMTOPIC: Man as higher animals.TOPIC: RustingTOPIC: AbstinenceACHIEVEMENT STANDARDS FOR BASIC SCIENCE JSS2BASIC SCIENCE AND TECHNOLGY SCHEME OF WORK JSS2 THIRD TERMTOPIC: Reproduction in plantsTOPIC: MagnetismTOPIC: Sound energyTOPIC: Thermal energyTOPIC: KINETIC THEORY OF MATTERTOPIC: Crude oil and petrochemicalsTOPIC: Reproductive healthACHIEVEMENT STANDARDS FOR BASIC SCIENCE JSS2BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK JSS2 FIRST TERMTopic: FIRST AID AND MATERIALSTopic: Processing of materials (wood)                                       Topic: Processing of materials wood (contd).Topic: Processing of materials (metal)Topic: Processing of materials (Ceramics and Glass)Topic: Processing of material (plastics & rubber)Topic:  Materials and their common uses (wood)Topic: Materials and their common uses (metal)Topic:Materials and their common uses (ceramics and glass)BASIC TECHNOLOGY SCHEME OF WORK JSS2 SECOND TERMTOPIC: GEOMETRIC CONSTRUCTION                    TOPIC: BISECTION   TOPIC: ANGLESTOPIC: ANGLES (Cond)                                  TOPIC: TRIANGLES    TOPIC: CIRCLES   TOPIC: QUADRILATERALS                              BASIC TECHNOLOGY SCHEME OF WORK JSS2 THIRD TERMTOPIC: AREA OF PLANE FIGURESTOPIC: WOODWORK MACHINESTOPIC: METAL WORK MACHINESTOPIC: FRICTIONTOPIC: BELT AND CHAIN DRIVESTOPIC: GEARSTOPIC: HYDRAULIC AND PNEUMATICS.TOPIC: BUILDING CONSTRUCTIONJSS 2 PHYSICAL AND HEALTH EDUCATION FIRST TERMRecreationDance and RhythmDance and RhythmFirst AidSafety Education Sport InjuriesField EventJudoPHYSICAL AND HEALTH EDUCATION- PHE SCHEME OF WORK JSS2 SECOND TERMTable TennisTable TennisTennis Tennis School and Community HealthSchool and Community HealthEnvironmental PollutionEnvironmental PollutionJSS 2 PHYSICAL AND HEALTH EDUCATION THIRD TERMNon-Communicable Diseases and their PreventionPosture and Postural DefectsPosture and Postural Defects Sports and SocietyIssues and Challenges in Physical and Health Education (Human Trafficking)Human TraffickingSports LawsBall Game (Basketball)Field Trip to National Agency for the Prohibition of Traffic in Persons (NAPTIP)ACHIEVEMENT STANDARDS FOR BST (PHE)JSS 2 INFORMATION TECHNOLOGY FIRST TERMCLASSIFICATION OF COMPUTERS:THE COMPUTER SYSTEM:HARDWARE COMPONENTSSOFTWARE:PEOPLE WARE:OPERATING SYSTEM:NUMBER BASE:NUMBER BASE: PHYSICAL AND HEALTH EDUCATION ICT SCHEME OF WORK JSS2 SECOND TERMBASIC LANGUAGE:GRAPHIC PACKAGES (I)FEATURES OF GRAPHIC PACKAGE:GRAPHIC PACKAGES (II): PAINT ENVIRONMENTIT AS A TRANSFORMATION TOOL: ICT GADGETs  ITS GADGETS: ICT GADGETS:JSS 2 INFORMATION TECHNOLOGY – ICT SCHEME OF WORK THIRD TERM BST (IT) INTERNET BROWSER BST (IT) BENEFITS &ABUSES OF INTERNETINTERNET ENVIRONMENTNETWORK GROUPS & SEARCH ENGINESFILE SHARINGCOMPUTER ETHICS (I) COMPUTER ETHICS (II)BST (IT) SAFETY MEASURES (I)ACHIEVEMENT STANDARDS FOR BST (IT)

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

https://biolibretexts.org

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:

https://m.youtube.com

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:

https://kidshealth.org

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:

https://en.m.wikipedia.org

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

https://kidshealth.org

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

https://www.livescience.com

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

https://study.com

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

https://www.thoughtco.com

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

https://www.who.int

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/

https://www.husqvarna.com/in/forest/when-working/proper-preparation/6-steps-to-successful-tree-felling/

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:

https://passnownow.com/classwork-exercise-and-series-basic-technology-jss1-processing-of-materials-metals-iron-ore/

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:

https://ceramics.org

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 WorkSchemeofwork

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 WorkSchemeofwork

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

https://www.hydraulicspneumatics.com/technologies/other-technologies/article/21884114/chapter-5-pneumatic-and-hydraulic-systems

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

https://www.cartercenter.org/resources/pdfs/health/ephti/library/lecture_notes/health_extension_trainees/LN_HEW_First_Aid_Mgmt_final.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:

https://www.cartercenter.org/resources/pdfs/health/ephti/library/lecture_notes/health_extension_trainees/LN_HEW_First_Aid_Mgmt_final.pdf

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 &regulations 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:

https://www.myactivesg.com/Sports/Athletics/How-To-Play/Athletics-Facts/What-are-field-events-in-athletics

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/

https://www.myactivesg.com/Sports/Athletics/How-To-Play/Athletics-Facts/What-are-field-events-in-athletics

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.iom.int/jahia/webdav/site/myjahiasite/shared/shared/mainsite/microsites/IDM/workshops/Health_and_Migration_09110604/related%20docs/background.pdf

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://www.iom.int/jahia/webdav/site/myjahiasite/shared/shared/mainsite/microsites/IDM/workshops/Health_and_Migration_09110604/related%20docs/background.pdf

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://www.iom.int/jahia/webdav/site/myjahiasite/shared/shared/mainsite/microsites/IDM/workshops/Health_and_Migration_09110604/related%20docs/background.pdf

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

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