BST Unified Schemes of Work for Junior Secondary Schools. Scheme of Work on Basic Science JSS1, Ministry of Education Lagos State
First Term Basic Science Scheme of work JSS1
Week: 1
Subject: BST (BASIC SCIENCE)
Topic: Introduction to science
Learning Objectives: By the end of the lesson, students should be able to:
i. explain the concept of science and scientific process
ii. Analyses science related occupations and the benefits of science to mankind
iii. Highlight the applications of science and scientific inventions
Learning Activities:
- Students as a class discuss what science is to them and different scientific process.
- Students in pairs analyze, science related occupations and the benefits of science to human beings.
- Students in small groups discuss science related activities to man and its environment and skills scientists should possess.
- A member of each group makes presentations
Embedded Core Skills:
- Critical thinking and problem solving
- creativity and imagination
- communication and collaboration
- leadership and personal development
Learning Resources:
Audio – visual resources:
Bulbs,magnets,fruits,painkillers,phone,salt,alum,flute,watch,cylinder,beakers,reagents,litmus paper, etc.
Charts on Science related occupations
Web resources:
Https://www.instructables.com/id/simplest-catapult
https://www.education.com/resources/design/design_your_planet
Week: 2
Subject: BST (BASIC SCIENCE)
Topic: LIVING AND NON -LIVING THINGS (I)
-Classification and states of matter
-Characteristics of living things (Movement, Respiration, Nutrition, Irritability, Growth, Excretion, Reproduction, Death, Adaptation and Competition)
Learning Objectives: By the end of the lesson, students should be able to:
i. categorize living and non-living things as matter
ii. Classify objects according to the states of matter
iii. Enumerate the distinguishing characteristics between living and non- living things.
Learning Activities: Students as a class identify and sort the objects and materials provided into living and non-living things. Students in small groups, classify object into the three states of matter.
Students take turn to go round to see the pictures pasted in other to enumerate the characteristics of living things.
- Embedded Core Skills: Critical thinking and problem solving
- creativity and imagination
- communication and collaboration
- leadership and personal development
Learning Resources: Audio – visual resources:
stones, living plants, Snails, Grasshopper, Earthworm , (Insects or specimens of living things)spoons, tables, paper., bowl, pen , pencil, sand, water, sugar , , pictures of different images of living and non-living things
Web resources:
https://www.pinterest.com/pin, www.education.com/livingthings
Week: 3
Subject: BST (BASIC SCIENCE)
Topic: LIVING AND NON -LIVING THINGS (II)
-Characteristics and importance of plants and animals.
– Differences between Plants and Animals
-Classification of non –living things into metals and non-metals
Learning Objectives: By the end of the lesson, students should be able to:
i. appraise the characteristics and importance of plants and animals.
ii. Differentiate between plants and animals
iii.seperate objects into metals and non-metals, stating their properties
Learning Activities:
- Students as a whole class discussion, generate the characteristics and importance of plants and animals.
- Students observe the specimen of plants and animals provided (e.g. potted flower, earthworm or snail), as well as the pictures of plants and animals to differentiate between plants and animals.
- Students in small groups, walk around in the class to view, classify and sort objects into metals and nonmetals and stating their properties.
Embedded Core Skills:
- critical thinking and problem solving
- communication and collaboration
- creativity and imagination
Learning Resources:
Audio – visual resources:
Pictures of different, organisms like goat, sheep, etc. different plants like flowers, maize, mango, live animals like grasshopper, cockroach, housefly, etc. Spoons, Coins, Plastics, Nails, Wood, Jewelry
Web resources:
https://www.thoughtco.com/all-about-animal-cells ,
https://www.sciencekids.co.nz/animals
https://www.s-cool.co.uk/properties of metals and non-metals
Week: 4
Subject: BST (BASIC SCIENCE)
Topic:
HUMAN DEVELOPMENT
-Puberty and Adolescence
-Puberty/Adolescent changes (Physical, social and emotional
-Menstruation, Menstrual cycle and hygiene
-Coping with concerns at adolescence
Learning Objectives:
By the end of the lesson, students should be able to:
i. explain the concept of puberty and adolescence
ii. recognise and explore pubertal changes in boys and girls
iii. propose skills in coping with concerns at puberty
Learning Activities: Students in a whole class discussion, generates ideas on puberty and adolescence
Students in pairs analyze pubertal changes in boys and girls, and discuss menstrual cycle and hygiene, volunteers share with the larger class what was discussed
Students in small groups role play and design measure to cope with pubertal changes.
Embedded Core Skills:
- Creativity and imagination
- critical thinking and problem solving.
- Digital literacy
- Leadership
Learning Resources: Audio – visual resources :
Pictures of different stages of child development. Charts to show people of different ages.
Charts of a boy and a girl showing pubertal changes.
Calendar, Sanitary pads/towels/Flip charts ,Cardboards
Puberty Tanner stages visual-Teacher resource
Downloaded Myths and facts about puberty-Teacher resource
Anonymous question box.
Web resources:
https://www.progressiveteacher.in/learning-through-drama.
https://www.classroom.synonym.cc
youtube: puberty in boys, puberty in girls animation. From well cast
http://bcove.me/a4rcmyjc
http://bcove.me/1t3d6x2
Week: 5
Subject: BST (BASIC SCIENCE)
Topic: FAMILY HEALTH (I)
-Personal Cleanliness /Personal Hygiene
-Environmental Cleanliness (Sanitation) and methods used for maintaining Cleanliness
– Effect of poor hygiene and Sanitation
Learning Objectives:
By the end of the lesson, students should be able to:
i. justify the need for/ importance of personal and environmental cleanliness.
2. Propose ways of maintaining personal and environmental cleanliness.
3. Determine the effect of poor hygiene and sanitation on society.
Learning Activities:
- Students in small groups generate points on the importance of personal and environmental cleanliness.
- Students in small groups role play, methods of maintaining personal and environmental cleanliness.
- Students in pairs discuss the effect of poor hygiene and poor sanitation
Embedded Core Skills:
- Creativity and imagination
- leadership and personal development
- citizenship
Learning Resources:
Audio – visual resources:
- Pictures of different people washing, bathing, sweeping, brushing the teeth, cleaning the environment.
- Pictures of different areas showing clean and dirty environments. Sponge, soap, comb, body cream/lotion, tooth brush, tooth paste, broom, mopping sticks, bucket, rake, dust pan etc.
Web resources:
https://www.progressiveteacher.in/learning-through-drama.
Week: 6
Subject: BST (BASIC SCIENCE)
Topic: FAMILY HEALTH (II)
-Nutrition and food nutrients
-Classes of food, sources and functions
-Balanced/Adequate diet
Learning Objective:
By the end of the lesson, students should be able to:
i. relate nutrition and food nutrients to the prevention of diseases.
ii. classify food items based on food nutrients and state their functions.
iii. plan a three (3) day adequate/balanced diet to maintain good health.
Learning Activities:
- Students in a whole class discussion define and relate nutrition to maintaining personal health.
- Students in small groups classify the different food items into the different classes of food.
- Students draw a 3 day timetable of an adequate diet meal, using their regular home meal.
Embedded Core Skills:
- Critical thinking and problem solving
- Creativity and imagination
- Communication and collaboration
- Leadership and personal development
Learning Resources:
Audio – visual resources:
Web resources:
https://www.pedadeschools.net/personal hygiene
http://www.who.int/environmental sanitation
Week: 7
Subject: (BASIC SCIENCE)
CONTINUOUS ASSESSMENT/MID TERM BREAK
Week: 8
Subject: BST (BASIC SCIENCE)
Topic: FAMILY – HEALTH (III)
DRUGS/SUBSTANCE ABUSE (I)-Definition Of drug, Drug abuse, Drug misuse ,Drug Addition
-Sources of Drugs and Commonly abused drugs/substances
-Effects of Drug abuse/Addiction
Learning Objective:
By the end of the lesson, students should be able to:
i. explain the meaning of drug, drug abuse and drug addiction
ii. Explore the sources and commonly abused drugs.
3. Predict the effects of drug abuse on young people.
Learning Activities:
- Students as a class discuss energy.
- Students in pairs explain the meaning of drug, drug misuse, drug addiction and drug abuse.
- Students in a whole class discussion explore the sources of drugs and commonly abused drugs.
- Students in small groups discuss the effects of drug abuse on young people.
Embedded Core Skills:
- Critical thinking and problem solving
- Communication and collaboration
- creativity and imagination
Learning Resources:
Audio – visual resources: samples of paracetamol, antibiotics, cough syrup. Charts on Drugs and drug abuse
Web resources:
http://www.unf.edu/drugabuse
http://www.mayoclinic/drug abuse
Week: 9
Subject: BST (BASIC SCIENCE)
Topic: REPRODUCTIVE SYSTEM: MALE INTERNAL AND EXTERNAL
Learning Objective:
By the end of the lesson, students should be able to:
i. acknowledge the benefits of knowing about the male reproductive system
ii. Recognize the parts of the male reproductive system
iii. draw/mould and label the internal parts of the Male reproductive system
Learning Activities:
- Students engage themselves in a discussion on the benefit of knowing about the male reproductive system.
- Students take turn to go round to see the pasted diagrams of male reproductive systems and and to identify names of organs written on the flash cards and paste on, the unlabelled diagram on the board.
- Students in small groups draw or mould the male reproductive systems
Embedded Core Skills:
- Creativity and imagination
- Communication and collaboration
- Critical thinking and problem solving
- Leadership and personal development
Learning Resources:
Audio – visual resources:
Charts,
Pictures /models of internal sex organs of the Male reproductive system.
Web resources: https://kidshealth.org/teen/interactive/female_it.html,www.kidshealth.com
http://www.education.ne.gov/reproductive systems
YouTube. Reproductive systems
Week: 10
Subject: BST (BASIC SCIENCE)
Topic: REPRODUCTIVE SYSTEM; FEMALE INTERNAL AND EXTERNAL
Learning Objective:
By the end of the lesson, students should be able to:
i. acknowledge the benefits of knowing about the reproductive systems
ii. recognise the parts of the male reproductive system
iii. draw/mould and label the internal parts of the Male reproductive system
Learning Activities:
- Students engage themselves in a discussion on the benefit of knowing about the female reproductive systems.
- Students take turn to go round to see the pasted diagrams of female reproductive system and to identify names of organs written on the flash cards and paste on the unlabelled diagram on the board.
- Students in small groups draw or mould the female reproductive systems
Embedded Core Skills:
- Creativity and imagination
- critical thinking
- communication and collaboration
- Creativity and imagination
Learning Resources:
Audio – visual resources:
Charts,
Pictures /models of internal sex organs of the Male reproductive system.
Web resources: https://kidshealth.org/teen/interactive/female_it
www.kidshealth.com
http://www.education.ne.gov/reproductive_systems
WEEK: 11
Subject: BST (BASIC SCIENCE)
Topic: REVISION
WEEK: 12
Subject: BST (BASIC SCIENCE)
Topic: EXAMINATIONS
BST Unified Schemes of Work for Junior Secondary Schools. Scheme of Work on Basic Science JSS1, Ministry of Education Lagos State
SECOND TERM JSS1 BASIC SCIENCE SCHEME OF WORK
WEEK: 1
SUBJECT: BST (BASIC SCIENCE)
TOPIC: ELEMENTS, AND SYMBOLS
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of element
2. Relate things around them with elements
3. Connect the alphabets to the symbol of elements
4. Assign letters of alphabets to symbol of elements
LEARNING ACTIVITIES:
- Students as a class discuss element and important of elements to man and its environment.
- Students in small groups cut out all the small and capital letters of the alphabets.
- Students in small groups connect all the pictures of animals and other things to the elements (let the Students know that element is the building blocks of matter).
- Students in small groups use the alphabets to assign symbols to the elements. (1st to 20 elements)
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- creativity and imagination
- communication and collaboration
- leadership and personal development
LEARNING RESOURCES:
Audio – visual resources:
cardboard, scissors, pictures of the universe, water , paper(carbon), beans, rice, table salt, coin, Alphabets, pencil, pen,
Web resources: https://www.study.com/academy/lesson/elements
EVALUATION:
I. Identify 5 elements and state their symbols.
II. Describe an element.
WEEK: 2
SUBJECT: BST (BASIC SCIENCE)
TOPIC: COMPOUNDS
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of compounds
2. Connect things around them to compounds
3. Produce prototype compounds
LEARNING ACTIVITIES:
- Students as a class discuss compound
- Students in small groups cut the cardboard into numbers and alphabets.
- Students in small groups learning the concepts of combining two alphabets and numbers together. E.g. sunlight = sun + light, watermelon = water + melon.
- Students in pairs use the alphabets to assign symbols to the compounds.
EMBEDDED CORE SKILLS:
- Creativity and imagination
- Critical thinking
- Communication and collaboration
- Creativity and imagination.
LEARNING RESOURCES:
Audio – visual resources:
Cardboard, scissors, blade, glue, table salt, water, watermelon
Web resources:
https://study.com/academy/lesson/compoundS
EVALUATION:
I. What is a compound?
II. Identify 2 common compounds.
WEEK: 3
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Pollution (water and land pollution)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of pollution.
2. Identify the types of pollution
3. Justify the causes of water and land pollution
4. Experiment the purification of polluted water
LEARNING ACTIVITIES:
- Students as a class discuss pollution.
- Students as small groups get a tray filled with water, feathers, straws, cotton balls and spoons, small catfishes and oil and the other tray without oil and examine the effects of oil on the objects placed in the tray. Another group of students examine the effect of the objects placed on the tray without oil and compare the two trays.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- Creativity and imagination
- Communication and collaboration
- Leadership and personal development
LEARNING RESOURCES:
Audio – visual resources:
Pictures of polluted environment in terms of used bottle, gas flaring , water in the oceans , charcoal, sand , animal charcoal, flood, hurricanes, toilet roll,
Web resources:
www.google.com/pollutedenvironment
EVALUATION:
I. Explain 2 ways of preventing land pollution.
II. Identify ways of purifying polluted water.
WEEK: 4
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Air pollution and noise
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of pollution in terms of air and noise
2. Identify the causes of air pollution
3. Dramatize the effects of pollution on the environment
LEARNING ACTIVITIES:
- Students as a class discuss air and noise pollution.
- Students in pairs justify the causes of air and noise pollution to day-to-day activities of man.
- Students in small use environmental poster available to discuss the effects of pollution.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- communication and collaboration
- Creativity and imagination.
- Digital literacy
LEARNING RESOURCES:
Audio – visual resources:
Pictures of air, used bottled, clay, plants, water, feathers, straws, cotton balls, spoons, small cat fishes, and oil,
Web resources:
www.google.com/airandnoisepollution
EVALUATION:
I. Describe air pollution.
II. Enumerate consequences of polluting the surrounding.
WEEK: 5
SUBJECT: BST (BASIC SCIENCE)
TOPIC: SEXUALLY TRANSMITTED INFECTIONS (STls)
-Definition, examples and modes of transmission of STIs
-Signs and symptoms of STIs
-Effects of STIs and behaviors that put people at risk of contracting STI
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
I. explain the meaning of STI and give examples
II. Propose the modes of transmission and symptoms of STIs
III. Analyses the effects and behaviors that put people at risk of STIs
LEARNING ACTIVITIES:
- Students as a class deliberate on the meaning and examples of sexually transmitted infections.
- Students in small groups generate ideas on the modes of transmission of STIs
- Students as a class act a play let on the effects of STIs and behaviors that put people at risk of STIs.
- Students in pairs analyses the ways of preventing STIs
EMBEDDED CORE SKILLS:
- Creativity and imagination
- Critical thinking and problem solving.
- Digital literacy
LEARNING RESOURCES:
Audio – visual resources:
Downloaded Pictures showing different examples of STIs ,Charts on modes of transmitting STIs, pictures of person using unsterilized objects, mother breastfeeding a child, patient with blood transfusions, needles, syringe , razor, Charts on way by which HIV is not transmitted etc.
Web resources:
http://www.mayoclinic.org/sti
http://www.who.int/sti
YouTube: sexually transmitted infection/RVIMni,
Mayo clinic minute: sexually transmitted infections
EVALUATION:
I. Explain STIs, give examples.
II. Highlight causes of STIs and how it may be prevented.
WEEK: 6
SUBJECT: BST (BASIC SCIENCE)
TOPIC: HIV/AIDS (I)
-meaning
And Difference between HIV and AIDS
-Modes of transmission of HIV/Ways by which HIV is not transmitted
-Prevention/Behaviors that put people at risk of HIV
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. enumerate the difference between HIV and AIDS
ii. Explore the modes of transmission of HIV and symptoms of AIDS
iii. Recognize and appreciate the importance of abstinence in prevention of STIs including HIV
LEARNING ACTIVITIES:
- Students in pairs discuss the difference between HIV and AIDS
- Students in groups draw to show modes of transmission of HIV/way by which HIV is not transmitted.
- Students in small groups act short drama on the behaviors that put people at risk of HIV
- Students as a class formulate songs on the topic and present it on the assembly ground
EMBEDDED CORE SKILLS:
- Communication and collaboration
- creativity and imagination
- digital literacy
- leadership and personal development
- Citizenship
LEARNING RESOURCES:
Audio – visual resources:
https://www.progressiveteacher.in/learning-through-drama.
modes of transmission of HIV ,Charts on ways HIV is not transmitted, pictures of person using unsterilized sharp objects, mother breastfeeding a child, patient with blood transfusions, needles, syringe , razor, Charts ,Posters etc.
Web Resources:
https://www.progressiveteacher.in/learning-through-drama.
http://www.mayoclinic.org/sti
http://www.who.int/sti
YouTube:
HIV&AIDS, signs, symptoms/osmosis
HIV/AIDS, Causes, symptoms/Rehealthify.
EVALUATION:
I. What are physical symptoms of AIDS?
II. Discuss importance of abstinence.
WEEK: 7
SUBJECT: BST (BASIC SCIENCE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (BASIC SCIENCE)
TOPIC: HIV/AIDS (II)
-Counselling and Testing
-Care and Support for people living with HIV/AIDS
-Myths and facts about HIV/AIDS
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. compile information on HIV counselling and Testing
ii. Propagate support for people living with HIV/AIDS (PLWHA)
iii. Debunk myths and state facts about HIV/AIDS
LEARNING ACTIVITIES:
- Students engage themselves in a class debate on whether Voluntary HIV testing is right or wrong,
- Students in small groups act short drama on the importance of care and support for people living with HIV.
- Students write myth and fact statements about HIV/AIDS on flash cards and paste on the board under the headings
MYTHS and FACTS
EMBEDDED CORE SKILLS:
- Communication and collaboration
- creativity and imagination
- digital literacy
- leadership and personal development
LEARNING RESOURCES:
Audio- visual Resources:
Downloaded pictures of People Living with HIV/AIDS, Pictures of care and support group.
Cardboards, scissors, cello tape, masking tapes, glue, flip chart papers,
Web Resources:
https://www.progressiveteacher.in/learning-through-drama.
http://www.mayoclinic.org/sti
http://www.who.int/sti
http://www.aidsinfo.nih.gov/hiv
EVALUATION:
I. How will you counsel an AIDS patient?
II. Enumerate 2 myths about HIV/AIDS.
WEEK: 9
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Energy
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of energy
2. Mention the sources of energy
3. Outline forms of energy
4. Recognize examples of energy conversion
LEARNING ACTIVITIES:
- Students in small groups discuss energy.
- Students as a class connect battery, copper wire, sodden iron, and sodden resistor together and generate electricity.
- Students in small groups connect the speaker, battery, resistors, copper wire together to generate sound
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- Communication and collaboration
- Creativity and imagination.
LEARNING RESOURCES:
Audio – visual resources:
Copper wire, solder iron, solder, battery, speaker, electric bells, solar panel, copper wire, resistor, and led bulb etc.
Web resources:
https://www.instructable.com/energy /
EVALUATION:
I. Distinguish sources and forms of energy.
II. State unit of measuring energy.
WEEK: 10
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Air
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of air
2. List the components of air
3. Justify the usefulness of components of air
LEARNING ACTIVITIES:
- Students as a class discuss air.
- Students in small groups analyze the importance of air to mankind.
EMBEDDED CORE SKILLS:
 Critical thinking
 Communication and collaboration
LEARNING RESOURCES:
Audio – visual resources:
Pictures of air, used bottled, clay, plants, water, feathers, straws, cotton balls, spoons, small cat fishes, and oil
Web resources: www.google.com/airandnoisepollution
EVALUATION:
I. Justify air being a mixture.
II. Highlight percentage by volume of any 2 constituents of air.
WEEK: 11
SUBJECT: BST (BASIC SCIENCE)
TOPIC: REVISION
WEEK: 11
SUBJECT:
TOPIC: REVISION
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARD FOR JSS1 SECOND TERM BASIC SCIENCE
By the end of Second term, students are able to:
- understand how pollution affects our day to day activities and environment
- They have better understanding related human diseases and how they are preventable
- They understand how energy is integrated into the society
BST Unified Schemes of Work for Junior Secondary Schools. Scheme of Work on Basic Science JSS1, Ministry of Education Lagos State
JSS1 BASIC SCIENCE SCHEME OF WORK THIRD TERM
WEEK: 1
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Revision of 2nd term and welcome tests
WEEK: 2
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Renewable energy and non- renewable energy
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of renewable and non- renewable energy
2. point- out the examples of both renewable and non – renewable energy
3. Distinguish between renewable and non-renewable energy
LEARNING ACTIVITIES:
- Students as a class discuss renewable energy and non-renewable energy.
- Students in small groups demonstrate how energy is produced from water and battery using the following steps below:
step1: the students connect the plastic spoons to the round cut plywood using hot glue
Step 2: they connect the design made above to the rotor and connect copper wire to the back of the rotor.
Step 3: they use the flowing water to hit the spoons in an anticlockwise direction. Finally connect the wire to the led bulb to generate electricity.
Step 4: generating electricity from the battery using copper wire, bulb, and resistor.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- communication and collaboration
- Creativity and imagination.
LEARNING RESOURCES:
Audio – visual resources:
Plywood, rotor, copper wire, led bulb, solder wire, solder, lead, water , spoons, solar panel , battery , etc
Web resources:
EVALUATION:
I. Differentiate renewable and non-renewable sources of energy.
II. Discuss importance of renewable sources of energy to the society.
WEEK: 3
SUBJECT: BST (BASIC SCIENCE)
TOPIC: HUMAN REPRODUCTION (I)
-Menstruation and Menstrual Hygiene
-Ovulation and signs of Ovulation
-Fertilization and Conception
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. relate the concept of Menstruation, menstrual hygiene, Ovulation, Fertilization and Conception
ii .interpreted Ovulation and Ovulation signs
iii. Explain the concept of Fertilization and Conception.
LEARNING ACTIVITIES:
- Students as a class discuss Menstruation, Menstrual Hygiene, ovulation and conception.
- Students in small groups identify and predict ovulation signs.
- Students in pairs relate fertilization to Conception.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- Communication and collaboration
- Creativity and imagination
LEARNING RESOURCES:
Audio-Resources:
Sanitary pad/towel
Tampons, calendar, Charts on the internal reproductive parts of the female, diagram to show, menstruation, fertilization and conception.
Web resources:
YouTube: Life’s greatest miracle
EVALUATION:
I. Distinguish fertilization and menstruation.
II. Discuss roles of ovulation in fertilization and menstruation.
WEEK: 4
SUBJECT: BST (BASIC SCIENCE)
TOPIC: HUMAN REPRODUCTION (II)
-Symptoms of pregnancy
-Growth of the fetus (Stages from conception to birth)
-Consequences of teenage pregnancy/where to find help.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. detect the symptoms of pregnancy
ii. Draw to show the growth of human fetus
iii. Do a role play to reflect the consequences of teenage pregnant?
LEARNING ACTIVITIES:
• Students as a class discuss and generate the symptoms of pregnancy
• Students in small groups draw to show the different stages of growth and development of the human fetus, from conception to delivery
• Students act a role play on the consequences of teenage pregnancy
EMBEDDED CORE SKILLS:
• Creativity and imagination
• Personal development and citizenship
• Communication and collaboration
• Critical thinking and problem solving.
LEARNING RESOURCES:
Audio – visual resources:
Downloaded pictures of stages of development of the fetus from conception to birth.
Web resources:
www.google.com
YouTube: Life’s greatest miracle
EVALUATION:
I. Highlight stages of fetus growth and development, state the duration.
II. Identify symptoms of pregnancy.
WEEK: 5
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Force
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of force
2. Experiment different types of forces
3. Classify different types of force
LEARNING ACTIVITIES:
- Students as a class discuss force.
- Students in small groups attach different loads to the spring and measure the height of the load with the spring.
- Students in small groups another set of students are to bring north pole magnet to the south pole magnet, also place one of the magnet to the other object like plastic or plate etc. and record their observation.
- Students in small groups classify different types of force.
- Students as a class watch video clips on force or pictures on force
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- Communication and collaboration
- Creativity and imagination.
LEARNING RESOURCES:
Audio – visual resources:
Video clips on force, Friction, electric force, gravitational force, magnetic force.
https://www.instructables.com/applyforce. www.youtube.com/force.
EVALUATION:
I. State the types of force with examples.
II. Differentiate the 2 types of force.
WEEK: 6
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Calculation of gravitational forces
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Calculate the work done on the objects
2. Balance up two or more forces
3. Illustrate the effects of a force on a body
4. Mention the advantages and disadvantages of friction
LEARNING ACTIVITIES:
- Students in small groups set up the spring balance by resort stand and attach it to the biuret holder. They attach different loads to the spring.
- Students measure the different heights after adding different loads to the spring (h).
- They tabulate the mass corresponding to the height they got. The information got, they use it to calculate the work done using Mph.
- Students in small discuss advantages and disadvantages of friction.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- Communication and collaboration
- Creativity and imagination.
LEARNING RESOURCES:
Audio – visual resources:
Resort stand, spring, load of different sizes, pivot, meter rule, thread, load of different sizes, stiff plier, oil. Lubricating oil,
Web resources: https://instructables.com/effectsofforce.
EVALUATION:
I. State the effects of force on a body.
II. Identify 2 advantages of friction.
WEEK: 7
SUBJECT: BST (BASIC SCIENCE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Earth in space
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of earth in space.
2. Justify the importance of earth in space
LEARNING ACTIVITIES:
- Students as a class discuss earth in space.
- Students in pairs analyze the usefulness of earth in space to mankind.
- Students as a class watch video clip on earth in space
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- Communication and collaboration
- Creativity and imagination
LEARNING RESOURCES:
Audio – visual resources:
Pictures of sun, earth, star, astronaut, satellite, paper, scissors, used of bottles.
Web resources:
https://www.instructables.com/astronaut. https://www.khan.academy.
EVALUATION:
I. Identify effects of movement of earth in space.
II. Distinguish revolution and rotation of earth.
WEEK: 9
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Gravitation and weightlessness
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of gravitational pull and weightlessness.
2. Outline the effects of the gravitational pull
3. Describe the effect of gravitation pull on stone, feather, and book.
LEARNING ACTIVITIES:
- Students as a class discuss gravitation and weightlessness.
- Students in pairs justify the effects of gravitational pull to falling objects.
- Students in small groups demonstrate how gravitational force or pull affect objects such as stone, feather, and book by dropping them at the top of a building at the same time.
- Students in small groups go online to learn more on gravitational pull and present it to the class.
EMBEDDED CORE SKILLS:
- Creativity and imagination
- Leadership and personal development
- Citizenship
- Communication and collaboration
- Digital literacy
LEARNING RESOURCES:
Pictures of weightlessness objects, pictures of the earth, planet, moon, solar system bowl, water, etcwww.encantata.com
EVALUATION:
I. Highlight forces which makes an object weightless in space.
II. Differentiate gravitation and weightlessness.
WEEK: 10
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Planets
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of planets
2. Mention types of planets
3. Outline the important of planets
LEARNING ACTIVITIES:
- Students as a class discuss planets.
- Students in small groups justify the important of planets to mankind.
- Students in small groups go on this site www.education.com/planets
- learn about different types of planets and present it to the class.
EMBEDDED CORE SKILLS:
- Imagination
- Digital literacy
- Leadership and personal development
- Citizenship
- Communication and collaboration
- Digital literacy
LEARNING RESOURCES:
Audio – visual resources:
Pictures of sky, moon, stars, components of the universe.
Cardboard, small bill, paints and paint brushes.
Web resources:
EVALUATION:
I. Enumerate the nine planets in sequence.
II. Mention other celestial bodies in the solar system.
WEEK: 11
SUBJECT: BST (BASIC SCIENCE)
TOPIC: REVISION
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARDS FOR BASIC SCIENCE JSS1
At the end of the session, students are able to:
- Students understand how energy is constantly maintained and use for human development
- They have better understanding of their environment
- They have better understanding of impact of breastfeeding to child
- They know the importance of drug and its side effects to mankind.
