Unified Schemes of Work for Junior Secondary School. Scheme of Work on Basic Science JSS2, Ministry of Education Lagos State
JSS 2 BASIC SCIENCE FIRST TERM SCHEME
Week: 1
Subject: BST (BASIC SCIENCE)
Topic: Revision of JSS1 work
Week: 2
Subject: BST (BASIC SCIENCE)
Topic: Skeletal and Muscular System
i- Main human bones.
ii- Joints.
iii- Muscles and functions.
Learning Objectives:
By the end of the lesson, students should be able to:
– Identify the main bones in the human body.
– Classify the joints in human skeletal system.
– Enumerate the functions of muscles in the body.
Learning Activities:
i- GALLERY WALK.
Students in small groups
Identify different human bones using the human skeletal model.
ii. Students classify provided skeletal specimens into movable and immovable.
iii. Students as a class discuss the functions of muscles
Embedded Core Skills:
i. Critical Thinking & Problem Solving.
ii. Communication and collaboration.
iii. Leadership and personal development.
Learning Resources:
Audio-Visual Resources:
i. Human skeleton.
ii. Chart: muscular system.
iii. Real objects or pictures: crab, snail, cockroach, rat, fish, bird.
Web-Resource
Week: 3
Subject: BST (BASIC SCIENCE)
Topic: Respiratory System
i. Meaning and definition.
ii. Breathing organs and processes
iii. Identify respiratory diseases
Learning Objectives:
By the end of the lesson students should be able to:
– Define respiratory system
-Discuss the various organs that constitute the respiratory system and describe breathing mechanism
-Highlight respiratory diseases.
Learning Activities:
I. Students in pairs provide definitions of the respiratory system.
ii. Students as a class discuss the various organs that constitute the respiratory system and describe breathing mechanism
iii. Students in small groups highlight respiratory diseases.
Embedded Core Skills:
I. Critical Thinking & Problem Solving.
ii. Collaboration & Communication.
iii. Creativity & imagination.
iv. Student Leadership & Personal Development.
Learning Resources:
Audio-Visual Resources:
i. Test-tube with lime water.
ii. Live fish and tadpoles.
iii. Wall charts.
Web Resource:
Week: 4
Subject: BST (BASIC SCIENCE)
Topic:
Circulatory system
i. Components and functions of blood.
ii. Heart and blood vessels.
iii. Blood diseases.
Learning Objectives:
By the end of the lesson students should be able to:
– Identify main constituents of bloods well as the functions of blood
– Differentiate between Heart and blood vessels
– Describe the various blood related diseases.
Learning Activities:
-Students in pairs use mixture of Viju milk with red, white and brown pieces of plastic to illustrate the components of blood.
– Students in small groups differentiate between blood vessels.
– Students as a class discuss the various blood related diseases.
Embedded Core Skills:
i. Critical Thinking & Problem Solving.
ii. Collaboration & Communication.
iii. Creativity & imagination.
iv. Student Leadership & Personal Development.
Learning Resources:
Audio-Visual Resources:
I. Wall chart
– Circulatory system.
– Blood cells.
– Longitudinal section through human heart.
II. Model of heart.
Web – Resource:
Week: 5.
Subject: BST (BASIC SCIENCE)
Topic: COMPOUNDS AND MIXTURES
Learning Objectives:
By the end of the lesson, students should be able to:
1. Explain the meaning of compounds and mixture
2. Add substances together to form a mixture and compounds
3. Explain the various mixture separation techniques.
Learning Activities:
1. Students as a class brainstorm on the meaning of compounds and mixtures
ii. Students in pairs add salt to water to form a mixture and also add hydrogen to chlorine to form a compound
3. Students in small groups explain the various mixture separation techniques
Embedded Core Skills:
• Critical thinking and problem solving
• Creativity and imagination
• Communication and collaborate
• Leadership & personal development.
Learning Resources:
Audio-Visual Resources:
I. Beakers, funnels, filter paper, Bunsen burner, petals of flowers, magnets, nails, sand, sawdust, water, salt, alcohol, hydrogen, chlorine.
II.A chart showing separating techniques.
Web –Resource:
www.chem4kids.com
Week: 6
Subject: BST (BASIC SCIENCE)
Topic: Measurement
i. Fundamental and derived quantities.
ii. Scalar and vector quantities.
iii. Meaning, units, instruments of measurement of time, mass, distance, volume, temperature, density, force, pressure etc.
Learning Objectives:
By the end of the lesson students should be able to:
– Define physical quantities and their types
-Differentiate between scalar and vector quantities.
-Identify instruments for measuring length, time, mass, distance, volume, temperature, density, force, pressure etc.
Learning Activities:
i. Students as a class define physical quantities and their types.
ii. Students in pairs differentiate between scalar and vector quantities
ii.Students in small groups measure the body temperature, mass, weight etc. of their class mates.
Embedded Core Skills:
i- Critical Thinking & Problem Solving.
ii- Collaboration & Communication.
iii- Creativity & imagination.
iv- Student Leadership & Personal Development.
Learning Resources:
Audio-Visual Resources:
1) Measuring cylinder, pebble, twine, water, clinical thermometer, equal arm balance, coins.
2) Chart of different measuring instruments.
Web-Resources:
www.study.com
Week: 7
Subject: BASIC SCIENCE)
Topic: CONTINUOUS ASSESSMENT/MID TERM BREAK
Week: 8
Subject: BST (BASIC SCIENCE)
Topic:
i. Potential and kinetic energy.
Learning Objectives:
By the end of the lesson students should be able to:
– Define potential and kinetic energy
– Differentiate between potential and kinetic energy.
– Use formula to determine potential and kinetic energy.
Learning Activities:
i- Students in small groups brainstorm on the meaning of potential and kinetic energy
ii- Students as a class differentiate between
Potential and kinetic energy.
iii.Students in pairs use formula to solve problems/calculations on kinetic and potential energy
Embedded Core Skills:
I. Critical thinking and problem solving.
II. Creativity and imagination.
III) Communication and collaboration.
Learning Resources:
I. School bell, bicycle, toy car, football, stone, catapult, meter rule.
www.mathsisfun.com
Week: 9
Subject: BST (BASIC SCIENCE)
Topic: WORK, ENERGY AND POWER.
Learning Objectives:
By the end of the lesson students should be able to:
_Define work, energy and power.
– State units of measurement of work, energy and power.
– Identify forms of energy (heat, thermal, nuclear, solar, chemical etc.)
– Apply formula to solve calculation problems.
Learning Activities:
1. Students as a class brainstorm on the meaning of work, energy and power and the relationship between them.
2. Students in pairs identify the units of measurement of work, energy and power
3. Students in small groups apply formula to solve calculation/problems on work, energy and power.
Embedded Core Skills:
I. Collaboration and communication.
II. Critical thinking and problem solving.
Learning Resources:
Audio-Visual Resources:
I. Spring balance.
II. Picture of a crane.
Web- Resource:
www.edinformatics.com
Week: 10
Subject: BST (BASIC SCIENCE)
Topic: Body image
By the end of the lesson, students should be able to:
i. explain the concept of body image.
ii.appreciate individual features and uniqueness with respect to size, shape, height, race, ethnicity, colour of skin, eyes and hairs.
iii. enumerate the factors affecting body image.
Learning Objectives:
• Students as a class play a “body image game” by writing on a sheet of paper(no name) what part of their body they love and what part they will like to change and why?
• Students in a class discussion identify different features of the body and individual uniqueness
• (Physical features like height, stature, color of eyes and hair, complexion etc.) And then make a photo collage to show: A real man, A female model, An achiever, An icon)
iii. Students in small groups discuss factors which may influence body image.
Learning Activities:
I. Collaboration and communication.
II. Leadership and personal development.
Embedded Core Skills:
Audio-Visual Resources:
Pictures and charts of people
With different physical features.
Old newspapers, calendars, magazines, Scissors, blade, masking tape, gum/glue, cardboard, flipchart paper.
Web Resources:
www.ehshouston.org
www.prezi.com/body
www.study.com
Learning Resources:
Week: 11
Subject: BST (BASIC SCIENCE)
Topic: REVISION
Week: 12
Subject: BST (BASIC SCIENCE)
Topic: EXAMINATIONS
LAGOS STATE GOVERNMENT MINISTRY OF EDUCATION
UNIFIED SCHEMES OF WORK FOR JUNIOR SECONDARY SCHOOLS
JSS 2 BASIC SCIENCE SECOND TERM SCHEME
WEEK: 1
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Revision of JSS2 first term work
WEEK: 2
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Digestive System
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Mention parts of alimentary canal.
– Differentiate between milk and permanent teeth.
– Identify reagents to test food items.
– State characteristics of enzymes.
LEARNING ACTIVITIES:
– Students as a class brainstorm on the definition of the digestive system.
– Students in pairs identify the parts that constitute the digestive system.
– Students in small groups test for food items using available specimen and appropriate reagents e.g. Ptyalin using iodine solution.
– GALLERY WORK
– Students study the model of jaw to describe each type of teeth.
EMBEDDED CORE SKILLS:
i. Collaboration and communication.
ii. Critical thinking and problem solving.
iii. Leadership and personal development.
LEARNING RESOURCES:
Audio-Visual Resources:
I. A freshly killed dissected rat showing alimentary canal.
II. Wall chart: human digestive system.
III. Model of jaw.
IV. Iodine solution and a slice of Yam.
V. Margarine and a sheet of paper.
VI. Test-tube.
Web- Resource:
www.britannica.com
EVALUATION:
I. Discuss functions of each major part of the alimentary canal.
II. Identify 2 reagents and the food items they are used to test.
WEEK: 3
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Excretory System
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Explain the term “excretory system”
-Describe urinary system and explain how it functions.
-Identify the end products of the excretory process
-Draw a well labelled diagram of skin.
LEARNING ACTIVITIES:
– Students as a class brainstorm on the definition of excretory system.
-Students in pairs identify parts of the urinary system, using flash cards and state their functions.
– Students in small groups describe the various organs that constitute the excretory system.
EMBEDDED CORE SKILLS:
1. Critical Thinking & Problem Solving.
2. Collaboration & Communication.
3. Creativity & imagination.
4. Student Leadership & Personal Development.
LEARNING RESOURCES:
Audio-Visual Resources:
i. Chart or model.
– Skin
– Kidney
– Lungs
ii. Unlabeled diagram of the urinary system.
Web Resources:
www.science-daily.com
http://kidskonnect.com
EVALUATION:
I. Highlight human excretory organs and substances they remove.
II. Describe functions of the urinary system in relation to its parts.
WEEK: 4
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Growth and development
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Differentiate between growth and development.
– examine the factors affecting growth.
– Identify growth hormones and the glands which secrete them.
LEARNING ACTIVITIES:
i. Students as class differentiate between growth and development with emphasis on the indices i.e. height, weight and size.
ii. Students in pairs examine the factors affecting growth.
iii. Students in small groups discuss the hormones and glands associated with growth.
iv. Students as a class discuss pubertal changes and cleanliness.
EMBEDDED CORE SKILLS:
i- Critical Thinking & Problem Solving.
ii- Collaboration & Communication.
iii- Creativity & imagination.
iv- Student Leadership & Personal Development.
LEARNING RESOURCES:
Audio –Visual Resources:
I. Poster of babies, toddlers, adolescents and adults.
I. Pictures of students family members.
II. Bathroom scale, tape rule.
III. Chart: Endocrine system.
Web- Resources:
https://courses.lumenlearning.com
EVALUATION:
I. Outline environmental factors which affect growth.
II. Mention growth hormones.
WEEK: 5
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Habitat and adaptation
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Define habitat.
– Compare the features of plants in salt water and fresh water bodies.
– List animals found in terrestrial and aquatic habitats.
LEARNING ACTIVITIES:
– Students as a class brainstorm on habitat and adaptation
– Students in small groups discuss adaptive features of organisms in the same habitat
i. Students in pairs examine the features of terrestrial and aquatic animals.
ii. Students in small groups compare the features of plants in salt water and those in fresh water.
EMBEDDED CORE SKILLS:
i. Collaboration and communication.
ii. Critical thinking and problem solving.
iii. Leadership and personal development.
LEARNING RESOURCES:
Audio-Visual Resources:
i. Charts, pictures or video clips of common organisms in a habitat.
ii. School garden or aquarium.
Web-Resources:
EVALUATION:
I. State features of aquatic plants.
II. Describe a terrestrial habitat.
WEEK: 6
SUBJECT: BST (BASIC SCIENCE)
TOPIC: ECOSYSTEM
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Define ecosystem
2. Distinguish between autotrophy and heterotrophy
3. Differentiate between food chain and food web
4. Draw a simple food chain and also a food web
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the meaning of ecosystem
ii. Students in pairs distinguish between autotrophy and heterotrophy
iii. Students in small groups differentiate between food chain and food web
iv. Students as a class watch video clips of food web in a terrestrial habitat
EMBEDDED CORE SKILLS:
I. Critical thinking and problem solving.
II. Collaboration and communication
III. Leadership and personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
Video clips of food web in a terrestrial habitat
Chart showing food chain and food web in terrestrial and aquatic habitat.
Nearby pond,
Grass, grasshopper, grass cutter, weeds, soil, water, frog etc.
WEB RESOURCES
https://biologydictionary.net/ecosystem
www.toppr.com/ecosystem
EVALUATION:
I. Highlight major group of animals in a food chain.
II. State benefits of organisms in an eco-system.
WEEK: 7
SUBJECT: BST (BASIC SCIENCE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Man as higher animals.
i. Classes of vertebrates.
ii. Characteristics of mammals and primates.
iii. Uniqueness of man.
– Reasoning.
– Inquisitiveness.
– Problem solving.
– Observations.
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Mention characteristics of mammals and primates.
– Give two features which are common to all the vertebrates.
– Justify the uniqueness of man in terms of reasoning, problem solving, observation etc.
LEARNING ACTIVITIES:
i. Students in small groups examine the characteristics of mammal and primates.
ii. Students as a class identify the feature common to all vertebrates.
iii. Students in pairs justify the uniqueness of man in terms of reasoning, problem solving, observation etc.
EMBEDDED CORE SKILLS:
i. Collaboration and communication.
ii. Critical thinking and problem solving.
iii. Leadership and personal development.
LEARNING RESOURCES:
Audio-Visual Resources:
i. Charts or model of:
– Vertebrates.
– Invertebrates.
– Primates.
– Human brain.
ii. Picture:
– Man.
– Monkey.
EVALUATION:
1. State 2 features which differentiate man from other animals.
2. Identify 2 characteristics of vertebrates.
WEEK: 9
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Rusting
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Explain the term “rusting”
– State the effects of rusting and
Identify ways of preventing it.
– Compare rusting with burning and respiration.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the definition of rusting.
ii. Students in small groups perform the following activities;
a) Put 2 nails in each of the corked test-tube with water.
b) Put 2 nails in each of the corked test-tube with silica gel and water.
c) Put 2 nails in each of the corked test-tube with drop of oil.
Note observations some days ahead of the next class discussion.
i. Students as a class state the effects of rusting and ways of preventing it
iii. Students in pairs compare the rusting with burning and respiration
EMBEDDED CORE SKILLS:
I. Critical Thinking & Problem Solving
II. Collaboration & Communication.
III. Student Leadership & Personal Development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
I. 3 test-tube with cork, polished nail, water, silica gel and oil.
II. A rusted pail.
III. Oil, paint and grease.
IV. An accumulated battery.
VWEB RESOURCES:
www.byjus.com
EVALUATION:
I. Outline ways of preventing rusting.
II. State the similarity between rusting, burning and respiration.
WEEK: 10
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Abstinence
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Define abstinence
ii. Describe types of abstinence and state the advantages of abstinence.
iii. Discuss reasons why adolescents do not abstain.
iv. Debunk myths about abstinence
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the meaning of abstinence
ii. Students in a whole class discussion describe the types of abstinence and state the advantages of abstinence.
iii. Students in pairs give reasons why young people have premarital sex.
iv. Students as a class discuss myths and facts about abstinence.
v. Students in small groups take turn to sort the flash cards provided.
vi. Students agree on the statements written on the cards, and take turn to paste them under the headings.
EMBEDDED CORE SKILLS:
I. Critical Thinking & Problem Solving
II. Collaboration & Communication.
III. Student Leadership & Personal Development.
LEARNING RESOURCES:
Audio-Visual Resources:
Cardboards, flashcards, markers, masking tape, flip chart paper,
WEB RESOURCES:
https://www.warrenhills.org/abstinence
https://www.plaza.ufl.edu.org/abstinence
EVALUATION:
I. State meaning of abstinence.
II. Give 2 reasons an adolescent should abstain.
WEEK: 11
SUBJECT:
TOPIC: REVISION
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARDS FOR BASIC SCIENCE JSS2
At the end of the term:
1. Students know the various organs that constitute the digestive system as well as the excretory system.
2. Students are able to distinguish between growth and development
3. Students know the adaptive features of animals in the terrestrial and aquatic habitats
4. Students understand the similarities and differences between rusting, burning and respiration
5. Students know the meaning, types and advantages of abstinence
JSS 2 BASIC SCIENCE THIRD TERM SCHEME
WEEK: 1
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Revision of Second Term Work
WEEK: 2
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Reproduction in plants
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Define the term “reproduction”
ii. Differentiate between sexual and asexual reproduction.
iii. Identify parts of flowers
iv. Distinguish between self and cross pollination.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the meaning of reproduction.
ii. Students in small groups distinguish between sexual and asexual reproduction.
iii. Students in pairs cut open the longitudinal section of a flower with razor t to show stigma, style and ovary.
iv. Students in small groups distinguish between self and cross pollination.
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication
iii. Leadership and personal development.
LEARNING RESOURCES:
Audio- Visual Resources:
i. Chart: natural and artificial methods of vegetative propagation. Wind and insect pollinated flower.
ii. Hibiscus flower and a razor blade.
iii. Bean seeds, beakers, cotton wool, water.
iv. Real objects: Onion, ginger, potato etc.
Web- Resources:
www.maximumyield.com
www.britannica.com
EVALUATION:
I. Identify male and female parts of a flower.
II. Identify methods of asexual reproduction.
WEEK: 3
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Magnetism
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Differentiate between magnetic material and non-magnetic materials
ii. Describe poles, magnetic flux and field of a magnet.
iii. State magnetic laws.
iv. Highlight ways of demagnetizing a bar magnet.
LEARNING ACTIVITIES:
i. Students as a class differentiate between magnetic and non-magnetic materials
ii. Students in small groups Determine the north and south poles of a bar magnet and the magnetic flux around them with the aid of iron fillings.
iii. Students in pairs demonstrate the law of magnetism by bringing the poles of bar magnets close to themselves.
iv. Students in small groups highlight ways of demagnetization of a magnet.
EMBEDDED CORE SKILLS:
I. Critical thinking and problem solving
ii. Collaboration and communication.
iii. Leadership and personal development.
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
i. A pair of bar magnet and compass.
i. Pin, nail, needle, razor, key etc.
ii. Iron filings.
iii. Retort stand and string.
iv. Iron, steel, copper, bronze etc.
WEB RESOURCES
EVALUATION:
I. How many poles has a magnet, name them.
II. State relationship between magnetic field and flux.
WEEK: 4
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Sound energy
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Define sound and energy.
ii. Discuss production, transmission and reflection of sound energy.
iii. Differentiate between music and noise.
iv. Compare the speed of sound through different media.
v. Identify parts of the ear used for hearing.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the definition of sound energy
ii. Students in pairs use tuning fork to demonstrate production and transmission of sound.
iii. Students as a class differentiate between music and noise
iv. Students in pairs compare the speed of sound through solid, liquid and gas.
v. Students in small groups Describe how sound is heard using model of the ear.
EMBEDDED CORE SKILLS:
i. Critical thinking & problem solving.
ii. Collaboration and communication.
iii. Leadership and personal development.
LEARNING RESOURCES:
AUDIO- VISUAL RESOURCES:
i. School bell.
ii. Whistle.
iii. Drum and drum stick.
iv. Model of ear.
WEB-RESOURCES:
www.groovylabinabox.com
EVALUATION:
I. Highlight 2 features of noise.
II. What is the value of speed of sound in air?
WEEK: 5
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Thermal energy
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Define thermal energy, heat and temperature.
ii. Demonstrate rate of flow of heat through different materials.
iii. Differentiate methods of heat transfer.
iv. State the application of heat and prevention of heat loss.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the definition of thermal energy, heat and temperature.
ii. Students in small groups dip waxed spoon of silver, copper, aluminum and lead in a beaker of hot water and note their observations for class discussion.
iii. Students in pairs distinguish between the methods of heat transfer.
iv. Students illustrate prevention of heat loss using a thermo flask
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication.
iii. Leadership and personal development.
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
i. Bunsen burner.
ii. Beaker.
iii. Stainless spoon.
iv. Thermo flask.
v. Water.
vi. Thermometer.
vii. Standing fan.
WEB RESOURCES
EVALUATION
I. Enumerate methods of heat transfer.
II. State prevention of heat transfer in each method.
WEEK: 6
SUBJECT: BST (BASIC SCIENCE)
TOPIC: KINETIC THEORY OF MATTER
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Justify the assumptions of Brownian on particulate movement.
ii. Explain molecular nature of solid, liquid and gas.
iii. Use kinetic theory to explain evaporation and boiling
LEARNING ACTIVITIES:
i. Students as a class experiment to justify the assumption of Mr. Brownian on particulate movement
ii. Students in pairs explain the molecular nature of solid, liquid and gas using the kinetic theory.
ii. Students in small groups distinguish between evaporation and boiling using the kinetic theory
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving.
ii. Collaboration and communication
iii. Leadership and personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
i. Chart on molecular structure of matter.
ii. Stool, bottle of water and perfume can.
iii. Ice block, camphor, salt.
iv. Beaker and Bunsen burner.
WEB-RESOURCE:
https://simple.m.wikipedia.org/kinetic-theory
EVALUATION:
I. Highlight Brownian particulate assumptions about matter.
II. Compare molecular nature of solid and liquids.
WEEK: 7
SUBJECT: BST (BASIC SCIENCE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Chemicals
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Mention common chemicals_ toxic and non-toxic.
ii. Highlight precautions while handling chemicals.
iii. Identify chemical safety signs and meanings.
iv. Produce homemade chemicals.
LEARNING ACTIVITIES:
i. Students as a class mention some common chemicals both toxic and non-toxic
ii. A student kits up using the materials provided to illustrate dressing in the laboratory and showcase some precautionary measures that must be taken when handling chemicals in the laboratory.
iii. Students in small groups discuss the importance of safety signs in handling chemicals.
iv. Students are grouped to produce domestic chemicals like liquid soap, antiseptics, izal etc.
EMBEDDED CORE SKILLS:
i. Critical thinking and problem solving
ii. Collaboration and communication.
iii. Leadership and personal development.
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
i. Reagent and chemical bottles.
ii. Samples of chemicals in labelled bottles.
i. Disinfectant.
ii. Insecticide.
iii. Liquid soap.
iii. Chart: safety signs.
iv. Others: sand bucket, hand glove, safety goggle, lab coat, boot.
WEB RESOURCES
EVALUATION:
I. Classify chemical substances according to their uses.
II. Outline safety measures when handling chemicals.
WEEK: 9
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Crude oil and petrochemicals
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
- Describe processes in crude oil refining.
- Highlight crude oil constituents and uses.
- Compare properties of different petroleum products in terms of viscosity, uses and flammability.
LEARNING ACTIVITIES:
i. Students as a class discuss the refining process of crude oil using the chart provided.
ii. Students in pairs identify the constituents of crude oil and their uses.
iii. Students in small groups compare properties of different petroleum products in terms of viscosity, uses and flammability.
EMBEDDED CORE SKILLS:
- Collaboration and communication.
- Critical thinking and problem solving.
- Leadership and personal development.
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
i. Chart of a refinery.
ii. Engine oil, kerosene, gas cylinder.
iii. Plastic, textiles, Dunlop slippers.
WEB RESOURCES
https://corperatefinanceinstitute.com
EVALUATION:
I. Briefly describe refining of crude oil.
II. State 2 general properties of crude oil constituents.
WEEK: 10
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Reproductive health
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. explores the term reproductive health and ways of ensuring reproductive health.
ii. Examine some reproductive health problems relating to young people (Menstruation, Unintended Pregnancies, Unsafe/Induced Abortions, Sexual Abuse, Early Marriage, Female Genital Mutilation, STIs/ HIV etc.)
iii. Outline the effects of genetic counselling.
LEARNING ACTIVITIES:
i. Students in a whole class discussion define reproductive health and explore ways of ensuring reproductive health.
ii. Students in pairs identify reproductive health issues in young people.
Students in small groups discuss the importance and effect of genetic counselling.
EMBEDDED CORE SKILLS:
• Critical thinking and problem solving.
• Collaboration and communication.
• Leadership and personal development.
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
-Charts of different health issues.
-Charts of the male and female reproductive systems
-Downloaded pictures to show different reproductive health issues
WEB RESOURCES
https://www.unfpa.org/reproductive health
https://www.sciencedirect.com/adolescentreproductivehealth
EVALUATION:
I. Enumerate ways of ensuring reproductive health.
II. Mention some reproductive problems.
WEEK: 11
SUBJECT: BST (BASIC SCIENCE)
TOPIC: REVISION
WEEK: 12-13
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARDS FOR BASIC SCIENCE JSS2
At the end of the term:
- Students understand the differences between sexual reproduction and asexual reproduction
- Students can show diagrammatically the magnetic flux around magnets
- Students can experimentally verify the law of magnetism
- Students understand that speed of sound varies across different media/materials
- Students understand the differences between the methods of heat transfer
- Students understand the precautionary measures that must be taken when handling chemicals in the laboratory
- Students know the constituents of crude oil.
