Unified Schemes of Work for Junior Secondary School. Basic Science Scheme of Work JSS3, Ministry of Education Lagos State
JSS 3 BASIC SCIENCE FIRST TERM
WEEK: 1
TOPIC: BST (BASIC SCIENCE)
Revision of JS 2 last term’s work
WEEK: 2
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Atomic structure
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain what an atom is.
2. Identify the similarities and differences between protons electrons, and neutrons are
3. State why it is important to understand the structure of an atom.
LEARNING ACTIVITIES:
i. with the aid of diagrams students as a class discuss the components of an atom.
ii. Students in pairs identify the similarities and differences between protons, electrons and neutrons.iii. Students in small groups create a skit about the parts of the atom and discuss about ways to make the atom parts come alive e.g. Mr. Proton and Ms. Neutron could live in a house together while Mr. electron is just a neighbor.
Mr. Proton could say only ‘positive’ comments, Mr. Electron negative comments while Ms. Neutron is ‘neutral’ about every decision.
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving-Creativity and imagination
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES: Picture chart of an atom.
WEB RESOURCES:
https://study.com/academy/lesson/atomic-structure-activities.html
WEEK: 3
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Chemical Formula
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Compare and contrast the behavior or characteristics of an element in its combine and uncombined state
2. Generate the IUPAC Nomenclature of some chemical formula
3. Determine valences of radicals
LEARNING ACTIVITIES:
1. Students in small groups discuss how females change their names when they get married and this will lead to the concept that element names also change when they combine with other elements
e.g -ine will change to -ide when in combined state.
2. Students as a class discuss how names of a new-born child is generated from the circumstances that surround his birth and relate it to how chemical formulas and names are generated.
3. Students in pairs determine the valences of radicals
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Creativity & Innovation
-Collaboration and communication
-Leadership & Personal development
LEARNING RESOURCES:
Audio-visual resources:
Numerous flash cards with various types of chemical formula on each card, Periodic table
Web resources:
https://www.teachervision.com/chemical-formulas/chemical-formulas-activity
WEEK: 4
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Simple chemical equation
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Express the difference between coefficients and subscripts in a chemical equation.
2. Identify the reactants and products in a chemical equation
3. State the laws of chemical equation
4. Put into practice how to write and balance simple chemical equations.
LEARNING ACTIVITIES:
- Students as a class do a recap of what coefficients and subscripts are, from their mathematics knowledge.
- ii. Students in pairs use different colors of Lego blocks or loud seeds to represent reactants and products of a chemical equation.
iii. Students in small groups states the laws of chemical equations.
iv. Students in pairs practice writing and balancing of chemical equations
EMBEDDED CORE SKILLS:
*Critical thinking and problem solving.
*Creativity and imagination.
LEARNING RESOURCES:
Audio-visual resources: Different colors of Lego blocks or Ludo seeds.
Web resources:
https://www.maryhannawilson.com/studying-the-nervous-system-with-kids/
WEEK: 5
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Nervous system
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Define Nervous System and distinguish between the Central Nervous System (CNS) and the Peripheral Nervous System (PNS)
2. Discuss different parts of the brain and their functions.
3. Analyze simple reflex action with examples
4. Highlights the importance of cerebrospinal fluid
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the meaning of Nervous System and its two branches__ Central Nervous System (CNS) and Peripheral Nervous System (PNS)
ii.With the aid of a brain model, students in small groups identify the different parts of the brain and their functions
iii. Students in pairs analyze blinking and yawning as typical examples of reflex action.
iv. Students in small groups highlight the importance of cerebrospinal fluid.
EMBEDDED CORE SKILLS:
-Critical thinking & problem solving
-Collaboration &Communication.
-Creativity and imagination.
-Leadership and personal development.
LEARNING RESOURCES:
- Audio-visual resources: Cardboard.
- Different colours of marker
- Scissors.
- Water
- Gum.
- Egg (2).
- 2 containers.
Web resources:
https://www.maryhannawilson.com/studying-the-nervous-system-with-kids/
WEEK: 6
SUBJECT: BST (Basic Science)
TOPIC: Endocrine system
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Define the endocrine system
2. Describe several parts of the endocrine system and where they can be found in the body. 3. Examine the importance of endocrine glands
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the meaning of endocrine system.
ii. With the aid of chart students in small groups describe several parts/gland that constitute the endocrine system.
iii. Students in pairs examine the importance of endocrine glands
- Sketch a largely visible diagram of human being on the board, cut flash cards on which different names of glands are written.
- Students at random are called to attach each flash card to its location in the diagram on the board.
- *Another set of cards needed. Functions of different glands should be written on each of them.
- Group the students. The leader calls out a gland (e.g. pituitary gland), members of his group brainstorm, search through the cards and bring out the appropriate corresponding function of the gland. This exercise goes round all the groups.
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Collaboration and communication
– Creativity and imagination
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES
- Picture chart on glands and their locations.
- Flash cards containing gland names and their functions.
WEB RESOURCES:
https://study.com/academy/lesson/endocrine-system-games-activities.html
EVALUATION
I. Describe ductless glands.
II. Identify 2 of such glands, state hormone produced and its functions.
WEEK: 7
SUBJECT: BST (BASIC SCIENCE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Sense organ 1(Eye and Ear)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Draw the diagram of the eye and ear
2. Associate parts of the eye and their functions
3. Connect parts of the ear with their functions
4. Explain the effect of eye and ear problem to man.
LEARNING ACTIVITIES:
1. Students in groups draw the diagrams of eye and ear and present it to the class.
2. Students as a class tightly close one of their eyes and attempt to touch their two pointer fingers (which will mostly miss each other) and discuss functions of the eyes ——–sense of sight.
3. A student sits in the middle of the classroom with his eyes blindfolded. The rest of the class sits in a circle around the person. From their seats in the circle, different members of the class call the name of the blindfolded student and he will point at the person he believes has called his name. The students as a class discuss functions of the ear ———sense of sound.
4. Students as a class brainstorm on the effects of eye and ear problem to man
EMBEDDED CORE SKILLS:
*Critical thinking and problem solving.
*Creativity and imagination
*Leadership and personal development
LEARNING RESOURCES:
Audio-visual resources:
- A model of the eye and ear.
- A piece of cloth or hand towel.
Web resources:
https://www.educationworld.com/a_lesson/lesson/lesson183.shtml
WEEK: 9
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Sense Organ II (Nose, Tongue & Skin)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Exercise their nose to detect different smells around them
2. Describe different tastes on their taste buds
3. Detect items by feeling
4. Discuss how to take care of our body parts.
LEARNING ACTIVITIES:
Varieties of fragrant items e.g. lemon, mint, coffee, bitter leaf, sugar, salt, etc. are provided and place each of the items in a paper bag.
1. Students are picked at random with their eyes firmly closed, open the bag and smell what is inside & mention its name i.e. sense of smell.
2. Still with their eyes closed, taste each of the items in the bag and mention its name i.e. sense of taste.
*A collection of different small items (smooth, rough, soft, hard) are put into a bag.
3. Another group of students, with their eyes firmly closed, touch and feel the items without looking into the bag and see if they can identify the items i.e. sense of touch.
4. Students as a class discuss how to care for the sense organs__nose, tongue and skin.
EMBEDDED CORE SKILLS:
–Critical thinking and problem solving.
-Creativity and imagination
-Collaboration & communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
A model of the nose, tongue and skin.
- Lemon
- Mint
- Coffee
- Paper bag
- Teddy bear
- Duster
- Piece of wood
- Stone, etc.
WEB RESOURCES:
https://wehavekids.com/parenting/5-senses-activities
WEEK: 10
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Light Energy
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
. Experiment to show refraction and reflection of light.
2. Showcase how light disperses through a prism
3. Distinguish between natural source of light and artificial source of light.
LEARNING ACTIVITIES:
1a. Students as a class get a glass of water (filled half way) and a pencil, place the pencil in the water and watch it appear bent refraction
b. Students as a class switch on a torch, make it to face the classroom wall and watch as it is thrown back from the wall__reflection
2. Students in groups simply hold the prism to the sunlight and move it around. Subsequently, a rainbow should appear and move with the prism. The white light is separated into the spectrum of color (ROYGIV).
3. Students in small groups distinguish between natural sources of light and artificial sources of light
EMBEDDED CORE SKILLS:
*Collaboration and communication
*Critical thinking and problem solving
*Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
- A pencil
- A glass cup
- Water
- A torch light
- A spoon.
- Optical pins
- A disc
- Concave and convex lens. Rectangular/Triangular prism.
WEB RESOURCES:
https://carrotsareorange.com/light-energy/
WEEK: 11
SUBJECT: BST (BASIC SCIENCE)
REVISION
WEEK: 12
SUBJECT: BST (BASIC SCIENCE)
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARDS FOR BASIC SCIENCE
At the end of the term:
- Students have clear understanding of the functions of the sense organs (eyes, ears, nose, tongue and skin.)
- Students know how to balance simple chemical equation
- Students have a clear understand of the atomic structure
- They know the various kinds of endocrine glands and the hormones they secrete.
- They understand the difference between natural and artificial sources of light
JSS 3 BASIC SCIENCE SCHEME OF WORK SECOND TERM SCHEME
WEEK: 1
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Revision of last term’s work
WEEK: 2
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Family Trait
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. identify hereditary and non-hereditary traits
ii. Compare and contrast recessive and dominant traits
iii. Relate family trait to premarital Counselling.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the definition of trait and the difference between hereditary and nonhereditary traits.
ii. Students in small groups compare and contrast recessive and dominant traits using the following: hair colour, eye colour, height, weight, health, dry skin, hair length, skin colour, eye shape, etc.
3. Students in small groups brainstorm on the relevance of family traits to premarital Counselling
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Communication and collaboration
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES: A family picture.
WEB RESOURCES: https://study.com/academy/lesson/family-trait-tree-activities.html
EVALUATION:
I. Describe transfer of traits in relation to excessiveness and dominancy.
II. When is a trait said to be dominant and recessive?
WEEK: 3
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Activity Series
LEARNING OBJECTIVES:
By the end of the lesson students should be able to:
i. Define activity series
2. Experiment to show the reacting capacity of various metals and non-metals
3. Write out the activity series of metals and non-metals accordingly
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the definition of activity series
2. Students in small groups bring different metals available within their environment. With close monitoring, each group leader adds small quantity of dil. HCl to each metal placed in a test tube or a beaker as the case may be. Each group records their observations.
3. Students in pairs write out the activity series of metals and non-metals
1. To summarize the lesson, treat a relevant question in a past question paper on the reaction of metals with acids with the students.
2. Allow the students to participate actively in this exercise.
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Creativity and imagination
-Collaboration and communication.
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Test tube beaker Different metals Dil.HCl
Water
WEB RESOURCES: https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=127060§ion=2.3
EVALUATION:
I. Name a non-metal found in activity series of metal.
II. Classify elements into 3 based on reactivity.
WEEK: 4
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Acids, Bases and Salts I
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
i. Define acids, bases and salts.
2. Categorize natural and chemical substances as acids or bases using litmus paper, and write out their characteristics.
3. Figure out the type of acid found in some fruits and food substances.
4. Identify household substances that contain acids, base and salt.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the definition of acids, bases and salts
2. a. Students in small groups test natural (e.g. fruits) and chemical substances with litmus paper and determine whether they are acidic or basic.
b. Students as a class taste lemon juice and baking powder at different time intervals to differentiate the taste of acid from base.
1. Students in pairs discuss household
2. Substances that contain acids, bases and salts
EMBEDDED CORE SKILLS:
Critical thinking and problem solving
-Creativity and imagination
-Collaboration and communication.
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES: Various substances (water, fruits, vegetables, liquid soap, milk, table salt, baking soda and common laboratory reagents)
Litmus paper (red and blue) Baking powder
WEB RESOURCES:
https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=105319&printable=1
EVALUATION:
I. Identify materials which can be used to determine pH of a substance.
II. State 2 properties each of acid, base and salt.
WEEK: 5
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Acids, Bases and Salts II
EARNING OBJECTIVES:
By the end of the lesson, students should be able to:
Prepare a simple salt by different methods
LEARNING ACTIVITIES:
Students in a small group
Measure 25ml of 0.5M sulphuric acid or hydrochloric acid into a beaker.
ii. Use a teaspoon or spatula to add copper carbonate. Stir after each addition.
I. Add the solid until the fizzing stops
4. Filter the mixture to remove un-reacted copper carbonate (or decant the liquid into an evaporating dish).
5. Heat the solution until crystals just begin to appear.
6. Leave the solution to cool.
7. Pour off the liquid and dry the crystals between pieces of filter paper (or tissue paper).
EMBEDDED CORE SKILLS:
– Critical thinking and problem solving
-Creativity and imagination
-Collaboration and communication.
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES: Sulphuric acid/Hydrochloric acid Copper carbonate
Teaspoon/Spatula Beaker
Evaporating dish Tripod stand
Bunsen burner Filter
Paper/Tissue paper
WEBRESOURCES: https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=105319&printable=1
EVALUATION:
I. Define a salt.
II. State any 2 types of salt.
WEEK: 6
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Electrical energy
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Define electrical energy
2. Identify the difference between parallel and series connection of resistors
3. Familiarize themselves with the functional differences between fuse and current breaker
LEARNING ACTIVITIES:
Students as a class,
i. Students as a class brainstorm on the definition of electrical energy.
ii. Students in small groups demonstrate the parallel and series connection of resistors using the materials provided
i. Students in small groups
Experiment to distinguish between fuse and circuit breaker.
EMBEDDED CORE SKILLS:
*Critical thinking and problem solving
*Creativity and imagination.
*Collaboration and communication
*Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Lemon (4)
Electrical wires/Alligator clips
Copper wire, resistors, battery, ammeter, and fuse
Zinc/Galvanized nail (4)
Low voltage LED light bulb (you can get small LED diodes from an old Christmas string light decoration).
WEB RESOURCES: https://www.rookieparenting.com/lemon-powered-light/ https://www.coffeecupsandcrayons.com/lemon-battery-stem-project/
EVALUATION:
I. Identify 2 differences between fuse and circuit breaker.
II. Differentiate parallel and series connection in terms of current and voltage.
WEEK: 7
SUBJECT: BST (BASIC SCIENCE)
TOPIC: CONTINUOUS ASSESSMENT/MID TERM BREAK
WEEK: 8
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Human Reproductive System
LEARNING OBJECTIVES:
By the end of the lesson students should be able to:
1. Identify the various organs that constitute the human reproductive system
2. Discuss the functions of each of the components of the human reproductive system
3. Describe the path of an egg (ovum) during menstruation and also analyze the path of a sperm during wet-dream.
LEARNING ACTIVITIES:
GALLERY WORK
I. With the aid of a chart/model, Students as a class identify the various organs that constitute the human reproductive system.
II. Students in small groups discuss the functions of the organs of the human reproductive system.
III. Female students in the class brainstorm on the path of an egg during menstruation while the male discuss the path of sperm during wet dreams
EMBEDDED CORE SKILLS:
*Critical thinking and problem solving
*Leadership and personal development.
*Collaboration and communication
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
A chart on the male and female reproductive organs.
WEB RESOURCES:
https://study.com/academy/lesson/human-reproductive-system-activities-games.html
https://study.com/academy/topic/human-reproduction-lesson-plans-activities.html
Lesson-plan-anatomy-and-physiology-part-i-and-ii.pdf
EVALUATION:
I. Which part of male reproductive system control movement of sperm and urine in the urethra.
II. Describe menstruation as removal of unfertilized ovum.
WEEK: 9
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Radioactivity
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the meaning of radioactivity
2. Distinguish between the three basic radioactive emissions.
3. Enumerate the importance and hazard of the basic radioactive emissions.
4. Compare and contrast natural and artificial radioactivity
LEARNING ACTIVITIES:
1. Students as a class brainstorm on the meaning of radioactivity
2. With the aid of a chart, students in small groups distinguish between the basic radioactive emissions.
3. Students in pairs discuss the importance and hazard of the radioactive emissions.
4. With the aid of a chart students in small groups compare and contrast natural and artificial radioactivity.
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development.
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Periodic table.
WEB RESOURCES:
https://study.com/academy/lesson/radioactive-isotopes-activities.html https://study.com/academy/lesson/radioactivity-definition-types-uses.html
EVALUATION:
I. Identify dangers of radioactive elements.
II. Tabulate radioactive emissions and their differences.
WEEK: 10
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Depletion of the ozone layer
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
– Describe the ozone layer and indicate its location.
– Explain the economic importance of the ozone layer
– Highlight the factors leading to the depletion of the ozone.
LEARNING ACTIVITIES:
i. With the aid of a chart, students as a class describe the ozone layer and where it can be found.
2. Students in pairs discuss the economic importance of the ozone layer.
3. Students in small groups discuss the factors leading to the depletion of the ozone layer.
EMBEDDED CORE SKILLS:
-Critical thinking and problem solving
-Collaboration and communication
-Leadership and personal development
LEARNING RESOURCES:
AUDIO-VISUAL RESOURCES:
Plastic bottles
Cans
Tins
Biscuit wraps
Sweet
Packets
Pieces of paper
And some other
Trash
WEB RESOURCES:
https://www.teacher.org/lesson-plan/ozone-layer/
EVALUATION:
I. Enumerate human activities which contribute to ozone layer depletion.
II. Locate ozone layer in the atmosphere and justify its importance.
WEEK: 11
SUBJECT: BST (BASIC SCIENCE)
TOPIC: REVISION
WEEK: 12
SUBJECT:
TOPIC: EXAMINATIONS
ACHIEVEMENT STANDARDS FOR JSS 3 SECOND TERM, Basic Science
At the end of the term:
- Students know the difference between hereditary and nonhereditary traits
- Students are able to distinguish between acids, bases and salts
- Students know the arrangement of metals metal and non-metals based on their reacting capacity.
- Students understand the parallel and series connection of the resistors
- Students clearly understand the importance and hazards of the radioactive emissions
- Students know the various organs that constitute the human reproductive system
- Students understand the effect of ozone layer depletion on mankind
JSS 3 BASIC SCIENCE SCHEME THIRD TERM
WEEK: 1
SUBJECT: BST (BASIC SCIENCE)
TOPIC: ENERGY
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the term energy
2. Outline the importance of energy to the society.
3. Demonstrate the conversion of one form of energy to another.
LEARNING ACTIVITIES:
- Students as a class brainstorm on the meaning of energy.
- Students in small groups analyze the importance of energy to man and its environment.
- Students in pairs demonstrate the conversion of energy from one form to another using the available resources provided by the teacher.
EMBEDDED CORE SKILLS:
• Critical thinking and problem solving
• Communication and collaboration
• Leadership and personal development
LEARNING RESOURCES:
AUDIO – VISUAL RESOURCES:
battery, copper wire, solder iron, solder, solar panel, led bulb, resistor, switch, the large plastic container, the small glass, small white ball, plywood, paints
WEB RESOURCES:
https://www.thoughtco.co/energy
EVALUATION:
I. Illustrate the conversion of energy in a transistor radio.
II. State 2 domestic uses of energy.
WEEK: 2
SUBJECT: BST (BASIC SCIENCE)
TOPIC: MOTION
LEARNING OBJECTIVES:
By the end of the lesson students should be able to:
1. Define motion.
2. Distinguish between the types of motion.
3. State the Newton’s laws of motion
4. Deduce the equations of motion
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the definition of motion.
ii. Students in small groups distinguish between the types of motion using the resources provided.
iii. Students in pairs state the Newton’s laws of motion
iv. Students in small groups deduce the equations of motion.
EMBEDDED CORE SKILLS:
i. critical thinking and problem solving
ii. Creativity and imagination
iii. Communication and collaboration
iv. Leadership and collaboration
LEARNING RESOURCES:
AUDIO – VISUAL RESOURCES:
Ceiling fan, standing fan, gas trapped in a test tube, simple pendulum, tennis ball, football, charts showing various types of motion.
WEB RESOURCES: https://en.m.wikipedia.org/wiki/motion
EVALUATION:
I. State 2 Newton’s law of motion.
II. Enumerate 2 types of motion.
WEEK: 3
SUBJECT: BST (BASIC SCIENCE)
TOPIC: UPTHRUST & DENSITY
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the terms “up thrust and density”.
2. State the Archimedes principle and the law of floatation.
3. Establish a relationship between up thrust and density.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the meaning of up thrust and density.
ii. Students in small groups place a wooden block in a water bath half filled with water and record their observations.
Based on the observations the students explain the Archimedes principle and law of floatation.
iii. Students as a class establish a relationship between up thrust and density.
EMBEDDED CORE SKILLS:
i- Critical thinking and problem solving
ii- Creativity and imagination
iii- communication and collaboration
iv- Leadership and personal development
LEARNING RESOURCES:
AUDIO – VISUAL RESOURCES:
Water bath, wooden block, glass jar, thread, source of water,
WEB RESOURCES:
www.schoolphysics.co.uk/archimedes/index.html
EVALUATION:
I. State Archimedes’ principle.
II. Write the formula for calculating density.
WEEK: 4
SUBJECT: BST (BASIC SCIENCE)
TOPIC: Metals and non –metals
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the terms “metals” and “non-metals”
2. Differentiate between metals and non-metals
3. Highlight the economic importance of metals and non-metals.
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the meaning of metals and non-metals
ii. Students in small groups use magnet to pick different objects giving to them and classify them into metals and non- metals.
iii. Students in small groups discuss the economic importance of metals and non-metals.
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- Communication and collaboration
- Creativity and imagination
- Leadership and personal development
LEARNING RESOURCES:
AUDIO – VISUAL RESOURCES:
Stones, gold, necklace, magnet, aluminum, sandal, bottle cover, paper, biro, pictures of different metals and non-metals,
WEB RESOURCES:
https://www.khanacademy.org/science /in-inclass-to-10-chemsitry, www.google.com/instructable.
EVALUATION:
I. Give differences between metals and non-metals (make a table).
II. Name metals which is
– A liquid.
– An electrical conductor.
– Used for food packaging.
WEEK: 5
SUBJECT: BST (BASIC SCIENCE)
TOPIC: MOMENTUM
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
1. Explain the term “momentum”
2. State the law of conservation of linear momentum
3. Distinguish between elastic and inelastic collision
LEARNING ACTIVITIES:
i. Students as a class brainstorm on the term “momentum”.
ii. Students in pairs state the law of conservation of linear momentum
iii. Students in small groups distinguish between elastic and inelastic collision
iv. Students as a class watch video clips on colliding objects
EMBEDDED CORE SKILLS:
- Critical thinking and problem solving
- communication and collaboration
- Creativity and imagination.
- Leadership and personal development
LEARNING RESOURCES:
AUDIO – VISUAL RESOURCES:
Video clips on colliding objects,
Snooker ball, tennis ball, football
https://en.wikipedia.org/wiki/momentum
www.youtube.com/momentum
EVALUATION:
I. State law of conservation of momentum.
II. Differentiate elastic and inelastic collision.
WEEK: 6
SUBJECT: BST (BASIC SCIENCE)
TOPIC: REVISION
ACHIEVEMENT STANDARDS FOR JSS3 THIRD TERM BASIC SCIENCE
At the end of the term:
Students clearly understand that energy can be converted from one form to another
Students can distinguish between the various types of motion
Students can solve motion related problems by use of the equations of motion
Students know the application of the Archimedes principle and the law of floatation
Students can distinguish between elastic and inelastic collision
Students clearly understand the application of the law of conservation of linear momentum
