Home Economics Unified Schemes of Work for Junior Secondary School One (1). Lagos State JSS1 Home Economics Scheme of Work.
JSS1 HOME ECONOMICS FIRST TERM SCHEME
Week: 1
Subject: PVS (HOME ECONOMICS)
Topic:
Introduction to Home Economics.
1. Meaning of Home Economics.
2. Areas of Home Economics.
3. Relationship of to other Subject.
Learning Objectives:
By the end of the lesson, students should be able to:
1. Explain the meaning of Home Economics.
2. Indicate the areas of Home Economics.
3. Construct the relationship of with other Subject.
Learning Activities:
-Students as a class explain the meaning of Home Economics.
-Students as an individual indicate the areas of Home Economics.
-Students in small groups construct the relationship of with other Subject.
Embedded Core Skills:
-Communication and
Collaboration.
-Critical thinking and problem solving.
-Leadership and personal development.
-Creativity and imagination.
Learning Resources:
1. AUDIO VISUAL.
– Chart showing areas of
and
Relationship between Home Economics.
2. WEB RESOURCES.
-https://nigerianinfopedia.com.ng/introduction-to-home-economics
Week: 2
Subject: PVS (HOME ECONOMICS)
Topic:
and National Development
1. Careers Opportunities in Home Economics.
2. Career requirements in Home Economics.
3. Importance of to the individual, family and nation.
Learning Objectives:
By the end of the lesson, students should be able to:
1. Draw and label parts of human body;
2. Enumerate functions of the hair;
3. Care for hair, combs and brushes;
4. Justify hair infections and ways of preventing them and causes.
Learning Activities:
-Students as a group work on different parts of human body.
-Students in pairs discuss the functions of the hair and specify types of hair with examples.
Embedded Core Skills:
-Communication and
Collaboration.
-Creativity and imagination.
– Leadership and personal
Development.
-Citizenship.
Learning Resources:
1. AUDIO VISUAL
– Real objects on hair care products e.g. shampoo, hair oil pomade, spray, hair cream, hair wig etc.
2. WEB RESOURCES.
-https://www.livescience.com/37009-human-body.html
Week: 3
Subject: PVS (HOME ECONOMICS)
Topic:
The Human Body
1. Parts of human body.
2. Structure of the hair.
3. Types and ways of caring for the hair.
4. Hair care products.
5. Hair infections, causes, prevention and treatment.
Learning Objectives:
By the end of the lesson, students should be able to:
1. Draw and label parts of human body;
2. Enumerate functions of the hair;
3. Care for hair, combs and brushes;
4. Justify hair infections and ways of preventing them and causes.
Learning Activities:
-Students as a group work on different parts of human body.
-Students in pairs discuss the functions of the hair and specify types of hair with examples.
-Students as individuals justify hair infections and ways of preventing them.
Embedded Core Skills:
-Communication and
Collaboration.
-Creativity and imagination.
– Leadership and personal
Development.
-Citizenship.
Learning Resources:
1. AUDIO VISUAL
– Real objects on hair care products e.g. shampoo, hair oil pomade, spray, hair cream, hair wig etc.
2. WEB RESOURCES.
-https://www.livescience.com/37009-human-body.html
Week: 4
Subject: PVS (HOME ECONOMICS)
Topic:
The Human Body
1. Structure and parts of the eye, nose and the ear.
2. Functions of the eye, nose and the ear.
3. Care and grooming of the eye, nose and the ear.
Learning Objectives:
By the end of the lesson,
Students should be able to:
1. Draw and label the structure of the eye, nose and the ear.
2. Point out the functions of the eye, nose and the ear.
3. Care for eye, nose and the ear.
Learning Activities:
-Students in small groups work on structure and parts of the eye, nose and the ear.
-Students in pairs point out the functions of the eye, nose and the ear.
-Students as individual care for eye, nose and the ear.
Embedded Core Skills:
– Communication and
Collaboration.
-Critical thinking and problem solving.
-Leadership and personal development.
-Creativity and imagination.
Learning Resources:
1. AUDIO VISUAL.
– Diagram of labeled eye, nose and the eye.
2. WEB RESOURCES.
https://www.thatcolorthough.com
– https://www.brainkart.com
Week: 5
Subject: PVS (HOME ECONOMICS)
Topic:
The Human Body
1. Structure of the skin and parts of the skin.
2. Functions of the skin.
3. Types and care of the skin.
4. Skin diseases skin injuries and prevention.
Learning Objectives:
By the end of the lesson, students should be able to:
1 Draw and label the structure of the skin.
2 Examine the function of the skin.
3 Cite some skin injuries, diseases and prevention.
Learning Activities:
-Students in small groups sketch and draw the structure of the skin.
-Students in pairs examine the functions of the skin.
-Students as an individual cite some skin injuries, diseases and prevention.
Embedded Core Skills:
-Communication and
Collaboration.
-Critical thinking and problem solving.
-Leadership and personal development.
-Citizenship.
Learning Resources:
1. AUDIO VISUAL.
-A chart showing the structure of the skin.
– Students used as learning resources.
2. WEB RESOURCES.
-www.nursingtimes.net
Week: 6
Subject: PVS (HOME ECONOMICS)
Topic:
The Human Body
1. Structure of the teeth, hands and feet.
2. Functions of the teeth, hands and feet.
3. Care of the teeth, hands and feet.
Learning Objectives:
By the end of the lesson, students should be able to:
1. Identify the teeth, hands and feet.
2. Draw and label teeth, hands and feet.
3. Care for teeth, hands and feet.
Learning Activities:
-Students as a class identify the teeth, hands and feet.
-Student in small groups draw and label the teeth, hands and feet.
-Students as an individual demonstrate on care of the teeth, hands and feet.
Embedded Core Skills:
– Communication and
Collaboration.
-Critical thinking and problem solving.
– Leadership and personal
Development.
-Creativity and imagination.
Learning Resources:
1 AUDIO VISUAL.
– Real objects e.g.
Toothbrush and paste, chewing stick, manicure set foot wear e.g. shoes, socks, sandals etc.
-Demonstration.
Week: 7
Subject: PVS (HOME ECONOMICS)
Topic: MID-TERM BREAK
Week: 8/9
Subject: PVS (HOME ECONOMICS)
Topic:
Good Posture and Exercise
1. Definition of Posture and Exercise.
2. Importance of posture and Exercise.
3. Factors that influence posture.
4. Consequences of using drugs in Exercise and sport.
Learning Objectives:
By the end of the lesson,
Students should be able to:
1. Explain the meaning of Posture and exercise.
2. Specify the importance of good posture and exercise.
3. Outlines the factors that influence posture.
4. Discover the consequences of using drugs in exercise and sport.
Learning Activities:
-Students as a class explain the meaning of posture and exercise.
-Students in small group specify the importance of good posture and exercise.
-Students in pairs outlines the factors that influence posture.
– Whole class discussion on the consequences of using drugs in exercise and sport.
Embedded Core Skills:
-Communication and collaboration.
-Critical thinking and problem solving.
-Leadership and personal development.
-Citizenship.
Learning Resources:
1. AUDIO VISUAL.
-Posters showing different postures and exercises.
– Demonstration.
2. WEB RESOURCES.
https;//youtu.be/CqTtScFQ5-c
Week: 8/9
Subject: PVS (HOME ECONOMICS)
Topic:
Healthy Feeding Habits
1. Meaning of food.
2. Functions of food.
3. Food groups with examples
4. Meaning of food habits and food additives.
5. Importance of healthy feeding habits.
6. Effects of unhealthy feeding Habits.
Learning Objectives:
By the end of the lesson, students should be able to:
1. Explain the meaning of food.
2. Describe the functions of food.
3. Classify food groups with examples.
4. Differentiate between food habits and food additives.
5. Asses the importance of healthy feeding habits.
6. Specify the effects of unhealthy feeding habits.
Learning Activities:
-Students as a class explain the meaning of food.
-Students in small groups classify food groups with examples.
-Students in pairs differentiate between food habits and food additives.
-Students as an individual asses importance of healthy feeding habits.
Embedded Core Skills:
-Communication and collaboration.
-Critical thinking and problem solving.
-Leadership and personal development.
-Creativity and imagination.
Learning Resources:
1. AUDIO VISUAL.
-Pictures of unhealthy feeding children.
– A chart showing good sources of foods. (Adequate diet).
2. WEB RESOURCES. https;//www.healthlinkbc.ca/health-Topic/ad1169
Week: 10
Subject: PVS (HOME ECONOMICS)
Topic:
Healthy Feeding and Eating Practice.
1. Effects of unhealthy eating habits e.g. stomach upset.
2. Food contaminant.
3. Food poisoning.
4. Symptoms of food poisoning.
5. Drug abuse and effect of drug abuse.
Learning Objectives:
By the end of the lesson, students should be able to:
1. Discuss the effects of unhealthy eating habits.
2. Differentiate between food contaminant and food poisoning.
3. Give the symptoms and effects of food poisoning.
4. Define the term drug abuse.
5. Examine the effects of Drug abuse.
Learning Activities:
-Students as a class discuss the effects of unhealthy eating habits.
-Students in pairs differentiate between food contaminant and food poisoning.
-Students in small groups discuss the effects of drug abuse and share with the class.
Embedded Core Skills:
-Communication and collaboration.
-Critical thinking and problem solving.
-Leadership and personal
Development.
-Citizenship.
Learning Resources:
1. AUDIO VISUAL.
-Poster showing a drunkard and different drug abuse.
2. WEB RESOURCES.
-https;//www.healthychildren.org.
-https;//youtu.be/U7yq-GwbcgE
Week: 11
Subject: PVS (HOME ECONOMICS)
Topic: REVISION
Week: 12
Subject: PVS (HOME ECONOMICS)
Topic: EXAMINATION
Home Economics Unified Schemes of Work for Junior Secondary School One (1). Lagos State JSS1 Home Economics Scheme of Work.
HOME ECONOMICS SCHEME OF WORK JSS1 SECOND TERM
| weeks | Topics | Learning objectives | Learning activities |
| Wk1 | PVS (Home Economics) The family Meaning of the familyTypes of the family Responsibilities of the father, mother and the childrenFamily relations | By the end of the lesson ,students should be able to discuss the meaning of family indicate the different types of family examine the functions of father, mother and the children diagram the relationship in the family | Student as a class discuss the meaning of family -students as individual indicate the different types of family -students in small group examine the functions of father ,mother and the children Students in pairs diagram the relationship in the family |
| Wk 2 | PVS (AGRICULTURE) Classes of farm animals Classes Work animals Diary animals Guard animal Poultry birds Aquatic animals | By the end of the lesson, students should be able to: recall the six classes of farm animalsclassify farm animal according to the class the belong justify the importance of classifying farm animals | Whole class discussion the classification of farm animals Students individually write out the names of farm animals around them and arrange each of them in appropriate class Students in a small groups analyze the importance of classifications |
| 3 | PVS (Home Economics) The home different between a home and a housemeaning of violence domestic violence types of domestic violence and cause | By the end of the lesson, students should be able to explain the meaning of a house and housedescribe violence and domestic violenceidentify the causes of domestic violence | – Students as a class discuss the meaning of a home -students in pairs discuss the meaning of violence and share with the class – students in small groups discuss the cause of domestic violence and provide solution to it |
| Wk 4 | PVS (Agriculture) Applications of selected farm animals Large animal Cattle Sheep goats | By the end of the lesson, student should be able to describe the characteristic futures of catles, sheep, goat and rabbit Identify their feed habits Describe the body part of a goat | Whole class brainstorming on characteristic features of poultry birds and rabbits Students visit the school poultry draw and label parts of a fowl Small group discussion on similarities and differences between large and small animals |
| Wk 5 | PVS (HOME ECONOMICS Production of cleaning agents, types of clearing agents uses of clearing agents preparation of clearing agents | By the end of the lesson, students should be able to identify some clearing agents specify the types of clearing agents describe various clearing agents prepare homemade clearing agentsmake use of the clearing agents | Students as an individual identify some clearing agents and specify types of clearing agents Students in pairs describe various and their uses Students in small groups prepare homemade clearing agents and make use of it |
| Wk 6 | PVS (Agriculture) PVS (HOME ECONOMICS Cosmetics Safety quality and regulations, control of cosmetics products in Nigeria Roles of regulatory bodies e.g. NAFDAC, SONS etc Point to consider in the choice and use of cosmetics and deodorant | By the , students should be able to identify animals that are kept for security purposesoutline animal products that serve as food give reasons why some animals are kept as pets | Students as a class mentions animal kept for security and food purpose Small group discussion the importance of keeping animals as pets Student check on youtube how to start my own small livestock business |
| Importance of keeping farm animals Food, protection, pet, income, etc | By the end of the lesson, students should be able to Differentiate cosmetics and deodorant Define the roles of regulatory bodies of NAFDAC, SONS etc Gives reasons why we must obtain permission from regulatory bodies before we can sells our products Indicate the point to considered in the choice and use of cosmetics and deodorant | Students in small group differentiate cosmetics and deodorant Students as a class identify some roles of cosmetics regulatory bodies and participate in field trip to the bodies ***** | |
| Wk7 | Mid term break | Mid term break | |
| Wk 8 | Common weeds and methods of control Meaning Common weeds Effects of weeds on vegetation and soil Methods of weed control | By the end of the lesson, students should be able to Recall the names of the common weeds around themDifferentiate between cultural and chemical methods of controlling weedsControl weeds found in their locality and in the school | Students in small group the differences between cultural and chemical methods of controlling weeds Students visits the school farm and carryout weeds control measures Students in small groups prepare simple weed album |
| Wk 8 | PVS (Home Economics) family needs goals and standard 1.meaning of family needs wants goals and standard 2. types of need and examples | By the end of the lesson, students should be able to Explain the meaning of family needs goals and standard Signify types of family needs and give examples of each typeRecognize the differences between needs and wants Aim for good standard for family living | Students as a class explain the meaning of family needs with examples Students to pairs recognize the differences between needs and wants Students as an individual aim for good standard for family living |
| 9-10 | PVS (Agriculture) | ||
| Crop pests and methods of control Meaning of pests Classification of pests (insects /invertebrate pests) Classes of insect pests bread based on their mouth part (biting and chewing piercing and sucking boring insects) Names and descriptions of important insect pests Methods of pest control (physical, chemical and | By the end of the lesson, students should be able to Explain what they understand by pestIndentify different insect pestsDescribe the methods of pest control Apply any of the methods to pest control on the school farm and around their homes Give reasons for controlling pest | Whole class brainstorm on pest Students visit the school farm to identify crop pests Small group discussion on method controlling crop, pest, under their teacher’s supervision Students individually demonstrate the various methods of pest control Students individually visit the internet and research on important pest of agriculture | |
| PVS (Agriculture) family resources Meaning of resourcesTypes of resourcesCharacteristics of resources | By the end of the lesson , student should be able to Explain the meaning of family resources Assess types of family resources Cite the characteristic of these resources Effectively manage resources available to the | Student as a class explain the meaning of family resources Students in pairs assess types of family resources Students as an individual cite the characteristics of family resources and effectively manage it | |
| 10 | PVS (home Economics) | ||
| Decision making in the family Meaning and steps making in the family Importance of decision making Factors that influence decision making | By the end of the lesson, students should be able to Give the meaning of decision making Arrange the steps in decision making Name the factors that influence decision making Make meaningful and good decisions | -Students in a small group arrange the steps in decision making -Students in small group arrange the steps indecision making -Students in pairs name the factors that influence decision making Students as an individual make a meaningful and a good decision | |
| 11 | REVISION | ||
| 12-13 | EXAMINATION | ||
HOME ECONOMICS SCHEME OF WORK JSS1 THIRD TERM
| WEEKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES |
| 1 | PVS (Agriculture) Welcome test/revision of last term’s work (crop pest and method of control) | By the end of the lesson, students should be able to Recall some topics taught last term | Pupils participate in the resumption test Group discussion and revision work |
| 1. | PVS (Home Economics) Revision /Pre resumption Test | By the end of the lesson, students should be able to Recall some topics taught last term | Students participate in the welcome test Group discussion on revision of last term work |
| 2 | PVS (Agriculture) Factors of agricultural production (Land, Water, Labour, Capital and Farm Manager): -Land -How farmers acquire land for Agricultural Production. -Characteristics of Land -Reward for land -Methods of improvement | By the end of the lesson, students should be able to: I. Outline the factors of agricultural production. ii.Describe the characteristics of land. Iii Explain the purpose/importance of land. iv.Develop methods of improving land for agricultural production | 1 Students are guided to describe the factors of agricultural production. 2 Whole class discussion on the characteristic features of land. 3 Students in pairs discuss the importance of land as a factor of agricultural production and share with class. 4 Students in small groups develop various ways in which the school farmland can be improved upon and a leader present to the class |
| 2 | PVS (Home Economics) Basic sewing processes 1.meaning of stitches 2. classification and uses of stitches Rules to follow when making stitches | By the end of the lesson, students should be able to Discuss the meaning of stitches Classify stitches into temporary permanent and decorate stitchesDescribes the rules to follow when making stitches Produce different basic stitches in an album | ******************* |
| 3 | PVS (Agriculture) Factors of agricultural production Water Importance of water to agricultural production Sources of water for | By the end of the lesson, students should be able to Recognize the importance of water to agricultural productionIdentify order uses of water Explain rain-fed and imagination agriculture | Students are guided to mention the things they use water for at home and in schoolStudents in small groups discuss rain fed and imagination agriculture and share their idea with the classStudents in the same groups |
| Agriculture Rain –fed agriculture Irritation agriculture | Iv. Name the various sources of water available for agriculture production | Create charts of different sources of water a variable for agricultural production and paste on the wall for a gallery walk 4 students visit the link below to see how irrigation agriculture is practiced | |
| 3 | PVS (Home Economics) basic sewing processes Meaning of seamTypes and uses of seamProcess of making different types of seam | By the end of the lesson, students should be able to Explain the meaning of seamClassify types and uses of seam Make different types of seamsPoint out the guidelines for choosing seams | -student as a class explain the meaning of seam -students in pairs classify types and uses of seams -students as an individual make different types of seams and point out the guidelines for choosing seams |
| 4 | PVS (Agriculture) Factors of agricultural production Types of labour Reward for labour | By the end of the lesson, students should be able to: Recall the labour Describe the types of labourDetermine why labour is important to agricultural production | Whole class discussion on the reward and types of labour 2. Small groups discussion on important of labour to agricultural production 3. students are divided into groups and appointed duties of – cleaning the school poultry – feeding the poultry Feed the poultry birds Weeding the school farm |
| 4 | PVS (Home Economics) Simple sewing tools and equipment Meaning of sewing equipment Types and uses of sewing equipment Guidelines for choosing equipment and tools | By the end of lesson, students should be able to Explain meaning of sewing equipment Classify types of sewing tools and equipment Make use sewing tools and equipment | -Student as a class explain the meaning of sewing equipment. -Students in small groups classify types of sewing tools and equipment. -Students as an individual make use of sewing tools and equipment and give the guidelines for choosing sewing tools and equipment |
| 5 | PVS (Agriculture) Factors of agriculture production Capital Types of capital Importance of capital Source of capital | By the end of lesson, students should be able to give reason why we need capital for agricultural production identify the sources of capital to finance agricultural productions differentiate the different type of capital | Whole class discussion the importance of capital for agricultural production Students as a class are guided to mention finance institutions for raising capitalStudents in small groups compare and contrast between the types of capitalStudents in the same groups write a proposal to the school principal requesting for finance for the school finance |
| 5 | PVS (Home Economics) Production of clothing and house hold activities and crafts Tools and material for making household articles and craft | By the end of the lesson, students should be able to Specific tools and materials for making needle work e.g. bag, apron, cap, tray cover, paper craft etc. Make craft articles the needle work, belt cap, socks, apron, scarves, pot holder etc. | Students in small group specify tools and materials for making needle work and make a craft article |
| 6 | PVS (Agriculture) Factors of Agricultural production Farm manager Functions of farm faced by farm manager | By the end of the lesson, students should be able to Describe the functions of a farm managerGive reasons for the need for a farm managerIdentify the likely problems that farm managers could face Proffer solutions faced by farm managers | Whose class brainstorm on the functions of a farm managerStudents in pairs deliberate on the need for a farm manager and share with the classStudents in small groups discuss problems faced by farm managers and provide solution to it Students as a class choose a farm manager for the school farm |
| 6 | PVS (Home Economics) Production of clothing and house hold activities and crafts Construction of simple relevant articles and craft e.g. purse, curtain, bibs, tablemate, etc | By the end of the lesson, students should be able to Explain the procedure involved in making simple articles like purse curtain bibs etc Produce simple, house hold articles and craft for sale | Students in pairs explain the procedure involved in making simple article -students in small groups produce simple house hold articles and craft for sale  -students as an individual outline the precautions involved when making simple articles |
| WK 7 | MID TERM BREAK |
| WK 8 | PVS (Agriculture) Simple farm tools Use of each of the farm tools General maintenance of farm tools | By the end of the lesson, students should be able to Identify some simple farm toolsDescribe the function of each toolDemonstrate the maintenance practice for the farm tools | Students as a class name some farm tools brought to the class by the teacher Whole class discussion on functions of each farm toolsStudents individually demonstrate the use of the farm tools at the school farm Students in small groups practice the general maintenance of these farm tools |
| 8 | PVS (Home Economics) Puberty and adolescence meaning of puberty, adolescencesign of puberty in boys and girls meaning of menstruation and menstrual hygiene body odourcauses and preventioncharacteristics of adolescence | By the end of the lesson, students should be able to explain puberty and adolescent identify signs of puberty in both boys and girls describe menstruation and menstrual hygiene outline the causes and prevention of body odourexamine the characteristics of adolescence observe good personal hygiene | Students as a whole class explain puberty and adolescent Students as an individual; identify signs of puberty in both boys and girls Students in small group describe menstruation and menstrual hygiene Students in parts outline the causes and prevention of body odour -students as an individual examine the characteristics of adolescence |
| 9 | PVS (Agriculture) Economic empowerment through agriculture Meaning and purpose Benefits importance Challenges Some empowerment project by the federal and state government | By the end of the lesson, students should be able to: Explain economic empowerment Outline the benefits of economic empowerment Enumerate some agricultural empowerment projects in the country Provide solution to some of the challenges face by agricultural empowerment programmes | Whole class brainstorm on the meaning of economics empowerment Small groups discussion the benefits of economic empowerment through agriculture Students as a class mention some agricultural empowerment project programmes they know in the country Students discuss the challenges faced by agricultural empowerment programmes and proper solution to the problems |
| 9 | PVS (Home Economics) Sexuality transmitted infections (STDs) and HIV/AIDS Meaning of sexually transmitted in infections (STDs) Types of (STIs) Causes and prevention of (STDs) Signs, symptoms of (STIs) Self-medication Sources of sexuality information and consequences, of self-medication | By the end of the lesson, students should be able to Explain the meaning of sexuality transmitted infections (STIs) Categories types of sexuality transmitted infection (STIs) Indicate the causes and prevention of (STIs) Specify the signs/symptoms of (STIs) Outline consequences of self medicationName the sources of sexuality information | -students as a class explain the meaning of sexuality transmitted infections -student in small group categorize types of sexuality transmitted infections and prevention -student in pairs explain self medication and outline the consequences of self-medication |
| 10 | PSV (Agriculture) Field trip (excursion to an established farm) | By the end of the trip, student should be able to Write report on their observations, Apply what they learn at site of excursion on the school farms | Students individually write a report of their visit and submit to the teacher Students in groups share ideas/ knowledge they derive from the trip and apply some on the school farm Students visit the internet and research more on how to be a good farmer and make the school farm better |
| 10 | PVS (Home Economics) Fundamental Human Right Meaning of fundamental human right Right of a child and women Violation of right Remedy for breach of fundamental right Types of entertainment Setting of table | By the end of the lesson, students should be able to: Define fundamental human right Defend the rights of a child and women Identify the consequences of violating human rights Itemize the remedy for breach of fundamental right Identify types of entertainment e.g buffet, table, tray service etc. | -Students as a class define fundamental human right. -Students in pairs defend the rights of a child and women. Students in small group identify the consequences of violating human rights and remedy for breach of fundamental right |
| 11 | PVS (Agriculture) Revision | ||
| 11 | PVS (Home Economics) Entertainment in the home Meaning of entertainment Importance of entertainment Writing of invitation card | By the end of the lesson, students should be able to: Explain entertainment Decide the importance of entertainment Write an invitation card | Students as a class explain entertainment and decide the importance of entertainment Student in small group write an invitation card and identify types of entertainment Students as an individual |
| 12-13 | Revision and Examination |
