Home Economics for Junior Secondary School. Lagos State Home Economics Scheme of Work JSS2, Ministry of Education.-Schemeofwork.com
JSS2 HOME ECONOMICS FIRST TERM
Week: 1
Subject: PVS (HOME ECONOMICS)
Topic:
Welcome Test/ Revision of last Session’s Work
-Puberty.
-Family needs, goals, Standards.
-Production of clothing and household articles / crafts.
-Healthy Feeding and Eating practices etc.
Learning Objectives:
By the end of the lesson, students should be able to:
1. Attempt test questions correctly;
2. Recall some of the Topic taught in last term work.
Learning Activities:
– Students as an individual participate in the welcome test.
– Students in small group discuss and recall some of the Topic taught in last term.
Embedded Core Skills:
– Communication and Collaboration.
– Critical thinking and Problem solving.
Learning Resources:
1. AUDIO VISUAL.
– First term examination
Questions.
-Continuous assessment test
Questions.
-Students note book.
Week: 2
Subject: PVS (HOME ECONOMICS)
Topic:
Impact of family values on life styles.
-Family values and life style: meaning, types and importance.
-factors influencing life style.
Learning Objectives:
By the end of the lesson, students should be able to:
1. Explain the meaning of values and life styles.
2. Evaluate different types of values and lifestyles.
3. Outline the importance of value system to individual, family and society.
4. Cite factors that influence values and life style.
Learning Activities:
-Students as a class explain the meaning of values and life styles.
-Students in pairs evaluate different types of values and life styles.
-Students in small group outline the importance of value system to individual, family and society.
-Students as an individual cite factors that influences values and life style.
Embedded Core Skills:
-Communication and collaboration.
-Critical thinking and problem solving.
-Leadership and personal development.
-Creativity and imagination.
Learning Resources:
1. AUDIO VISUAL.
-Chart on impact of family values on life styles.
2. WEB RESOURCES
https://family.lovetoknow.com.
Week: 3
Subject: PVS (HOME ECONOMICS)
Topic:
Myself as a home maker
– Responsibility of a home maker
– Home making activities e.g. arranging flower, cleaning, trimming over grown flower.
Learning Objectives:
By the end of the lesson,
Students should be able to:
1. Identify the responsibilities of a home maker
2. Practice some of the activities of a home maker.
Learning Activities:
– Students as a class identify the responsibilities of a home maker.
– Students in small groups practice and demonstrate some activities of a home maker.
Embedded Core Skills:
– Critical thinking and problem solving.
-Communication and collaboration.
– Leadership and personal development.
– Citizenship.
Learning Resources:
1. AUDIO VISUAL.
-Picture of a person taking care of a home.
– Chart listing the qualities of a homemaker.
-Demonstration.
Week: 4
Subject: PVS (HOME ECONOMICS)
Topic:
The Family House
-Functional areas in the family house
E.g. Toilet and bathroom, dining room, Kitchen and food stores etc.
-Uses of functional areas in the family house
Learning Objectives
By the end of the lesson, Students should be able to:
1. Identify the various Functional areas in the Family house.
2. Make use of each Functional areas in the Family house.
Learning Activities:
– Students in small group identify the various functional areas in the family house and make use of each functional areas.
Embedded Core Skills:
-Critical thinking and problem solving.
-Communication and collaboration.
-Creativity and imagination.
-Leadership and personal development.
Learning Resources:
1. AUDIO VISUAL.
– Pictures of the functional areas in the family house.
2. WEB RESOURCES.
https;//passnownow.com
Week: 5
Subject: PVS (HOME ECONOMICS)
Topic:
The Family House
-Equipment and Maintenance of the
Family house.
-Guidelines for the care of the house
-Procedures for the maintenance of
Functional areas of the family house
Learning Objectives:
By the end of the lesson,
Students should be able to:
1. Identify equipment and materials needed for
Household maintenance.
2. Decide the guidelines for household maintenance.
3. Keep the house clean and maintain the equipment used in the kitchen.
Learning Activities:
– Students as a class identify equipment and materials needed for household maintenance.
-Students in pairs decide the guidelines for household maintenance.
-Students in small group keep the house clean and maintain the equipment used in the kitchen.
Embedded Core Skills:
– Communication and
Collaboration.
-Critical thinking and problem solving.
– Leadership and personal development.
-Creativity and imagination.
Learning Resources:
1. AUDIO VISUAL.
-Charts showing different
Cleaning materials, tools and
Equipment
-Pictures showing maintenance
and care of functional areas of
the family house. -Real object; cleaning equipment.
Week: 6
Subject: PVS (HOME ECONOMICS)
Topic:
Flower Arrangement
-Types of flower arrangement.
-Uses of flower in the functional areas of the family house.
Learning Objectives:
By the end of the lesson, students should be able to:
1. Identify the various types of flower arrangement.
2. Draw and label the different types of flower arrangement.
3. Make use of flower in the family house.
Learning Activities:
– Students as a class identify various types of flower arrangement.
– Students in small group draw and label the different types of flower arrangement.
– Students as individual make use of flower in the family house.
Embedded Core Skills:
-Communication and collaboration.
-Critical thinking and problem solving.
-Leadership and personal development.
-Citizenship.
Learning Resources:
1. AUDIO VISUAL.
– Real object; artificial flower, flower vases
-Pictures of different flower arrangement
Week: 7
Subject: PVS (HOME ECONOMICS)
Topic: MID-TERM BREAK
Week: 8
Subject: PVS (HOME ECONOMICS)
Topic:
Flower Arrangement
-Arrangement of different shapes of flower for use in the functional areas in the family house e.g. oval, round, vertical, crescent, horizontal, triangular etc.
Learning Objectives:
By the end of the lesson, Students should be able to:
1. Highlights shapes of flower arrangement
2. Arrange different shapes of flower.
3. Gives reasons for flower arrangement.
Learning Activities:
-Students as a class highlight shapes of flower arrangement.
-Students in small group demonstrate on arrangement of different Shapes of flower arrangement.
Embedded Core Skills:
-Communication and collaboration.
-Creativity and imagination.
-Critical thinking and problem solving.
-Leadership and personal development.
Learning Resources:
1. AUDIO VISUAL.
– Real object; artificial flower, Flower vases, granite, pins.
– Pictures of different shapes Of flower arrangement.
– Demonstration.
Week: 9
Subject: PVS (HOME ECONOMICS)
Topic:
Care of Family clothing and household linen
-Types and uses of household clothing.
-Factors that enhances the selection of household linen.
Learning Objectives:
By the end of the lesson, Students should be able to:
1.Discuss types of Household linen.
2. Outline the uses of household line.
3. Examine the factors that enhances the selection of household linen.
Learning Activities:
-Students as a class discuss types of household linen.
-Students as an individual outline the uses of household line.
-Students in small group examine the factors that enhances the selection of household linen.
Embedded Core Skills:
-Communication and collaboration.
-Critical thinking and problem solving.
-Leadership and personal development.
-Citizenship.
Learning Resources:
1. AUDIO VISUAL.
– Real object; samples of Family clothing and Household linen
– Album of different Household linen.
Week: 10
Subject: PVS (HOME ECONOMICS)
Topic:
Care of Family Clothing and household linen.
-Clothing repairs.
-Equipment for clothing repairs.
-Methods of Storage of Family clothing.
Learning Objectives:
By the end of the lesson, Students should be able to:
1. Explain clothing repairs.
2. Identify equipment and tools for clothing repairs.
3. Care and store family clothing.
4. Repair some of their own damaged clothes.
Learning Activities:
– Students as a class explain clothing repairs.
– Students as an individual identify equipment and tools for clothing repairs.
-Students in pairs care, store and repair some of family clothing.
Embedded Core Skills:
-Communication and collaboration.
-Creativity and imagination.
-Critical thinking and problem solving.
-Leadership and personal development.
Learning Resources:
1. AUDIO VISUAL.
-Sewing kit
– Items used for clothing storage and maintenance.
-Demonstration.
2. WEB RESOURCES.
https;//tipsinfluencer.com.ng.
Week: 11
Subject: PVS (HOME ECONOMICS)
Topic:
Project work/Revision
-Family House.
-Flower Arrangement.
– Care of family clothing and household linen.
Learning Objectives:
By the end of the lesson, students should be able to:
1. Produce one project work from the followings:
1. Family house album.
2. Make any flower arrangement.
3. Storage of family clothing album.
Learning Activities:
– Students as an individual produce any project work on any of the following;
A) Family house album.
B) Flower arrangement.
C) Storage of family clothing album.
-Class presentation on project work.
Embedded Core Skills:
-Critical thinking and problem solving.
-Creativity and imagination.
-Citizenship.
Learning Resources:
1. AUDIO VISUAL.
-Students notebook
– text books
– practical
Workbooks
-Resource person.
Week: 12/13
Subject: PVS (HOME ECONOMICS)
Topic: Revision/Examination
Home Economics for Junior Secondary School. Lagos State Home Economics Scheme of Work JSS2, Ministry of Education.-Schemeofwork.com
HOME ECONOMICS SCHEME OF WORK JSS2 SECOND TERM
| Weeks | Topic | Learning objectives | Learning Activities |
| 1/2 | PVS (Home Economics) Impact of family values on lifestyles -family values and lifestyles, meaning, types and importance Factors influencing lifestyle | By the end of the lesson Students should be able to : I] explain the meaning of values and lifestyles Ii] highlights different types of values and lifestyles Iii] examine the importance of value system to individual, family and society Iv] cite factors that influence value and lifestyles | -students as a class explain the meaning of values and lifestyles -students in small groups examine the importance of value system to individual, family and society -students as an individual cite factors that influence values and lifestyles |
| 3 | PVS (Agriculture) Classification of livestock feed -energy yielding feeds Protein yielding feeds Roughages | By the end of the lesson Students should be able to : I] explain the three(3) classes of livestock feed Ii] differentiate between energy concentrate and protein concentrate Iii] produce a feed that contains some of the classes of food | -whole class discussion on the classes of livestock feed -students in small groups deliberate on the differences between energy concentrate -student in group produce a feed that contains protein and present to the class |
| 3 | PVS (Agriculture) Classification of livestock feed -energy yielding feeds -protein yielding feeds -roughages | By the end of the lesson Students should be able to : I] explain three (3) classes of livestock feed Ii] differentiate between energy concentrate and protein concentrate Iii] produce a feed that contains some of the classes of food | -whole class discussion on the classes of livestock feed -students in small groups deliberate on the differences between energy concentrate -students in group produce a feed that contains protein and present to the class |
| 3 | PVS (Home Economics) Family conflicts and crisis Meaning of family conflicts and crisis Causes of conflicts and crisis in the family Types of family conflicts and crisis e.g. cultism, divorce, bereavement, loss of job, unemployment | By the end of the lesson Students should be able to : I] explain the meaning of family conflicts and crisis Ii] identify causes of family conflicts and crisis Iii] outline different types of family crisis | -students as a class discuss the meaning of family conflicts and crisis -students in pairs assess causes of family conflicts and crisis -students as an individual identify different types of family crisis |
| 4 | PVS (Agriculture) Factors to consider before deciding Animal feeds Age Physiological status Purpose of rearing Feeding tools | By the end of the lesson Students should be able to : I] enumerate the purposes for rearing farm animals Ii] identify the materials used for feeding farm animals Iii] analyse the factors to be considered before deciding animal feeds | -students as a class brainstorm on the purpose of rearing farm animals -students as a class name materials used for feeding farm animals -students in small groups examine the factors to be considered before deciding animal feeds |
| 4 | PVS (Home Economics) Family conflicts and crisis Conflict resolution method e.g. dialogue mediation Crisis management strategies e.g. changing family roles communication | By the end of the lesson Students should be able to : I] enumerate ways of resolving conflicts in the family Ii] describe ways on how family can manage various crisis | -student, as an individual enumerate way of resolving conflicts in the family -students in small groups describe ways of how family can manage various crisis |
| 5 | PVS (Agriculture) Animal pests and diseases control -definition -causes of diseases in farm animals | By the end of the lesson Students should be able to : I] explain concept of pest and diseases in farm animal Ii] give examples of animal pest and diseases | -whole class brainstorm on animal pest and disease, -students pair up to discuss examples of animal pest and share with the class -students in small groups provide ways of controlling animal pest and disease -students in the same groups visit the internet and research more on animal pests and diseases and present it to the class |
| 5 | PVS (Home Economics) Hygiene and puberty Causes and prevention of body odour Importance of personal hygiene | By the end of the lesson Students should be able to : I] identify the causes of body odour 2] explain ways of preventing body odour 3] enumerate the importance of personal hygiene | Students as an individual identify the causes of body odour -students in small group discover ways of preventing body odour -students as an individual enumerate the importance of personal hygiene |
| 6 | PVS (Agriculture) Farm animal diseases and control (fungi) -mode of transmission -symptoms Method of control effect | By the end of the lesson Students should be able to : I] explain fungal diseases, Ii] identify the mode of transmission and symptoms of fungal disease in farm animals Iii] demonstrate the method of controlling fungal disease in farm animals | -students are guided by the teacher to describe their view on fungal diseases -students as a class discussion the mode of transmission and symptoms of fungal disease in farm animals -students in groups carry out the method of controlling fungal disease in farm animals |
| 6 | PVS (Home Economics) Hygiene and puberty Meaning of puberty and menstruation Body changes in boys and girls Menstrual cycle and menstrual hygiene | By the end of the lesson Students should be able to : I] explain the meaning of puberty menstruation and menstrual cycle Ii] outline the changes that occur in boys and girls during puberty Iii] highlight ways of maintaining good menstrual hygiene | -students as a class explain the meaning of puberty , menstruation and menstrual cycle Students in small group decide the changes that occur in boys and girls during puberty -students in pairs highlight ways of maintaining good menstrual hygiene |
| 7 | MID TERM BREAK |
| 8 | PVS (Agriculture) Bacteria -mode of transmission -symptoms | By the end of the lesson Students should be able to : I] identify the symptom of bacteria on a farm animals | -students visit the school farm and record their observation on some diseased animals -students identify the symptoms of bacteria on farm animals |
| -Method of control -Effect | Ii] examine the effect of bacteria on farm animals Iii] carryout ways of controlling bacteria on farm animal | -small group discussion on the effect of bacteria on farm animals -students in small groups demonstrate the various methods for controlling bacteria in farm animals | |
| 8 | PVS (Home Economics) Adolescence and sexuality Meaning of Adolescence Characteristics of adolescent -special needs and challenges of adolescent Meaning and expression sexuality Source and utilization of sexuality related information e.g. internet home, video | By the end of the lesson Students should be able to : I] explain the term adolescence and sexuality 2] highlight the characteristics of adolescent 3] enumerate the challenges of adolescent 4] identify and classify sources of sexual information | -students as a class explain the term adolescence and sexuality -students as an individual criticize the characteristics and enumerate the challenge of adolescent -students in small group outline ways of expressing sexuality and classify sources of sources sexual information |
| 9 | PVS (Agriculture) Virus and protozoa | By the end of the lesson Students should be able to : i. identify animal with viral and protozoan diseases ii] describe the effect of viral and protozoan diseases in farm animals, iii] evaluate the preventive measures of protozoan disease in farm animals | I] whole class discussion on viral and protozoan diseases Ii] students in small groups discuss the effects in farm animals Iii] students as a class give examples of animal that are likely affected by protozoan disease Iv] students through experiment are guided to demonstrate the treatment of farm animals infected by protozoan disease |
| 9 | PVS (Home Economics) Sexuality transmitted infections (STIs) and HIV/AIDs Meaning types of STIS and HIV/AIDS Management, prevention of STIs, HIV/AIDs Management, care and support for infect person Consequences of self-medication | By the end of the lesson Students should be able to : I] enumerate different types of STIs and HIV/AIDS Ii] distinguish between the causes STIs and HIV/AIDS Iii] describe the guide lines for caring for an infected person Iv] identify the consequences of self-medication v] predict ways of preventing STIs and HIV/AIDs | -students as a class enumerate different types of STIs, HIV and AIDS -students in small group distinguish between the causes of STIs and HIV /AIDS -students in pairs describe the guidelines for caring for an infected person and identify the consequences of self-medication -students as an individual predict ways of preventing STIS and HIV/AIDS |
| 10 | PVS (Agriculture) Soil -definition Type of soil Soil component | By the end of the lesson Students should be able to : I] describe the term soil, Ii] outline three types of soil, Itemize the component of soil, Iii] illustrate the component of soil by its volume with the aid of a diagram | -what class discussion on the meaning of soil Students pain up and differentiate between the various student individually analyse the component soil compost in terms of volume |
| 10 | PVS (Home Economics) Basic pattern drafting Techniques and fashion designing Meaning of pattern drafting and fashion designing Basic pattern drafting tools and equipment Using instructions to sketch style | By the end of the lesson Students should be able to : I] explain the meaning of pattern drafting and fashion designing Ii] identify tools and equipment for pattern drafting Iii] analyze the parts of the body to be measured | Students as a class explain the meaning of pattern drafting and fashion designing and fashion designing -students as an individual identify tools and equipment for pattern drafting -students in pairs analyze the parts of the body to be measured |
| 11 | Revision | ||
| 12 – 13 | Examination |
Home Economics for Junior Secondary School Lagos State
HOME ECONOMICS SCHEME OF WORK JSS2 THIRD TERM
| Weeks | Topic | Learning objectives | Learning Activities |
| 1 | PVS (Agriculture) Revision of last term and resumption test | By the end of the lesson Students should be able to : Give an elaborate recap on the lessons taught last term | I]students participate in the welcome test Ii] group discussion/revision of last session work |
| 1 | PVS (Home Economics) Welcome test/revision of last term work Family conflicts and crisis Hygiene and puberty | By the end of the lesson Students should be able to: i. recall some of the topics taught in last term work | -students active participate in the welcome test -students were group on the discussion of last term work |
| 2 | PVS (Agriculture) Soil formation Rocks Types of rocks Characteristics of the types of rock | By the end of the lesson Students should be able to I] explain the concept of soil formation Ii] describe rocks Iii] identify the three types of rocks Iv] compare and contrast between igneous and sedimentary rocks | I whole class discussion on the concept of soil formation and rock -students as a class identify the three major types of rocks from the charts provided Iii] students in small groups discuss the distinguishing features between igneous and sedimentary rocks, and presents in the class Iv] students visit the internet and create a chart on difference types of rocks |
| 2 | PVS (Home Economics) Resources and Decision making -meaning and types of family resources Steps in decision making Simple personal and family decision | By the end of the lesson Students should be able to: I] explain the meaning of family resources Ii] highlight family resources Iii] explain the meaning of decision making Iv] describe steps in decision making V] make simple personal decision | -students as a class explain the meaning of family resources -students in small group classify types of family resources and discuss the meaning of decision making -students as an individual arrange steps in decision making and make simple personal decision |
| 3 | PVS (Agriculture) Soil fertility and conservation Meaning of soil fertility and conservation Plant nutrients Maintenance of soil fertility Method of soil conservation | By the end of the lesson Students should be able to: I] define soil fertility and conservation Ii] group plant nutrients into macro and micro nutrients with examples Iii] demonstrate ways of maintaining fertility Analyse methods of soil conservation | -whole class brainstorm on soil fertility and conservation -students pair up and group plant nutrients into macro and micro nutrient -students in groups, carry out fertility maintenance in the school farm Students in the same groups discuss various methods of soil conversation |
| 3 | PVS (Home Economics) Food nutrients Meaning of food nutrients, types, food sources , functions and deficiency symptoms of food nutrients | Students should be able to: I] explain the meaning of food nutrients with examples Ii] outline the food sources, function and each food nutrients | students as a class explain the meaning of food nutrients with examples -students in small group decide the food sources and functions of each food nutrients |
| 4 | PVS (Agriculture) Cultural practices Definition Pre-planting operations | By the end of the lesson Students should be able to: I] describe the term cultural practice, Ii] itemize implements used for pre-planting operations, Iii] carry out pre-planting operations at the school | -whole class discussion on cultural practices -students in small groups identify implements used in pre-planting operations -students visit the school farm and carryout pre-planting operations -students in the same groups raise seedlings on nursery beds using polythene bag |
| 4 | PVS (Home Economics food hygiene and preparation Meaning and importation of food hygiene Guidelines for food hygiene Preparation of simple snacks and drinks e.g. chin-chins, chips, fruit drinks etc. | By the end of the lesson Students should be able to: I] explain the meaning of food hygiene Ii] give the importance of food hygiene Iii] prepare a simple snacks and drinks | -students as a class discuss the meaning of food hygiene -students as an individual give the importance of food hygiene -students in pairs actively participate in demonstration/ practical on simple snacks and drinks |
| 5 | PVS (Agriculture) Cultural practice contd Planting operations Activities involved during planting operations | By the end of the lesson Students should be able to: I] describe planting operation, Ii] differentiate between intra spacing and inter spacing Iii] demonstrate planting operations on the farm | Students as a class discuss the meaning of planting operations -students in groups contrast between intra spacing and inter spacing and share with the class -students visit the school farm operation activities |
| 5 | PVS (Home Economics) Kitchen and kitchen equipment | By the end of the lesson Students should be able to: I] sketch different types of kitchen Ii] use different kitchen equipment Iii] care for kitchen equipment and utensils | Students as an individual sketch and label different types of kitchen layout Students in pairs make use and care for some kitchen utensils and equipment in the home economic lab |
| 6 | PVS (Agriculture) Cultural practices contd) Post planting operations Fertilizer application Harvesting Storage and processing | By the end of the lesson Students should be able to: I] describe post planting operations Ii] explain the steps involved in post planting operations Iii] justify the importance of manure and fertilizer application to the soil Iv] carryout the steps involves in cassava processing | Students as a class brainstorm the activities involved in post planting operations -students in small groups discuss the reasons for manure and fertilizer application to the soil and leader present to the class Students in small groups are given portion at the school farm to cultivate cassava |
| 6 | PVS (Home Economics) Purchasing, processing, preservation and safety Meaning of food purchasing, processing and preservation Perishable and non-perishable foods Rick factors in purchasing | By the end of the lesson Students should be able to: I] explain the meaning of food purchasing , processing, preservation and safety 2] differentiate between perishable and non-perishable foods 3] identify risk factors to consider when buying food | -students in small group role play food seller and buyer using classroom as a market setting to explain the meaning of food purchasing -students in pairs use real objects to differentiate between perishable and non-perishable foods and identity risk factors to consider when buying food |
| 7 | MID-TERM |
| 8. | PVS (Agriculture) Forest Definition Types of forest Resources of the forest Uses of forest resources | By the end of the lesson Students should be able to: I] describe what they understood by forest Ii] identify different types of forest 3] give examples of forest resources 4] discuss the various uses of forest resources to satisfy human need | -students as a class explain the meaning of forest -whole class discussion on types of forest and forest resources Students in small groups deliberate on the uses of forest resources |
| 8 | PVS (Home Economics) Family needs , goals and standard I] meaning of family needs, wants, goals and standard 2] types of needs and examples | By the end of the lesson Students should be able to: I] Discuss the meaning of family needs, goals and standard 2] Signify types of family needs and give examples of each type. | Students as a class, discuss the meaning of family needs, goals and standards. -Students, in pairs, group types of family needs and give example of each type. |
| 9 | PVS (Agriculture) Effects of forest on the environment | By the end of the lesson Students should be able to: I] explain the term “effect” 2] enumerate forest reserve areas in Nigeria 3] compare and contrast the positive and negative effect of forest in our environment | -students as a class mention forest reserve areas in Nigeria -students in small groups debate the positive and negative effects of forest in the society -field trip to forest reserve areas |
| 10 | PVS (Home Economics) Purchasing processing Preservation and safety Preservation and safety Preservation methods e.g Freezing, sun –drying, salting etc Food processing methods e.g. milling fermentation etc.) | By the end of the lesson Students should be able to: I] outline some food processing method 2] highlight food preservation method 3] explain how to keep food safe 4] carryout some of the perseveration methods | -students as an individual outline food processing method and highlight food, preservation method -students in small groups explain how to keep food safe and demonstrate on practice of different food preservation |
| 10 | PVS (Agriculture) Human activities that affect the forest | By the end of the lesson Students should be able to: I] itemize human activities that have negative effect on forest 2] discuss forest degradation and deforestation 3] advocate for the protection of trees in forest | -whole class discussion on human activities in relation to forest -students in small groups present chart of how human activities affected forest trees and paste on the class wall for a gallery walk -oral presentation on forest degradation -students in the same groups provide possible ways of reducing the effect of human activities on the forest |
| 10 | PVS (Home Economics) Edge finishes Meaning and types of edge finishes Methods of finishing edges | By the end of the lesson Students should be able to: I] explain the meaning of edge finishes 2] describe method of edge finishes 3] make different edge finishes | -students as a class explain the meaning of edge finishes -students in pairs describe method of edges finishes and make different edge finishes |
| 11 | Revision | ||
| 12-13 | Examination |
ACHIEVEMENT STANDARDS
At the end of the session, students are able to:
1. Realize family value and live by them
2. Create different types of fishing tools
3. Keep both home and school kitchen clean;
4. Construct fish ponds
5. Carryout the different family systems on the farm;
6. Produce different animal feeds that contains various classes of food
7. Mediate and prevent family crisis
8. Draft patters for making cloths
