Unified Schemes of Work for Junior Secondary School. Scheme of Work on Basic Science JSS2, Ministry of Education Osun State
JSS 2 BASIC SCIENCE FIRST TERM SCHEME
LEARNING ABOUT OUR ENVIRONMENT
| WEEKLY | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | TEACHER’S ACTIVITIES | LEARNERS ACTIVITY |
| 1 | Living Things | Habitat Meaning or habitat.Examples of habitat. | Learners should be able to: 1. Define habitat 2. Mention the different habitats of living things 3. Identify the organisms found in them. | Charts showing habitat. | 1. Takes student to visit habitat. 2. Guides student to identify living organisms in different habitat.    | Visit the various habitats. 1. Observing the living things in the habitat 2. Participate in class discussion  |
| 2. | Living Things | Adaptation of living things to their habitats. | Learners should be able to: 1. State various adaptive features of living things in their habitat. 2. Identify characteristics of organisms in the same habitats. 3. State what the organism have in common   | School garden pond | 1. Guides learner to identify the special features of the organisms found in the different habitat. 2. Guides and directs class discussion.      | Classify living things based on where they live |
| 3. | Living Things | Relationship between organisms in the same habitat e.g food chain, food web, trophic level | Learners should be able to ; 1. Identify relationship of organisms in the same habitat.Draw food chain 2. Draw food web. Â | Charts showing food chain, food web, and trophic level. | 1. Guides learners to identify relationship of organisms in the same habitat. 2. Guides learners to form food chain, food web, and trophic level. Â Â | 1. Participate actively in identifying the relationship of organisms in the same habitat.Form food chain 2. Form food web and trophic level. |
| 4. | Living Things | Uniqueness of Human Being Reasoning, problem of solving, inquisitiveness, observing, measurement, inference. | Learners should be able to; 1. Identify intelligence as a unique characteristic of human beings. 2. Apply basic intelligence skills e.g. observation, measurement of time, weight inference. Â | Meter rule, clock, weighing scale, models | Guides learner to discuss on the use of intelligence for survival and manipulating the environment. | Participate in the class discussion to carry out listed measurement. |
| 5. | Living Things | Measurement of growth and developmental changes. Growth changes in height, weight and size. | Learners should be able to ; 1. Identify major indices of growth changes in living things. 2. Explain the stages in the development of humans.  | Pictures model chart, weighing scale, meter rule, clock. | Using appropriate instruments, guides student to take measuring of length, time and weight. | Participate in discussion.Follow teacher’s instruction to carry out listed measurement. |
| 6. | Living Things | Developmental changes: Infancy Adolescents Adulthood     | Learners should be able to; Identify the characteristic features of the different developmental stages | 1. Spring balance 2. Measuring cylinder 3. Posters showing babies, learners, teachers and parent  | 1. Guides learner to group themselves according to different heights, weights, and sizes.  | Under teacher’s instruction, group selected learners according to heights, weight and size. |
| 7. | Living Things | Characteristic features of stages of development Classifying growth and developmental changes as temporary/ permanent | Learners should be able to; 1. State the characteristics features of stages of development. 2. Classify growth and developmental changes as temporary/ Permanent. Â | Poster showing babies, students, teachers and parents. | 1. Leads class discussion on the differences between Infants and adolescents 2. Adolescents and adults. Â | 1. Compare themselves with younger siblings 2. Write short note on their observation. Â |
| 8. | Chemicals | Meaning of chemicals | Learners should be able to: 1. Define chemicals 2. Give examples of chemicals 3. State the characteristics of chemical substances.  | Chemicals bottle (labels) and chemical bottles (unlabeled) samples of chemicals; kerosene, insecticides. | 1. Displays samples of chemicals in class 2. Leads learner in class discussion   | 1. Observe some displayed chemicals. 2. Participate in class discussion |
| 9. | Chemicals | Classes of chemicals Based on useBased on hazardous natureSafety measure when using chemicals | Learners should be able to ; 1. Classify chemicals 2. Identify hazardous and non-hazardous chemicals. 3. Explain safety measures when using chemicals  | Samples of chemicals. Chart showing safety signs. | 1. Guides Learner to identify hazardous and non-hazardous chemicals. 2. Demonstrate the use of some safety devices when handling chemicals  | 1. Observe and recognize the classes of chemicals 2. Match chemical with appropriate storage container 3. Identify safety signs in charts and storage containers displayed 4. Follow teacher’s instruction. |
| 10. | WORK, Energy and Power | Meaning of work | Learners should be able to; Explain the meaning of work State the units of work | Objects like Metric rule, ball stones, book spring balance, metre rule block. | 1. Guides learner to illustrate the concept of work 2. Guides learners on the reading of the balance | 1. Measure height to determine work done by falling objects 2. Lift the metal block by pulling on the other side of the pulley with content force. |
| 11. | Revision | |||||
| 12. | Examination |
Unified Schemes of Work for Junior Secondary School. Scheme of Work on Basic Science JSS2, Ministry of Education Osun State
JSS 2 BASIC SCIENCE SECOND TERM SCHEME
YOU AND ENERGY
| WEEKLY | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | TEACHER’S ACTIVITIES | LEARNERS ACTIVITY |
| 1. | Work, Energy, Power. | Meaning of work, energy and power. | Learners should be able to: 1. Explain the meaning of work, energy and power 2. State the units of measurement 3. Describe the relationship among work, energy and power, | Objects like meter rule, balls, stones, books, bicycle | Guides learner to illustrate the concept of work, and the relationship between work, energy and power | Measure height to determine work done by fallinng objects |
| 2. | Meaning of potential Energy and Kinetic Energy | Learners should be able to; 1. Explain the meaning of potential and kinetic energy 2. Explain the relationship involving potential energy and kinetic energy. | Ball, stone | Leads learner on discussion to illustrate potential and kinetic energy | Use materials e.g. a stone for activity on the potential-kinetic energy | |
| 3. | Calculation involving work done | Learners should be able to : Derive formula on work done. Solve problems on work done | Metal block, spring balance | 1. Guides learner to derive formula on work one. 2. Solve problems on work done   | 1. Participates in the process to derive the formula on work done 2. Solve problems on work done   | |
| 4. 5 | Work, energy and power | Calculation involving energy Calculation involving power | Learners should be able to : 1. Derive formula on solving problems on energy 2. Solve problems on energy         Learners should be able to : 1. Derive formula involving power 2. Solve problems on power    | Table, stone, plate Wound clock, toy car, stone, pressing iron | 1. Guides learners to demonstrate the falling of a stone from a table to height in falling on a plate 2. Derives formula on energy 3. Solves problems on energy     1. Guides learners to demonstrate the concept of power 2. Derives formula on power P=E/T 3. Solves problems on power | 1. Participate actively in the demonstration to derive the formula on energy 2. Solve problems on energy         1. Determine the rate of use of energy 2. Derive formula on power P=E/T 3. Solve problems on power   |
| 6 | Work, energy and power | Energy transfer 1. Potential energy to kinetic energy 2. Electricity transmission 3. Heat transfer          | Learners should be able to : 1. Describe transfer of potential energy to kinetic energy 2. Describe how electricity is transferred from the energy station to where it is used 3. Explain how heat energy is transferred by the process of conduction, convection and radiation | Food, Iron, Electricity, Ball | 1. Guides learner to demonstrate energy transfer when work is done | 1. Participate in the group work |
| 7 | Types of Energy | Kinetic energy assumption | Learners should be able to : 1. State the assumption of the kinetic theory 2. Explain the molecular structure of solids, liquids and gases using the kinetic theory  | 1. Chart to guide group discussion 2. Chart of molecular structure of solid liquids and gases   | 1. Directs discussion on the statement of kinetic theory 2. Provides chart of molecular structure, solid liquids and gases  | 1. Participate in the discussion 2. Use the charts provided to explain molecular structure of solids, liquids and gases |
| 8 | Types of energy | 1. Boiling and evaporation using kinetic theory 2. Kinetic theory and boiling 3. Kinetic theory and evaporation    | Learners should be able to : 1. Distinguish between boiling and evaporation using the kinetic theory 2. Explain kinetic theory and boiling 3. Explain kinetic theory and evaporation  | Beaker, water, heater, source of heat, capillary tube | 1. Guides learners to carry out activity on boiling and evaporation 2. Discusses finding | 1. Use water and heater respectively for activities on evaporation and boiling 2. Participate in discussing their result  |
| 9 | Types of energy | Evidence supporting the kinetic theory of matter such as 1. Brownian movement and diffusion 2. Molecule moves faster in gases than in liquids 3. in liquids than in solids | Learners should be able to : 1. Describe evidence supporting the kinetic theory of matter in gases, liquids and solids such as Brownian movement and diffusion 2. Show experimentally that molecules move faster in gases than in liquids and in liquids than in solids | A bottle containing ammonia solution, beaker of water, glass tube, pollen grains of flower, water. | 1. Guides learner to demonstrate Brownian movement and diffusion | 1. Participate in the experimentation 2. Discuss the findings |
| 10 | Types of energy | Factors Affecting evaporation | Learners should be able to : 1. Mention Factors affecting evaporation 2. Explain factors affecting evaporation | Source of heat, test tube, water | 1. Guide learners to deduce some factors that affect evaporation 2. Lead learners to explain the factors that affect evaporation | 1. Deduce factors that affect evaporation 2. Explain factors that affect evaporation |
| 11. | Revision | |||||
| 12. | Examination |
Unified Schemes of Work for Junior Secondary School. Scheme of Work on Basic Science JSS2, Ministry of Education Osun State
JSS 2 BASIC SCIENCE THIRD TERM SCHEME
YOU AND ENERGY
| WEEKLY | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | TEACHER’S ACTIVITIES | LEARNERS ACTIVITY |
| 1 | Thermal energy | Heat flow | Learners should be able to: 1. Classify different materials into conductors and insulators 2. Illustrate that when two bodies are in contact, heat flows from the hot to the cold one  | Sink, tap, carpet, car, cork, knife, glass, feather. | 1. Guides the learner to touch the objects with finger | Carry out activities on objects by feeling the objects |
| 2 | Thermal energy | Heat transfer 1. Conduction of heat in solid 2. Comparing the rate of heat conduction in different substances | Learners should be able to : 1. Name the methods of heat transfer 2. Demonstrate conduction of heat in solid 3. Compare the rate of heat conduction in different substances | Source of heat, iron rod, wax, glass, iron, copper. | 1. Guides the learner demonstrate conduction of heat in solid 2. compares the rate of heat conduction in different substance  | Discover that heat transfer through solid is known as conduction |
| 3 | Thermal energy | Convection of heat in liquid and gas | Learners should be able to : 1. Explain convection of heat in liquid and air 2. Perform experiment on convection of heat | Dye, water, conical flask, pipette, burner, fan blade. | Guides the learner to perform experiment on convection in liquid and gas (air) | Discover the movement molecule in liquid is convectional current. |
| 4 | Thermal energy | Radiation of heat | Learners should be able to : 1. Explain radiation of heat 2. Demonstrate radiation of heat by electric bulb 3. Perform experiment on radiation of heat focusing the sum ray on surface with different materials | 1. Electric bulb 2. Your palm 3. Lens 4. Tissue paper | Guides the learner to perform experiment on radiation | Discover the radiation of heat |
| 5 | Crude oil and Petrochemicals | Crude oil | Learners should be able to : Explain the meaning of crude oil and petrochemicals | Charts showing fractional distillation of crude oil | Lead class discussion on the meaning of crude oil | Participate in the class discussion |
| 6 | Crude oil and petrochemicals | Refining crude oil | Learners should be able to : Describe the process of refining crude oil | Kerosene, engine oil grease, petrol | Leads class discussion on refining crude oil | Participate in the visit to refining and take record |
| 7 | Crude oil and petrochemicals | Differences between petroleum fractions and petrochemicals | Learners should be able to : 1. Differentiate between petroleum fractions and petrochemicals 2. State examples petrochemicals and petroleum fractions | Kerosene, petrol, plastic, pesticides | Guide the learners to discuss on differences between petroleum fractions and petrochemicals | Participate in the discussion of the differences between petroleum fractions and petrochemicals |
| 8 | Crude oil and petrochemicals | Uses of crude oil and its fractions | Learners should be able to : 1. Mention the fractions of crude oil 2. Explain the uses of crude oil | Grease, diesel, kerosene, bitumen, petrol | Leads a visit to a fuel station to see the different petroleum products | Find out from home 1. various uses of crude oil 2. Identify different petroleum products |
| 9 | Crude oil petrochemicals | Uses of petrochemicals | Learners should be able to : 1. List petrochemical products 2. Explain the uses of petrochemical products | Drugs, nylon, plastic, detergent, pesticides | 1. Guides learner to list petrochemical products 2. Leads the class to discuss the use of petrochemicals | 1. List petrochemical products 2. Participate in the discussion of the use of petrochemicals |
| 10 | Crude oil and petrol | Importance of crude oil and petrochemicals | Learners should be able to : 1. Explain the importance of crude oil and petrochemicals to Nigeria | Petrol, plastic, paint, synthetic fibers | Guides learners to explain the importance of crude oil and petrochemicals | Explain the importance of crude oil and petrochemicals |
| 11. | Revision | |||||
| 12. | Examination |
