Basic Science Scheme of Work JSS3 Osun State

Unified Schemes of Work for Junior Secondary School. Basic Science Scheme of Work JSS3, Ministry of Education Osun State

Contents

JSS 3 BASIC SCIENCE FIRST TERM JSS 3 BASIC SCIENCE SCHEME OF WORK SECOND TERM SCHEME JSS 3 BASIC SCIENCE SCHEME OF WORK THIRD TERM SCHEME

JSS 3 BASIC SCIENCE FIRST TERM

LEARNING ABOUT OUR ENVIRONMENT

WEEK	TOPIC	CONTENTS	BEHAVIOURAL OBJECTIVES	INSTRUCTIONAL MATERIAL	TEACHER ACTIVITIES	LEARNERS ACTIVITIES
1	Family Traits	1. Family traits 2. Skin colour 3. Height 4. Albinism 5. Blood group	Learners should be able to: 1. Define trait 2. Mention some traits that run in their family 3. Explain some of the traits	Pictures charts	Brings pictures of family members that illustrate peculiar family traits	Participate in discussions and identify these family traits among themselves
2		1. Meaning of dominant and recessive traits 2. Importance of family traits	Learners should be able to: 1. Distinguish between dominant and recessive traits 2. Identify recessive and dominant traits in their family 3. State the importance of family traits. 4. Trace their family genealogy.	Picture charts	Directs discussion on. 1. Dominant and recessive family traits 2. Importance of family traits 3. Family genealogy	Draw their family genealogy
3	Environmental Hazards 1	1. Soil Erosion 2. Definition of soil erosion 3. Causes of soil erosion 4. Control of soil erosion	Learners should be able to: 1. Explain soil erosion 2. Identify human activities that cause erosion. 3. Describe methods of controlling erosion 4. Describe practical methods of preventing erosion on a given farm land	1. Pictures 2. Film 3. Charts	1. Leads discussion on erosion and its effects 2. Leads a visit to a nearby erosion site and guides students to suggest measures of control	1. Participate in class discussions 2. Visit erosion and drainage sites and write down their observation
4.		i. Flooding ii. Drainage pattern iii. Causes of flooding Iv. Prevention of flooding V. Effects of flooding on community and farm land	Learners should be able to: i. Describe different types of drainage patterns and their community. ii. State the causes of flooding iii. Describe how flooding can be prevented. Iv. Discuss effects of flooding	1. Pictures 2. Charts 3. Film	1. Leads learners to observe the different drainage patterns around the community after it rained 2. Leads discussion on causes, effect and prevention of flooding	1. Participate in class discussions 2. Visit drainage sites and write down their observations.
5.	Environmental Hazards II	1. Bush burning 2. Practices that influence bush burning 3. Effect of brush burning regulations against bush burning	Learners should be able to: 1. Mention social, economic and agricultural practices influencing bush burning 2. Discuss the effects of bush burning. 3. Suggest regulations against bush burning	1. Charts 2. Films 3. Pictures	Uses chart, Pictures and films to lead discussions on bush burning and the effects. Guides learners to suggest regulations against bush burning	Watch films, participate in discussions Search for information on government regulations against bush burning.
6.		1. Deforestation 2. Reasons for deforestation. 3. Effects on the environment 4. Regulations on deforestation	Learners should be able to: 1. List reasons for deforestation 2. State different effects of deforestation on plants and animals population 3. Recapitulate government regulations against deforestation	1. Films 2. Pictures 3. Garden implements 4. Tree seedlings	1. Shows film / pictures of natural vegetation and deforested areas 2. Leads group discussion on effect of deforestation and government regulating measures.	1. Watch films 2. Participate in discussions.
7.	Environmental Hazards III	1. Desertification 2. Definition 3. Geographical area. 4. Causes such as overgrazing bush burning, cutting trees etc. 5. Control measures	Learners should be able to: 1. Define desertification and its effects 2. Identify geographical zones pone to desertification. 3. Describe different human practices that lead to desertification 4. Identify various methods for the control of desertification	1. Charts 2. Pictures 3. Films 4. Newspaper clipping 5. Tree seedlings	1. Leads discussions and use maps of Nigeria to show areas that are prone to desertification 2. Encourages learners	1. Participate in discussion 2. Participate in tree planting 3. Observe films and pictures.
8.		1. Depletion of ozone layer and its effects 2. Description of the ozone layer and it location in the atmosphere 3. Importance of ozone layer 4. Effects of depletion of ozone layer 5. Control measures	Learners should be able to: 1. Identify where ozone layer is located in the atmosphere 2. State the importance of ozone layer 3. State the hazards of depletion of ozone layer to life on earth. 4. Mention control measures against depletion	1. Observe films and pictures 2. Identify and list sources of CFCS	1. Using newspaper clippings ,films and pictures, leads discussion an importance and consequences of ozone layer depletion 2. Guides learners to identify and list sources of CFCS	1. Observe films and pictures 2. Identify and list sources of CFCS.
9.	Drug and substance abuse	1. Effects of drug abuse 2. Prevention of drug abuse	Learners should be able to: 1. Define drug abuse 2. Describe some effects of drug abuse one youths 3. State the strategies for a healthy drug free life style	1. Pictures 2. Films 3. Charts 4. Posters 5. Newspaper	Uses chart, pictures, film to guide discussion on the socio economic effects of drug abuse. Arranges for a visiting expert to discuss drug abuse, its effects and prevention	1. Watch films, pictures etc. and participate in discussion. 2. Listen and ask questions to visiting experts 3. Collate relevant newspaper clippings for class discussion
10.		1. Activities of drug control agencies: NAFDAC NDLEA 2. Misuse of herbal medicine	Learners should be able to: 1. Describe the activities (including anti-counterfeiting activities) of National Drug Control Agencies. 2. Describe what constitutes misuse of herbal medicine	1. Old newspapers 2. Posters 3. Samples of listed herbal medicines and non-listed herbal medicine 4. Cardboard	1. Guides learner to collect newspaper clippings on the activities (including anti-counterfeiting activities) of national drug control agencies 2. Presents samples of NAFDAC listed and non-listed herbal medicine	1. Observe and identify samples of NAFDAC listed and non-listed herbal medicine as displayed. 2. Participate in class discussion
11.	Revision
12.	Examination

Unified Schemes of Work for Junior Secondary School. Basic Science Scheme of Work JSS3, Ministry of Education Osun State

JSS 3 BASIC SCIENCE SCHEME OF WORK SECOND TERM SCHEME

LEARNING ABOUT OUR ENVIRONMENT

WEEK	TOPIC	CONTENTS	BEHAVIOURAL OBJECTIVES	INSTRUCTIONAL MATERIAL	TEACHER ACTIVITIES	LEARNERS ACTIVITIES
1	Resources from living things	1. Resources from living things 2. Examples of plant sources e.g cash and food crops, dyes, drugs	Learners should be able to: 1. Identify the resources from living things 2. Name the sources of these resources	1. Soil samples 2. Seeds 3. Seedling 4. Dyes 5. Posters	1. Prepares chart / posters 2. Guides learner to identify resources 3. explains the importance of these resources	1. Bring relevant materials to the class 2. Participate in class discussions 3. Listen to guest talk
2	Resources from living things	1. Examples animals sources e.g hides and skin, dairy products etc 2. Economic importance of these resources to self and society	Learners should be able to: 1. Group the resources based on their source. 2. Explain the importance of these resources to self and societal development	1. Empty cans 2. Sleeve 3. Hand spade 4. Charts 5. Posters 6. Dyes	1. Groups the resources as plants and animals based 2. Limits guest speakers to talk on resources 3. Plans and execute field trip	1. Listen to guest talk 2. Visit factories where plant and animal produce are processed for commercial purpose
3.	Resources from non-living things	1. Resources from non-living things . 2. Examples of solid minerals lime-stone, coal, gold, tin etc.	Learners should be able to: 1. Mention solid minerals found in Nigeria 2. state where they are found in Nigeria.	1. Rock samples 2. Charts / Posters	1. Brings sample of solid minerals to the class 2. Guides students to name solid minerals and the state where they are found in Nigeria	1. Collect samples solid minerals in their locality. 2. Participate in class discussion
4.	Resources from non-living things	1. Location in Nigeria 2. Economic importance	Learners should be able to: 1. Draw a map of Nigeria. Showing distribution of solid mineral deposit 2. List the importance and uses of solid minerals	Map of Nigeria showing distribution of solid minerals	1. Guides class discussion 2. Guides students to draw map of Nigeria showing location of mineral deposits	1. Draw a map of Nigeria showing distribution of solid minerals. 2. Copy notes from the board.
5.	Light Energy	1. Reflection 2. Refraction	Learners should be able to: 1. Explain the meaning of reflection and refractions 2. Draw reflection of light 3. Illustrate apparent depth and explain its danger to swimmers	1. Water 2. Beaker 3. Straight stick 4. Coin	1. Guides learner on activity to explain refraction 2. Leads learner to observe a coin dropped in a 500cc beaker of water	1. Put a straight stick half in water and state their observation 2. Observe the coin and use it to recognize apparent dept.
6	Light Energy	1. Vision 2. Dispersion and rainbow	Learners should be able to: 1. Describe how we see things 2. Draw the human eye 3. Explain the meaning of dispersion and rainbow	1. Chart or model of the eye 2. Source of light 3. Prism	1. Guides learner to: identify major parts of the eye and how vision occurs. 2. Guides learner to use a prism to show dispersion of light 3. Uses the rainbow as an example of dispersion of light by rain drops in place of prism	1. Identify parts of the eye and relate vision to refraction 2. Observe colours of light separated by prism and interpret rainbow as raindrops causing dispersion
7.	Sound Energy	1. Production of sounds 2. Transmission of sounds 3 reflection of sound 4. Hearing	Learners should be able to: 1. Use objects to produce sound by making them vibrate 2. Explain the production of sound from a vibrating medium 3. Indicate how sound is reflected and identify objects that reflect sound 4. Explain how sound is heard by the ear	1. Empty bottles, cans, whistle, turning fork, strong stick etc. 2. Meter rule 3. Sketch a dip or empty well reflecting sound (echo) 4. Charts or model of the ear	1. Provides or ask students to provide objects for production of sound e.g. turning fork, can, empty bottles etc. 2. Guides learner to use liberating metre rule to show how sound travels 3. Guides the discussion to show that hard surfaces reflect sound (echo) 4. Provides chart of model of the ear and uses it to lead students to identify parts of the ear and discuss how hearing occurs	1. Use objects provided to produce sound by making sound by making them liberate 2. In groups of four, set metre rule liberating and observe how sound travels 3. Participate in the discussion and recall objects you know that reflect sound 4. Identify parts of the ear and indicate how hearing occurs
8	Magnetism	1 Load stone 2. Laws of magnetism poles and magnetic fields 3. Magnetic poles and magnetic fields 4. care of magnets	Learners should be able to 1.describe load stone as a naturally occurring magnet 2. State laws of magnetism 3. Illustrate magnetic poles and fields 4. Explain how to care for magnet	1. Picture of load stone 2. Bar magnets 3. Card board sheets 4. Iron filings 5. Compass needle 6. Pencil 7. Stored magnets in their casing	1. Tells a story about loadstone as the earliest from of magnet 2. leads a discussion on like poles repel and unlike poles attract 3. Guides learner to identify magnetic poles and fields by using iron filing and magnetic compass. 4. Leads discussion on how to care for magnets and write down the methods on the chalk board	1. Describe that historical importance of loadstone. 2. Carry out activity to verify the law of magnetism in groups of four 3. Identify magnetic poles and fields through activity 4. Participate in the discussion and copy the methods in their notebooks
9.	Electrical Energy	1. Flow of elections 2. Circuits series and parallel	Learners should be able to: 1. Indicate the direction of electron flow in a circuit 2. Set up series and parallel circuits. 3. Connect ammeter and volt meter to a series or parallel circuit and read their values	1. Charts showing direction of electron flow 2. Battery connecting wires, key, rheostat, torch bulbs 3. Ammeter and voltmeter	1. Provides chart showing electron flow for discussion 2.Guide learner to set up series and parallel circuits 3. Guides learner connect an ammeter and voltmeter to a series or parallel circuit and read the amount of current flow	1. Observe and indicate the direction of electron flow in a circuit. 2. Set up a series and parallel circuits 3. Connect ammeter and voltmeter in the circuit and read their values
10.	Electrical Energy	1. Fuses and circuit breakers 2. Electric meter reading and billing	Learners should be able to: 1. state the functions of fuses and circuit breakers in a house circuit 2. Read electric meter for billing 3. Calculate the cost of electrical energy consumed.	1.Chart of house wiring 2. Wired houses 3. Charts or model of electric meter	1. Explains why houses are wired in parallel and discuss the functions of fuse and circuit breaker in house wiring. 2. Provides chart and guide students to practice reading the meter and calculate cost of electrical energy consumed.	1. State the functions of fuses and circuit breakers 2. Explain over loading 3. Practice reading of meters and calculation of cost of energy consumed
11.	Revision
12.	Examination

Unified Schemes of Work for Junior Secondary School. Basic Science Scheme of Work JSS3, Ministry of Education Osun State

JSS 3 BASIC SCIENCE SCHEME OF WORK THIRD TERM SCHEME

SUB THEME: SCIENCE AND DEVELOPMENT.

WEEK	TOPIC	CONTENT	BEHAVIOURAL OBJECTIVES	INSTRUCTIONAL MATERIALS	TEACHERS ACTIVITIES	LEARNER’S ACTIVITIES
1	Radioactivity	1. Meaning of radioactivity. 2. Radioactivity elements. 3. Types of radiation and properties.	Learners should be able to: 1.Explain the meaning of radioactivity 2. Name some radioactive elements. 3. list the three types of radiation and state their properties	1. Resource person 2. List showing radioactive elements. 3.Chart showing types of radiation and their properties 4. Chart of alpha, beta and gamma radiations and their properties.	1. Leads discussion on meaning of radioactivity. 2. Imitates discussion using a chart to name radioactive elements. 3. Uses chart to show types of radiation and discuss their properties with students.	1. Participate in discussion and explain radioactivity. 2. Recognize some radioactive elements. 3. Identify types of radiation and describe their properties.
2.		1. Uses of radioactivity. 2. Danger of radioactive rays.	Learners should be able to: 1. State the uses of radiation. 2. State the danger in the use of radioactive rays.	Chart listing danger of radiation	1. Guides discussion on uses of alpha, beta and gamma radiations using charts. 2. Discusses the danger of radioactivity.	Participate in discussion and state uses of D, E and F radiations. 2. Participate in the discussion and recognize the danger of radiations.
3	Skill acquisition	(1)Meaning of skill acquisition (2) Reasons for skill acquisition.	Learners should be able to: (1)Explain the meaning of skill acquisition (2) State reason for acquiring skills.	Relevant charts, pictures, films and diagrams.	Leads class discussions on; Meaning, reasons for, importance and types of skill acquisition.	Participate in discussion.
4.		(1)Types of skills (2) Importance of skill acquisition.	Learners should be able to: (1)List types of skills. (2) State the importance of skills acquisition.	Relevant chart, pictures, films and diagrams.	(1)Leads visit to different types of professionals e.g. fine artists, mechanics, tailors, pottery markers etc.	(1)Taking part in the visits. (2) Listen to resource person and ask questions.
5.	Ethical issue in science and development.	Meaning of right and wrong application of science.	Learners should be able to : (1)Identify right and wrong applications of science. (2) Express view on right and wrong application of science.	1. Reference books 2. Pictures. 3. Newspapers. 4. Magazine clippings.	1. Guide class discussion on topical issues in the application of science to human development. 2. Groups learner and guide them.	1. Participate in class discussions. 2. Carry out project.
6.		Implications of bad scientific practice destroy individual life.	Learners should be able to: 1. Identify the implications of bad scientific practices. 2. Discuss the implications of bad scientific practices. 2. Discuss the implications of the application of science to an individual.	1. References books 2. pictures 3. Newspapers. 4. Magazine clippings.	1. Guides class discussion on topical; issues in the application of science to human development. – Groups and guides the learners.	1. Participate in class discussions. 2. Carry out projects. 3. Write and report on projects.
7.		Adverse effect on a country.	Learners should be able to: 1. List the adverse effects on a country. 2. Discuss the adverse effects on a country.	1. Carry out projects 2. Write and report projects.	Group learners and guides them to choose topics on good and bad scientific practices.	1, Participate in class discussions. 2. Carry out projects. 3. Write and report on projects.
8.		Revision of basic education certificate examination.	Learners should be able to answer past questions on Basic education certificate examination.	Past questions.	Groups learner and guides them to answer past questions.	1. Participate in class discussions. 2. Answer past questions.
9.		Revision of basic education certificate examination.	Learners should be able to answer past questions on Basic Education Certificate Examination	Past questions	Groups learners and guides them to answer past questions.	1. Participate in class discussions. 2. Answer past questions.
10.		Revision of basic education certificate examination.	Learners should be able to answer past questions on Basic education certificate	Past questions	Groups learner and guides them to answer past questions.	1. Participate in class discussions. 2. Answer past questions.