BST Unified Schemes of Work for Junior Secondary Schools. Scheme of Work on Basic Science JSS1, Ministry of Education Osun State
First Term Basic Science Scheme of work JSS1
LEARNING ABOUT OUR ENVIRONMENT
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIAL | TEACHER ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Family Health | 1. Definition of environmental sanitation 2. Benefits of environmental sanitation Methods e.g. waste disposal, making compost | Learners should be able to: 1. Define sanitation 2. State its importance 3. Mention the methods used. Â | 1. Toiletaries 2. Cleaning agents 3. Sanitation equipment like rakes, shovels, brooms etc. | Guide learners to 1. Define sanitation 2.Leads discussion on the importance of sanitation | 1. Bring samples of equipment used in sanitation, participate in class discussion and group work, observe sanitation in the school and home environment |
| 2. | Effects of human activities on the environment .e.g. farming, industrialization, construction, transportation, wastes etc. | Learners should be able to 1. Mention the effects of human activities on the environment. 2. Describe the effects of human activities on the environment. | Leads discussion on the effects of human activities on the environment | Participate in class discussion and group work | ||
| 3. | Definition of Nutrition, food and adequate diet / balance diet. Functions of food in the body. Types of food | Learners should be able to 1. Define nutrition 2. Explain balanced diet and give example s. 3. State the functions of food in the body, list the types of food  | Sample of raw food stuff, charts showing planned adequate diet for a home | Defines Nutrition and give examples of balanced diet. Provides different food samples. Plans a balanced diet. | Plan a balanced menu for breakfast, lunch and supper | |
| 4. | Classes of food, sources of food, functions and deficiency | Learners should be able to: List the classes of food mention source of food identify functions and deficiencies of food | Charts showing table of different classes of food sources, functions and deficiency. | List the classes of food mention sources of food identify functions and deficiencies of food | Bring samples of raw food stuff participate in class discussion and group work | |
| 5 | Definition of drug, types of drug, sources of drug, uses of drug | Learners should be able to 1. Define drug 2. State the types of drug. 3. Mention sources of drug. | Charts showing types of drug | Define drug, give examples of drug, state uses of drug | Observe types of drug. | |
| 6 | Drug and substance abuse Drug commonly abuse, side effects of drug and substance abuse. | Learners should be able to 1. Define drug abuse 2. State drugs commonly abused 3. Identify side effects of drug and substance abuse. | Photographs of drug addicts charts and posters. | Define drug abuse and give examples of drug, state the different effects of drug abuse | Define drug abuse and state its effects. | |
| 7 | Effects of drug abuse in teens Drug addiction, causes of drug abuse and addiction, prevention of drug abuse | Learners should be able to: 1. State the effects of drug abuse in teens 2. Mention causes of drug abuse and addiction 3. State ways of preventing drug abuse and addiction in teenagers. | Photographs of drug addicts charts and posters. | State the effects of drug abuse in teens. Mention causes of drug abuse and addiction State ways of preventing of drug abuse in teenagers. | Participate in class discussions and group work | |
| 8 | Environmental pollution | Define pollution Types of pollution e.g. Air, water, soil, noise. Soil pollution, causes of soil pollution, consequences of soil pollution and prevention | Learners should be able to: 1. Define pollution 2. List types of pollution 3. Identify causes of soil pollution 4. State the consequences of soil pollution and prevention  | Charts, films and pictures showing site of polluted soil | Leads discussion on pollution, organizes a visit to nearly industry site of polluted soil | Defines pollution, enumerate types of pollution. Participate in class various discussion and group activities |
| 9 | Water pollution, causes of water pollution, Consequences of water pollution, Prevention of water pollution | Learners should be able to: 1. Identify causes of water pollution 2. State the consequences of water pollution 3. Mention the prevention of water pollution | Charts, films, and pictures Showing site of polluted water | Leads discussion on pollution, organizes a visit to nearby industry. Site of polluted water | Participate in various discussion and group activities | |
| 10 | Air pollution, causes of air pollution, consequences of air pollution, Prevention of air pollution | Learners should be able to: 1. Identify causes of air pollution 2. State the consequences of air pollution 3. Mention the prevention of air pollution | Chart s, films, and pictures, showing air pollution spoilt egg/potato | Participate in various discussion and group activities, visit identified polluted site | Participate in various discussion and group activities | |
| 11. | Revision | |||||
| 12. | Examination |
BST Unified Schemes of Work for Junior Secondary Schools. Scheme of Work on Basic Science JSS1, Ministry of Education Osun State
SECOND TERM JSS1 BASIC SCIENCE SCHEME OF WORK
LEARNING ABOUT OUR ENVIRONMENT
| WEEK | TOPIC | CONTENTS | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIAL | TEACHER ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Living things and non-living things | Meaning, identification of living things, examples of plants and animals, characteristics of plants and animals | Learners should be able to: 1. Define living things 2. Give examples of plants and animals 3. State the characteristics of plants and animals | Life specimens of plants and animals, charts showing diagrams of plants and animals | Define living things Guide the students to identify plants and animals State the characteristics of plants and animals | Define living things give examples of living things |
| 2 | Living things and non-living things | Matter- meaning, identification and classification of matter and gas | Learners should be able to: 1. Define matter 2. Identify matter 3. Classify matter | Charts showing diagrams of plant and animals | Guide class discussion on classification of matter | Take a nature work and collect samples of matter, observe this collected specimens and group them into solid, liquid and gas |
| 3. | Characteristics of living things Unique animal | Learners should be able to: 1. List the characteristics of living things 2. Explain the characteristics of living things 3. State characteristics of unique animal | Charts/posters showing the diagrams of plants and animals | Guides class discussion on the characteristics of living things and unique animal | Observe the characteristics of living things and unique animal | |
| 4 | Differences between plants and animal,s uses of plants and animal | Learners should be able to: 1. Differentiate between plants and animals 2. State the uses of plants and animals 3. Explain the uses of plants and animals | Prepare plants and animals albums charts showing the diagrams of plants and animals | Explain the differences between plants and animals | Charts showing activities of living things | |
| 5 | Meaning of non-living things Classification of non-living things e.g. metal and non-metal | Learners should be able to: 1. Define non-living things 2. Classify non-living things into metals and non-metals 3. Differentiate between metals and non-metal | Samples of metals and non-metals | Guide learners to differentiate between the materials – sort them to metals and non-metals | Group materials into metals and non-metals | |
| 6 | Uses of metals and non-metals Properties of metals and non-metals | Learners should be able to: 1. State the uses of metals and non-metals 2. State the properties of metals and non-metals 3. Differentiate between the properties of metals and non-metal | Samples of metals and non-metals | Guides learner to differentiate between the materials – sort them to metals and non-metals | Group materials into metal and non-metals | |
| 7 | Energy | Meaning of energy, sources of energy, forms of energy, uses of energy | Learners should be able to: 1. Define energy 2. List sources of energy 3. State forms of energy | Charts showing the diagrams of sun, Battery, Gas etc. | 1. Initiates discussion 2. Leads learner to mention sources of energy 3. Provides some materials for activities to illustrate forms of energy 4. Provides charts on uses of energy for discussion | 1. Participate in discussion 2. Mention sources of energy 3. Carry out activities on energy 4. Describe the actions as indicated on the chart |
| 8 | Energy | 1. Transformation of energy. 2. Law of conservation of energy, mis-use of energy, solutions to mi-use of energy | Learners should be able to: 1. State the law of conservation of energy 2. Give examples of transfer of energy 3. State the mis-use of energy and its effect | Charts showing a moving car, pressing iron, a fallen stone, food, electric heater torch light | – Use activities to illustrate transformation of energy – State law of conservation of energy | Carry out activities on energy transformation |
| 9 | Renewable and non- renewable energy | Definition of renewable energy examples of renewable Energy: Solar energy, biomass energy, hydro electric energy, tidal energy, wave energy, wind energy. | Learners should be able to: 1. Define renewable energy 2. Give examples of renewable energy 3. State the advantages and disadvantages of renewable energy | Charts showing renewable energy e.g. Solar plates, wind will, hydro-electric source | 1. Lead discussion on renewable source of energy. Give examples of renewable source of energy. 2. Guide the learners on the advantages and disadvantages of renewable energy  | 1. Participate in the class discussion. 2. State the advantages and disadvantages of renewable sources of energy |
| 10 | Non-renewable energy | Meaning of non-renewable source of energy. Give examples of non-renewable source of energy nuclear energy fossil fuel, comparing renewable and non-renewable energy | Learners should be able to: 1. Explain the meaning of non-renewable energy 2. Give examples of non-renewable energy – Compare renewable and non-renewable source of energy | Charts showing sources of non-renewable source of energy | Guide the learners to discuss on non-renewable energy – examples of non-renewable energy – lead learners to compare renewable and non-renewable energy | 1. Participate in the discussion 2. List the advantages of non-renewable energy over renewable energy |
| 11. | Revision | |||||
| 12 | Examination |
BST Unified Schemes of Work for Junior Secondary Schools. Scheme of Work on Basic Science JSS1, Ministry of Education Osun State
THIRD TERM JSS1 BASIC SCIENCE SCHEME OF WORK
LEARNING ABOUT OUR ENVIRONMENT
| WEEK | TOPIC | CONTENTS | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIAL | TEACHER ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Forces | 1. Meaning 2. Types of force 3. Contact and non-contact forces | Learners should be able to: 1. Define force 2. State types of force 3. Identify contact and non-contact | Fixed door paper, spring, rubber etc. Provides chart showing contact and non-contact force | Guide students to push and pull, squeeze, bend and stretch objects | Carry out activities as directed by teacher e.g. push and pull |
| 2 | Magnetic and gravitational force | Learners should be able to: 1. Define magnetic and gravitational forces 2. Explain magnetic force and gravitational force 3. Differentiate between magnetic and gravitational force | Objects of known mass, metre-rule, newton-metre | Guides learner to bend and stretch object s | Carry out activities as directed by teacher | |
| 3 | 1. Newton’s law of gravity 2. Calculation of gravitational force | Learners should be able to: 1. State newton’s law of 2. Give the relationship between a known mass of the body and acceleration due to gravity  3. Calculate the force of gravity exerted on object | Objects of known mass, metre-rule | Guides learner to calculate gravitational force using the formula Gf=mgh | Carry out activity and calculate Gf | |
| 4 | Balanced and unbalanced force | Learners should be able to: 1. Define balanced and unbalanced forces 2. Explain balanced and unbalanced forces 3. Demonstrate balanced and unbalanced forces | Knife edge and slotted weights | Guides learner to set up balanced and unbalanced forces | Practice setting up balanced and unbalanced forces | |
| 5 | Friction 1. Uses 2. Advantages and disadvantages | Learners should be able to: 1. Define friction 2. State uses and advantages of friction 3. List the disadvantages of friction 4. Explain methods of reducing friction | Toy, car, cardboard paper, rough surface | Provides materials and direct illustration of frictional forces initiates and leads discussion on advantages and disadvantages of friction | Illustrate frictional force between objects, noting advantages and disadvantages of friction | |
| 6 | Gravitation and weightlessness | Learners should be able to: 1. Gravitation 2. State the effects of gravitation on objects 3. Explain weightlessness | Stone, feather | Demonstrate the effect of gravitational pull on objects | Participate in class and group work discussions | |
| 7 | 1. The earth in space 2. Solar system 3. Rotation and revolution of earth | Learners should be able to: 1. Explain solar system 2. Identify the components of the solar system 3. Explain the rotation and revolution of earth and moon 4. Demonstrate movement of the moon and earth | Charts/global models/ diagrams on rotation and revolution of the earth. | Demonstrates eclipse of the sun using balls of different sizes and flash light | Participate in class and group work discussion | |
| 8 | Shadows 2 . Eclipse of the moon or lunar 3. Eclipse of the sun or solar Eclipse | Learners should be able to: 1. Explain shadows 2. illustrate the eclipse of the sun and the moon 3. Explain the seasons of the year | Charts on rotation and revolution of the earth, moon and eclipse flash light | Demonstrates eclipse of the sun using balls of different sizes and flash light | Participate in class and group work discussions | |
| 9 | Space travel | Learners should be able to: 1. Explain space travel 2. State purposes of space travel 3. List benefits of space travel 4. Mention dangers of space travel | Film / picture clippings on space travel | Introduces space travel using a film or picture clippings on space travel. Leads class discussion on purpose, benefits and dangers of space travel | Read more on space travel | |
| 10 | Satellite | Learners should be able to: 1. Define satellite 2. Explain the categories of satellites 3. State the uses of satellites | Flash light globe | Leads discussion on the launching of Nigeria SATI | Copy board summary | |
| 11. | Revision | |||||
| 12. | Examination |
