Unified Nigeria Schemes of Work for Junior Secondary School. BST- Basic Technology Scheme of Work JSS1, Ministry of Education Osun State
JSS1 First Term Basic Technology Scheme of work.
UNIFIED SCHEME OF WORK ON BASIC TECHNOLOGY FOR GRADE SEVEN – FIRST TERM
| WEEK | TOPIC | OBJECTIVE | CONTENT | INSTRUCTIONAL MATERIAL | TEACHER ACTIVITIES | LEARNERS ACTIVITIES | SUGGESTED REFERENCE | |
| Understanding Technology | Learners should be able to: define technology. State the advantages of technology. Enumerate the disadvantages of technology | Concept of technology. Meaning of technology. Benefits of technology. Disadvantages of technology | Charts or pictures of technological products | Explains that technology is universal. Illustrates the effects of technology in the society | Participate in class discussion. Enumerate at least 5 importance of technology in everyday life | |||
| 2 | Technology and Society | Learners should be able to: identify technology related occupations. Mention some products of technology. Explain roles of technology to man’s activities | Technology related professions or occupations. Products of technology. Roles of technology in man’s activities | Pictures of males and females working in industries | Illustrates that both males and females should study technology | Cite role models of males and females I Technology. Enumerate some products of technology | ||
| 3 | Safety Guidelines | Learners should be able to: define safety. List safety guidelines for pedestrians. Demonstrate how pedestrians are to cross road. Identify and explain safety guidelines for cyclist | Concept of safety. Meaning of safety. Safety guidelines for pedestrians, cyclist, motor-cyclist and motorist | Safety helmets, pictures, video clips, samples of road signs and road markings, vehicles seat belts | Enumerate safety guidelines for pedestrians e.g. walking on the left hand side facing oncoming vehicle. Wearing bright coloured materials while walking in the night. Demonstrates safety guidelines for road crossing, explains safety guidelines for cyclists. Explains safety guidelines for motorists. E.g. use of seat belt | Participate in mentioning safety guidelines. Write down safety guidelines. Observe teacher’s demonstration of safety guidelines for a: Pedestrians. Cyclists. Motorists etc | Abiola L.O. (2014 Elementary of Basic Technology for JSS. Ilorin Famours Publisher Ltd. 2. Introductory to Technology for Schools and Colleges: Ibadan Evans Brothers Publishers Ltd. Bk. I. 3. Introductory Technology for JSS Book I 4.CESA 5. La Comprehensive Basic Technology for JSS Bk. I, Lantern Publications Nig. Litd by Adelakun B.A (2008) | |
| 4 | Workshop Safety | Learners should be able to: Meaning of workshop accident. Causes of workshop accidents. Types of workshop accidents. Workshop safety. Rules and regulations. Accident prevention techniques. Workshop safety devices | General safety precautions in workshops. Meaning and causes of workshop accident. Accidents prevention techniques. Safety devices | Pictures and charts showing different safe work habits and attitudes. Safety devices e.g. fire extinguishers, sand bucket | Explains causes of workshop accidents. Guides the learners in discussion on types of accidents that occur in workshop places. Takes learners to workshop to observe some safety devices. Explain safety rules and regulations. Demonstrates different ways of preventing workshop accidents | Participate actively in discussion. Visit workshops, observe and identify workshop safety devices. Observe safety rules and regulations whenever in work places. Practices some work shop accidents preventive measures | ||
| 5 | Identification, Classification and Properties of Wood | Learners should be able to identify classify and describe the properties of wood. State uses of wood | Wood identification by colour: Masonia, Opepe, Afara, Iroko, Pine. Classification: hardwood, softwood. Properties. Uses | Specimens of various types of wood. Wood industry e.g. sawmill | Displays specimens of various wood types. Names, labels, classify and describes the properties of wood. Enumerates uses of wood | Examine specimens of wood. Visit a timber yard or shed. Carry out simple test to differentiate hard wood form soft wood. Undertake field trips to wood industries | ||
| 6. | Identification, Classification, Properties and uses of Metals | Learners should be able to: identify, classify and describe the properties of metals. State uses of metals | Metals: Identification by their properties e.g. luster density sound, malleability ductility etc. Classification: ferrous and non-ferrous with examples Forms: e.g. rods, bars, pipes, wires, plates, sheet etc | Specimens of various types of metal | Displays specimens of various metals. Emphasizes recognition of metal. Stresses specific use of ferrous and non-ferrous metal | Examine specimens of metal. Undertake field trips to metal industries | ||
| 7 | Identification, Classification, Properties and uses of Ceramics | Learners should be able to: identify, classify, properties and uses of ceramics and glass | Ceramics and glass: Types: brick, tiles, bottles, cups, pots etc. Properties: brittle, heat resistant | Various types of ceramics and glass products | Displays glass and ceramic products and describes their properties. Emphasizes how properties determine usage | Examine specimens of ceramics and glass. Undertake field trips to ceramics industry | ||
| 8. | Identification, Classification, Properties and uses of Plastics | Learners should be able to: identify, classify and describe the properties of plastics. State the uses of plastics | Plastics: Types: thermoplastics and thermosetting. Properties: elasticity rust resistance | Various types of plastics products | Display plastics products and describes their properties. Enumerates uses of plastics | Examine specimens of plastics. Undertake field trips to plastics industry | ||
| 9 | Identification, Classification, Properties and uses of Rubber | Learners should be able to: Identify, classify and describe the properties of rubber. Enumerate the uses of rubber | Rubber. Types: natural and synthetic rubber Properties: elasticity, non-heat resistance etc | Various types of rubber products | Displays rubber products and describes their properties. Enumerates uses of plastics | Examine specimens or rubber. Undertake field trips to rubber industry | ||
| 10 | Building Materials | Learners should be able to: Identity various types of building materials in their locality. Mention uses of building materials | Common building materials: cement, sand, grave, metal plastics, wood, glass, leaves, ceramics, glass etc. uses of the building materials | Cement, sand, gravel, blocks etc. pictures, charts and poster on different types of building materials | Guides learners to identify building materials. Explain the uses of the different building materials | Identify various types of building. Discuss the uses of the various types of building materials | ||
| 11 | Types and uses of Lines Types of Angles | Learners should be able to: draw lines. List and state uses of line. List types of angles. Draw a right angle, acute angle, obtuse angle and reflex angle | Types of lines. Uses of lines. Types of angles | A chart showing types of lines and angles | Draws types of lines. Explains the uses of lines. Leads and directs the learners to draw types of angles | Participate in a class discussion. Practice correct drawing of types of lines. Practice correct drawing of types of angles | ||
| 11 & 12 | REVISION, EXAMINATION COMPILATION OF RESULT & VACATION | |||||||
Unified Nigeria Schemes of Work for Junior Secondary School. BST- Basic Technology Scheme of Work JSS1, Ministry of Education Osun State
JSS 1 BASIC TECHNOLOGY SCHEME OF WORK SECOND TERM
UNIFIED SCHEME OF WORK ON BASIC TECHNOLOGY FOR GRADE SEVEN – SECOND TERM
| WEEK | TOPIC | OBJECTIVE | CONTENT | INSTRUCTIONAL MATERIAL | TEACHER ACTIVITIES | LEARNERS ACTIVITIES | SUGGESTED REFERENCE |
| 1 | CLEARING AND LAST REVISION OF PREVIOUS TERM WORKS | ||||||
| 2 | Drawing Instruments and Materials | Learners should be able to: Identify drawing instruments and materials. Demonstrate correct techniques for handling drawing instruments and materials Construct shapes with drawing instruments and materials Care for drawing instrument and materials | Drawing instruments and materials: Tee-square, pair of compasses, drawing board, French curves etc. Basic techniques of handling drawing instruments and materials. Uses of drawing for instruments and materials. Care of drawing instruments and materials | Drawing board, compass, divider, ruler, protractor, set-square, Tee-square, French curved etc | Display drawing instruments and materials. Guides learners to identify and name drawing instruments and materials. Demonstrates the uses of the different instruments and materials. Demonstrates correct techniques of handling and caring for drawing instruments and materials. Corrects inappropriate practices | Examine, name and describe drawing instruments and materials. Watch teacher’s demonstration. Practice appropriate techniques for handling drawing instruments. Use various g construct shapes. Practice appropriates methods of caring for the various drawing instruments | |
| 3 | Board Practice | Learners should be able to: Fix drawing sheet to the board. Sharpen pencils to conical point and knife edge. Draw border, horizontal and vertical lines. Place and draw the title block. Writes free hand legible letters and numerals | Basic board practice: setting drawing paper on the board. Sharpening pencil to conical point and knife edge. Using the tee and set squares for drawing boarder horizontal and vertical lines. Positioning and drawing the title block. Freehand writing of letters and numerals | Drawing instruments: drawing board, divider, compass, protractor, T-square etc | Demonstrates correct techniques for: Setting drawing paper on board. Sharpening of pencil. Using set square and T-square for drawing boarder, horizontal and vertical lines. Positioning and drawing of title block. Freehand writing of letters and numerals | Watch teacher’s demonstration. Practice appropriate techniques | |
| 4 | Freehand Sketching and types of Lines | Learners should be able to: Make neat freehand sketches of lines, curves and irregular shapes. Make freehand sketches of spanner, hammer and screw driver. Identify and draw types of lines. State the uses of types of lines | Basic freehand techniques of drawing lines, curves, circles, irregular shapes, spinners, hammers and screw drivers. Types of lines: thick line, thin line, thin short dashes, thin long chain e3tc | Pencil, drawing sheet, sharpener, eraser, drawing board, tee-square, spanners, hammers and screw drivers. A chart contains different types of lines | Demonstrates correct techniques of freehand sketching. Assigns freehand drawing tools. Assists learners when necessary during the exercises | Watch teacher’s demonstration. Practice freehand sketching | |
| 5 | Wood Work Hand Tools (measuring Tools) | Learners should be able to: Identify and sketching measuring tools e.g micro inter, screw gauge, venire calipers, pair of divider, metric rule etc. State the uses measuring tools. Care and maintaining measuring tools | Measuring Tools. Identification, sketching and uses of measuring tools. Care and maintenance of measuring tools | Steel ruler, venire caliper, pair of divider, metric ruler, steel rule etc | Displays measuring tools. Demonstrate the use of various mirroring tools. Guides class discussion of the function of the measuring tools. Supervises the learners as they make sketches of the measuring tools | Identify measuring tools. Watch teacher’s demonstrations. Participate to class discussions. Sketch the measuring tools. Use the measuring tools to measuring some pieces of work. Clean and store the tools | |
| 6. | .setting and Marking out Tools | Learners should be able to: Identify and sketch setting and marking out tools e.g. try square, builder square, compass, trammel etc. State the uses of marking out tools. Care and maintain marking out tools | Setting and marking out tools. Identification and sketching setting and marking out tools. Describe the uses of setting and marking out tools. Care and maintenance of setting and marking out tools | Try square, builder square, compass, divider, trammel, scriber | Displays setting and marking out tools. Demonstrate the use of various setting and marking out tools. Supervises the learners as the make sketches of the setting and marking out tools | Identify setting and marking out tools. Watch teacher’s demonstrations. Participate in class discussion. Sketch the setting and marking out tools. Clean and store the tools | |
| 7 | Driving Tools | Learners should be able to: Identify and sketching driving tools e.g. harmers, mallets, screw-drivers, punches. State the uses of various types of drawing tools. Care and maintain drawing tools | Identification, sketching and uses of drawing tools. Care and maintain drawing tools | Different types of hammers, screw drivers, mallets and punches | Displays driving tools. Demonstrates the use of various driving tools. Supervises the learners as they make sketches of the driving tools | Identify driving. Watch teacher’s demonstration. Participate in class discussions. Sketch the driving tools. Use the driving tools for wood work piece. Clean and store the tools | |
| 8. | Boring Tools | Learners should be able to: identify and sketch boring tools. E.g. ratchet brace, drill bits, wheel braced etc. State the uses of various types of boring tools. Care and maintenance of boring tools | Identification, sketching and uses of boring tools. Care and maintenance of boring tools. Care and maintenance of boring tools | Ratchet brace, drill bits, wheel brace etc | Displays boring tools. Demonstrates the use of various boring tools. Supervises the learners as they make sketches of the boring tools | Identify boring tools. Watch teacher’s demonstration. Participate in class discussions. Sketch the boring tools. Clean and store the tools | |
| 9 | Cutting and Paring Tools | Learners should be able: Identity and sketch cutting and pairing tools e.g. files, saws, planes, scrapers etc. – state the uses of various types of cutting and pairing tools. – care and maintain cutting and pairing tools | Cutting and pairing tools: Identification; sketching and pairing tools. Describe the uses of cutting and paring tools. Demonstrate the use of cutting and pairing tools. Care and maintenance of cutting and pairing tools` | Various types of files, saws, planes etc | Displays cutting and pairing tools. Demonstrates the use of various cutting and pairing tools. Supervises the students as they make sketches of cutting and pairing tools | Identify cutting and pairing tools. Watch teacher’s demonstrations. Participate in class discussion. Sketch the cutting and pairing tools. Clean and store the tools | |
| 10 | Holding and Supporting Tools | Learners should be able to: Identify and sketch holding and supporting tools e.t.c. vices, clamps, pliers etc. State the uses of various types of holding devices. Care and maintain holding tools | Holding and supporting tools. Identification and sketching holding tools. Describe the uses of holding tools. Demonstrate the use of holding tools. Care and maintain holding tools | Bench vice, G-clamp, plier etc | Displays holding and supporting tools. Demonstrates the use of various holding tools. Supervises the learners as they make sketches of holding tools | Identify holding and supporting tools. Watch teacher’s demonstrations. Participate in class discussion. Sketch the holding tools. Clean the tools. | |
| 11 | Scales Drawing | Learners should be able to: Use the metric ruler to measure length and compare sizes. Explain scale drawings. Identity scales used in drawings. Draw objects to given scales | Measuring and comparing given sizes. Scale reduction – enlargement scale. Scale drawing: full size 1:1, scale reduction e.g. 1:5, 1:10 | Metric ruler, drawing instruments e.g. pencil, drawing paper, eraser, drawing board, T-square etc. samples of scaled drawings | Guides learners to examine and identify scale drawings. Demonstrates techniques for scale. Supervises learners as they draw objects to given scales | Examine scale drawings. Watch teacher’s demonstration. Draw object to scale | |
| 11 & 12 | REVISION, EXAMINATION COMPILATION OF RESULT & VACATION |
Unified Nigeria Schemes of Work for Junior Secondary School. BST- Basic Technology Scheme of Work JSS1, Ministry of Education Osun State
JSS 1 BASIC TECHNOLOGY SCHEME OF WORK THIRD TERM
UNIFIED SCHEME OF WORK ON BASIC TECHNOLOGY FOR GRADE SEVEN – THIRD TERM
| WEEK | TOPIC | OBJECTIVE | CONTENT | INSTRUCTIONAL MATERIAL | TEACHER ACTIVITIES | LEARNERS ACTIVITIES | SUGGESTED REFERENCE | ||||||
| CLEARING AND LAST REVISION OF PREVIOUS TERM WORKS | |||||||||||||
| 2 | Tools and Machines Maintenance | Learners should be able to: Explain the meaning of maintenance. Identify different types of maintenance practices. Explain why tools and machines need regular maintenance. Maintain and care for workshop tools and machines | Meaning of maintenance. Types of maintenance practices: preventive, corrective, predictive | Grease, engine oil, louver frame. Tools and machine parts. Cleaning materials e.g. detergent, rag, brush, emery cloth, towel, bowl, etc | Guides class discussion on meaning and types of maintenance practices. Demonstrates different methods of caring and maintaining workshop tools and machines. Explains the need and importance of regular maintenance of tools and machines | Participate to class discussions. Watch teacher’s demonstrations. Undertake simple maintenance of tools and machines e.g. regular cleaning and oiling and greasing simple machines and tools | |||||||
| 3 | Buildings | Students should be able to: classify types of materials used in erecting buildings. List types of building. State the importance of buildings | Types of buildings e.g bungalow, duplex, detached building etc. identify common materials used in erecting buildings: mud, blocks, cement, sound, gravel, glass, bamboo etc | Mud, cement, sound, grave, brick, wood, glass, bamboo, iron sheets, metal, rods | Guides the students to explain the importance of building. Displays specimens of building. Guides students to identify classes of buildings | Participate in class discussion. Examine various types of common building materials. Identify and discuss the importance of buildings | |||||||
| 4 | Food Storage and Preservation | Students should be able to: Identify and list methods of food storage. State methods of food preservation. Give examples | Methods of food storage e.g. solos, barns, baskets, sacks etc. methods of food preservation e.g salting, drying, smoking, refrigerating, bottling, canning pasteurization etc | Baskets, sacks, leaves, kolanuts, maize, yam tomatoes, okra. A chart or picture of refrigerator, can coke, can milk, bottle | Guides the students to list some food items. Displays specimens of food items. Demonstrates different ways of storing and preserving foods | Guides the students to list some food items. Examine various types of modern and traditional methods of food preservation. Identify and discuss the need for food preservation | |||||||
| 5 | Concept of Energy | Students should be able : Explain the meaning of energy. State and describe the sources of energy. Name forms and types of energy. State the uses of energy | Meaning of energy. Sources of energy. Types and forms of energy. Uses of energy | Samples of coal. Crude oil. Gas. Chart of the sun. Battery. Chart showing a moving car. Cooking food electrical heater etc | Initiates discussion. Leads students to mention sources of energy. Provides some materials for activities to illustrate types and forms of energy. Provides charts on uses of energy for discussion | Participate in discussion. Mention sources of energy. Carry out activities on energy. Describe the actions as indicated on the chart. Mention types and forms of energy | |||||||
| 6. | Renewable and Non-Renewable Energy | Students should be able : Explain the meaning of renewable and non-renewable energy. Give examples of renewable energy. State the implications of misuse of non-renewable energy. Describe how energy generation affects quality of life | Renewable and non-renewable energy. Meaning, examples, use and misuse. Energy and Society | Charges showing source of renewable and non-renewable energy. Samples of coal, wood, gas, sola plates, windmill and hydroelectric source etc Chart on felling of trees, electronic equipment repair | Initiates and leads discussion on renewable and non-renewable energy. Leads discussion on conservation of crude oil, felling most of the tree in the forest, overloading the hydroelectric power. Leads discussion on lack of energy for individuals to do their work e.g. welding | Participate in the discussion. Identify renewable and non-renewable energy. Participate in the discussion and note the main ideas | |||||||
| 7 | Basic Idea of Electricity | Students should be able to: Identify primary and secondary cells. Give examples. Draw structure of atom. Mention two types of electric charge. State law of electricity. Give examples of conductor and insulators. | Primary and secondary cells/batteries. Structure of an atom. Electric charges. Law of electricity. Examples of conductor and insulators. Electric field | Dry cells, vehicle, battery. A chart showing structure of an atom. Electric wire, rubber, wood, paper | Guides class discussion on meaning and types of electric cells. Leads a discussion on structure of an atom. Leads a discussion on like charges repel and unlike charges attract. Display the specimens of batteries conductor and insulators | Observe the differences between the primary and secondary cells. Give examples of conductors and insulators. Examine the structure of an atom | |||||||
| 8. | Basic Idea of Magnetism | Students should be able to: Meaning of magnets. Identify types of magnets. Gives examples of magnetic and non-magnetic substances. State law of magnetism. Explain magnetic field | Meaning of magnets. Types of magnets e.g temporary and permanent magnets. Examples of magnetic substances e.g. iron, copper, cobalt, nails, steel etc. Examples of non-magnetic substances e.g. paper, sand, wood. Electric field | Magnet, iron, copper, nails, wood, sand, paper etc. A chart showing how temporary magnet can be produced. A chart showing patterns of magnetic field | Guides class discussion on meaning and types of magnets. Demonstrates how magnet attracts magnetic substances. Demonstrate how magnet do not attract magnetic substances. Suspends a tight iron rod at the middle in air to determine its poles | Participate in class discussion. Enumerates two types of magnets. Watch teacher’s demonstrations. Examine the direction of lines of magnetic forces. Sketch the pattern of magnetic field for one bar magnet and two bar magnets | |||||||
| 9 | Energy Conversion | Students should be able to: Explain energy. State law of energy conservation. Convert electrical energy to heat energy. Change electrical energy into sound energy. Convert electrical energy to light energy. | Meaning of energy conversion. Law of energy conversion. Electrical energy to heat energy. Electrical energy into sound energy. Electrical energy to light energy | A chart showing conversion of electric energy to heat energy: stove, kerosene, radio, electric bulb, electric cooker | Guides class discussion on meaning and conversion of energy from one form to another. Demonstrates how electric cooker is being used to convert electrical energy to heat energy. Connects radio transistor to power supply to produce sound | Participate in class discussion. Watch teacher’s demonstrations. Operate the electric cooker. Light the electric bulb | |||||||
| 10 | Energy Conversion | Learners should be able to: convert light energy to electrical energy. Convert electrical energy to mechanical energy. Change mechanical energy to electrical energy. Convert sound energy to electrical energy | Heat energy to electrical energy. Electrical energy to mechanical energy. Mechanical energy to electrical energy. Chemical energy to electrical energy. Sound energy to electrical energy | Thermocouple, Electric motor, Generator, Battery, Microphone | Guides class discussion on conversion of one form of energy to another. Demonstrates how heat energy is being converted to electrical energy. Demonstrates how electrical energy is being converted to mechanical energy. Demonstrates how generator is being used to convert mechanical energy to electrical energy. Connects simple electrical circuit to show how chemical cells are used to convert chemical energy to electrical energy | participate in class discussion. Watch teacher’s demonstrations. Practice correct connection of simple electrical circuit | |||||||
| 11 | Food and Sanitation | Learners should be able: Give various food items. Explain food production. Discuss sanitation and sewage system | Food items. Food production. Sewage system | Specimens of various food items e.g. rice, beans, yams, cassava, vegetable, fruits etc. pit latrines, bucket system, water system | Leads and directs the learners to mention various food items. Explains planting, harvesting operation. Guides the learners on the discussion of storage facilities | Participate in class discussion. Follow the teacher’s explanation on planting, harvesting and storage operations | |||||||
| 11 & 12 | REVISION, EXAMINATION COMPILATION OF RESULT & VACATION | ||||||||||||
