Home Economics Scheme of Work JSS2 Osun State

Home Economics for Junior Secondary School. Osun State Home Economics Scheme of Work JSS2, Ministry of Education.-Schemeofwork.com

Contents

JSS2 HOME ECONOMICS FIRST TERM HOME ECONOMICS SCHEME OF WORK JSS2 SECOND TERM HOME ECONOMICS SCHEME OF WORK JSS2 THIRD TERM

JSS2 HOME ECONOMICS FIRST TERM

HOME ECONOMICS GRADE 8

FIRST TERM

WEEKS	TOPIC	CONTENT	BEHAVIOURAL OBJECTIVES	INSTRUCTIONAL MATERIALS	ACTIVITIES
TEACHERS	LEARNERS
1	Compound Cleaning and Revision
2	Signs of puberty	Meaning of puberty and adolescence. i) Signs of puberty.	Learners should be able to: i) explain the meaning of puberty and adolescence. ii) Enumerate the changes that occur in males and females during puberty.	Charts showing male and female reproductive system. ii) Charts and pictures on puberty, adolescence.	Teacher discusses the meaning of puberty, the changes in males and females during puberty.	i) Learners participate actively in discussion. ii) Copy the board summary
3	Menstrual Cycle	i) Meaning of menstruation. ii) What is meant by menstrual cycle. iii) Menstrual hygiene.	Learners should be able to: i) Define menstruation. ii) Describe the term menstrual cycle. iii) Mention ways of maintaining good menstrual hygiene.	i) Charts showing menstrual cycle. ii)Sanitary items, body care products and textbooks	i) Teacher explains meaning of menstruation. ii) Discusses menstrual cycle. iii) Display body care products. iv) Give board summary	i) Explain menstruation term. ii) Describe menstrual cycle and hygiene. iii) Identify body care products. iv) Copy board summary
4	Hygiene and Puberty. Body odour	i) What is hygiene ii) Importance of personal hygiene. iii) Relationship between hygiene and puberty. iv) Causes of body odour.	Learners should be able to: i) Explain what is meant by hygiene. ii) Explain the relationship between hygiene and puberty. iii) Enumerate the causes of body odour.	Soap, perfume, deodorant, cream, powder etc.	i) Teacher explains what is hygiene. ii) Explain importance of personal hygiene. iii) Enumerate causes of body odour.	i) Explain personal hygiene. ii) Mention importance of personal hygiene. iii) Enumerate causes of body odour. iv) Copy board summary.
5	Adolescence meaning and characteristics of adolescents.	i) What is adolescence? ii) Characteristics of adolescence. iii) Enumerate the challenges of adolescence.	Learners should be able to: i) Explain the term adolescence. ii) State the characteristics of adolescence. iii) Enumerate the challenges of adolescence.	Chart, films, video clips on adolescence.	i) Teacher explains what is adolescence. ii) State the characteristics of adolescence. iii) Identify the challenges of adolescence.	i) Participate in class discussion. ii) State the characteristics of adolescents. iii) Copy board summary.
6	Sexuality	i) Define the term sexuality. ii) Ways of expressing sexuality. iii) Sources of information on sexuality	Learners should be able to: i) Define the term sexuality. ii) Enumerate ways of expressing sexuality. iii) Enumerate and classify sources of information on sexuality.	Charts, pictures, video clip.	i) Teacher defines the terms: sexuality. ii) Enumerate ways of expressing sexuality. Iii) Display sources of information on sexuality	i) Learners participate actively in discussion. ii) Mention sources of information.
7	Sexually transmitted Disease (STDs) and HIV/AIDS	i) Different types of STDs. ii) Ways of preventing STDs and HIV/AIDS. iii) Guide lines for caring for an infected person. Iv) Consequences of self -medication.	Learners should be able to: i) Enumerate the different types of STDs. ii) Mention ways of preventing STDs and HIV/AIDS. iii) Explain the guide lines for caring for an infected person. iv) State the consequences of self-medication.	i) Charts showing the pictures of infected person. ii) Charts showing pictures of those infected with STDs.	i) Teacher defines the term STDs. ii) Teacher mentions ways of preventing STDs and HIV/AIDS. iii) Explain the guide lines for caring for an infected person. iv) State the consequences of self-medication.	Learners participate actively in discussion. ii) Mention different types of STDs. iii) Explain how to care for infected person. iv) State the consequence.
8	Family living.	i) Meaning of value and life style. ii) Types of values and life styles. iii) The impact of family values on life styles.	Learners should be able to: I) Explain meaning of family values on life styles. ii) Identify different types of family values and life styles. iii) Enumerate the impact of family values on life styles.	Charts illustrating different types of values and life styles.	i) Teacher explains the meaning of family values on life styles. ii) Teacher discusses different types of family values and life styles. iii) Teacher enumerates the impact of family values on life styles.	i) Learners participate actively in discussion. ii) Explain the meaning of family values on life styles. iii) Itemize the impact of family values on life styles.
9	Human Right and Violation.	i) Fundamental rights of every Nigerian person. ii) The rights of children and the right of women. iii) Different ways the right of person can be violated.	Learners should be able to: i) Enumerate the fundamental rights of every Nigerian person. ii) Enumerate the rights of children and the right of women. iii) State the different ways the rights of a person can be violated.	Unite Nations/UNICEF publications of human rights. Textbooks	i) Teacher discusses fundamental rights of a person, rights of women and ways human rights could be violated.	Learners participate in the discussion. ii) They work in groups to identify acts of violation of human rights in the society and their consequences.
10	Family Conflicts.	i) Meaning of family conflicts. Ii) Ways of resolving conflicts in the family. iii) Causes of conflicts in the family.	Learners should be able to: i) Explain the meaning of family conflicts. ii) Enumerate ways of resolving conflicts in the family.	Chart and pictures showing people with family conflicts.	Teacher discusses the meaning, types and ways of coping with family conflicts.	Leaners mention examples of family conflicts. ii) They work in groups to identify sources of family conflicts. iii) Dramatize a family conflict situation.
11	Family Crisis.	Meaning of family crisis. ii) Different types of crisis. iii) Ways of managing various crises.	Learners should be able to: i) Explain the meaning of family crisis. ii) List different types of crises. iii) Explain ways a family can manage various crises.	Chart showing pictures of family crises. ii) Video showing pictures of family crises.	Teacher discusses the meaning, types and ways of coping with family crises. ii) Organize a drama on family crises. iii) Invite a resource person to speak on family crises.	Leaners participate in a discussion. ii) Work in groups to identify family crises and possible ways of Managing them. iii) They should dramatize a family in crisis situation.
12	REVISION AND EXAMINATION
13	REVISION AND EXAMINATION

Home Economics for Junior Secondary School. Osun State Home Economics Scheme of Work JSS2, Ministry of Education.-Schemeofwork.com

HOME ECONOMICS SCHEME OF WORK JSS2 SECOND TERM

HOME ECONOMICS GRADE 8

SECOND TERM

WEEKS	TOPIC	CONTENT	BEHAVIOURAL OBJECTIVES	INSTRUCTIONAL MATERIALS	ACTIVITIES
TEACHERS	LEARNERS
1	Compound Cleaning and Revision of last term’s work.
2	Resources and decision making	i) Meaning of family resources. ii) Various sources of family resources. iii) Classification of resources. 1. Family resources. 2. Human resources. 3. Non – Human resources. 4. Characteristics of resources.	Leaners should be able to : i) Enumerate family resources. ii) Explain the meaning of family needs and resources. iii) Identify different types of needs and resources. iv) State the characteristics of resources.	1. Charts displaying various sources. 2. Real object of car, furniture etc.	1. Explain the meaning of family resources. 2. Enumerate different sources of family resources. 3. Classify resources. 4. Explain characteristics of resources.	1. Participate in discussions. 2. Make personal decision based on the steps learnt.
3	Decision making	i) Meaning of decision making. ii) Steps involving in decision making. iii) Simple personal decision	Learners should be able to: i) Explain the meaning of decision making. ii) Describe the steps involve in decision making. iii) Make simple personal decisions.	Charts indicating steps in decision making.	i) Explain the meaning of decision making. ii) Describe the steps involved in decision making. iii) Group the learners to make a list of decision and group them into (a) Worst decisions. (b)Best decisions.	i) Make a list of twenty personal decisions you made recently. ii) Group the decisions into two groups of a) worst decision b) best decision Arrange them in order of quality and rank them. c) List the factors that influenced your decisions.
4	Care of family clothing	i) Storage of clothing. ii) Repairs of clothing e.g. Darns, Patching.	Learners should be able to: i) Explain methods of storing family clothing. ii) Enumerate methods of storing family clothing. iii) Carry out simple clothing repairs.	i) Charts of different storage facilities e.g. leather box, bags, hangers etc.	i) Teacher explains methods of storing family clothing. ii) Facilitate discussion on methods of storage.	i) Participate in class discussion. ii) Carry out simple clothing repairs. iii) Draw various storage facilities.
5	Household Linen	I) Household linen. ii) Factors that enhance selection of household linen. iii) Procedures for maintaining household linen.	Learners should be able to: i) List the types of household linen. ii) State the factors that enhance selection of household linen. iii) Enumerate the procedures for maintaining household linen	1. Charts and albums of household linen. 2. Magazines on different clothing items. 3. Items for clothing storage and maintenance.	i) Teacher guides students to discuss the different types of household linen. ii) Explain maintenance of household linen. iii) Give a board summary.	1. Participate in class discussion. 2. Demonstrate maintenance of household linen. 3. Copy board summary
6	Basic Pattern Drafting Techniques.	i) Meaning of pattern drafting and fashion designing. ii) Tools and equipment for pattern drafting. iii) Taking body measurement.	Learners should be able to: Explain the meaning of pattern drafting and fashion designing. ii) List tools and equipment for pattern drafting. iii) Identify the parts of the body to be measured. iv) Take relevant basic measurements. Draft basic bodice and shirt pattern.	1. Tape measure, long ruler, pencil arm hole and skirt guides. Square, brown paper, French curve, plus dressmakers, carbon, tracing wheel. 2. Charts on tools and procedures for pattern drafting. 3. Drafted pattern process.	1. Teacher facilitates discussion on tools and equipment for taking body measurements and the parts of the body to be measured. 2. Demonstrate body measurement and pattern drafting. 3. Guide students as they work. 4. Give a board summary.	1. Take part in the discussion. 2. Sketch styles 3. Take body measurements.
7	Basic patter drafting fashion designing	1) Drafting basic bodice and skirt patterns	1) Learners should be able to draft bodice and skirt pattern	1) Tape measure, long ruler, pencil arm hole and guides, T. Square, brown paper, French curve, plus dressmakers, carbon, tracing wheel. 2) Charts on tools and procedures for pattern drafting	1) Teacher demonstrates body measurement and patterns drafting. 2) Guides students as they work 3) Go round to inspect their work and make necessary correction	i) Learners take body measurement ii) Sketch styles iii) Draft the patterns
8	Pattern drafting front bodies block	1) Front bodice block (i) Measure AB-back length + 5cm (ii) Measure AD = ¼ bust measurement + 2.5cm (iii) Complete the rectangle ABCD (iv) Mark FE = ½ AB (1/2 back length) (v) Join EF to from AEFD = ½ ABCD (vi) Divide the upper part of the rectangle AEFD into 16 small squares. Mark K and H, as shown (vii) Measure out the following (a) Front neck = 4cm from A to G (b) shoulder level = 12cm from 4 to 1 (c) Waist line drop = 2.5cm from C to J (viii) Carefully join GK, KI, IF and FJ as done for the back bodice (x) Cut out the front block	At the end of the lesson learner should be able to (i) Take body measurement of their partners (ii) Measure the brown paper according to the bodice measurement	1) Tape measure, 2) Brown paper 3) ruler, pencil 4) Guides and t. Square, brown paper, French curve, 5) Dressmakers, carbon tracing wheel. Charts on took	1) Teacher guide students as they work ii) Go round to inspect their work and make necessary correction	(i) Learners take body measurement (ii) Sketch styles (iii) Draft the patterns
9	Food Food, Sources and functions	(i) Meaning of food (ii) Define nutrient (iii) Types of nutrients (iv) Function of food nutrients (v) Sources of food nutrients	Learners should be able to: (i) Define food (ii) Define nutrients (iii) State types, sources and function of nutrients	1) Real object of food 2) Chart showing various food groups 3) Chart showing Table of food nutrient, uses and their functions	1) Teacher defines food for the learners 2) State types sources and functions of nutrient 3) Gives a board summary	1) Participate in class discussion 2) Identify different food nutrient from the chart
10	Food Function of the different types of Nutrient	(i) Functions of carbohydrates (ii) Functions of Proteins (iii) Functions of fats and oils (iv) Functions of vitamins and minerals	Learners should be able to (i) Identify different functions of carbohydrates (ii) Enumerate functions of proteins (iii) Itemize functions of fats and oils (iv) Identify functions of vitamins, minerals and waters respectively	(i) Functions of carbohydrates (ii) Functions of Proteins (iii) Functions of fats and oils (iv) Functions of vitamins and minerals	1) Real objects of food 2) Chart showing various food groups 3) Chart showing table of food nutrition	(i) Teachers explains different functions of carbohydrates (ii) Proteins, fats and oils, identify functions of vitamins, minerals and water respectively (iii) Gives a board summary
11	Food Deficiency Diseases of food Nutrients	1) Deficiency diseases of carbohydrates, Protein, fats and oils, vitamins, minerals and water	Learners should be able to: (1) Identify the deficiency diseases of protein, fats and oils, Vitamins, minerals and water respectively	(i) Chart showing various food groups, functions and deficiency diseases (ii) Chart showing people with different deficiency diseases	(i) Teachers diseases deficiency disease of each food (ii) Show the chart of people suffering from deficiency diseases	(1) Participate in class discussion (2) Identify functions of all food nutrients (3) Copy the board summary
12	Revision and Examination
13	Making and Recording

Home Economics for Junior Secondary School. Osun State Home Economics Scheme of Work JSS2, Ministry of Education.-Schemeofwork.com

HOME ECONOMICS SCHEME OF WORK JSS2 THIRD TERM

HOME ECONOMICS GRADE 8

THIRD TERM

WEEKS	TOPIC	CONTENT	BEHAVIOURAL OBJECTIVES	INSTRUCTIONAL MATERIALS	ACTIVITIES
TEACHERS	LEARNERS
1	Compound Cleaning and Revision of last term’s work.
2	Food Purchasing	(i) Meaning of purchasing (ii) Risks factors to consider when buying food (iii) Factors to consider when buying food (iv) Wise buying practices	Learners should be able to (i) Explain the meaning of food purchasing (ii) Identify risks factors to consider when buying food (iii) Identify factors to consider when buying food (iv) Mention wise buying practices	(i) Real object, food items e.g vegetables, fruits yams, plantains, cereals (ii) Wall chart showing people in the market stores (iii) Empty can tins and packages	(i) Teacher discusses the meaning of food purchasing (ii) Explains tips to reduce risk factors when buying food (iii) Discusses wise buying and factors to consider when buying food	1) Participate in discussion 2) Participate in the labelling of food containers 3) Observe the manufacturing date and expiry date in food container packaging
3	Importance of buying good quality food stuffs	(i) Importance of buying good quality foodstuff (ii) The guidelines for purchasing good quality foodstuffs	Learners should be able to: (i) Identify the importance of buying good quality foodstuff (ii) Enumerate the guide lines for purchasing good quality foodstuffs	Real objects of food items e.g fresh vegetables, fresh fruits and grain	(i) Teacher discusses the importance of buying good quality (ii) Teacher explain the guidelines for purchasing	(1) Participate in discussion (2) Participate in the labelling of food table, (3) Copy the board summary
4	Bulk purchasing or buying	1) Bulk purchasing 2) Advantage and disadvantage of bulk purchasing or buying	Learners should be able to: (i) Define Bulk purchasing or buying (ii) Identify the advantages and disadvantages of bulk purchasing or buying	(i) Wall chart showing bulk purchasing or buying (ii) Real objects (iii) Measuring scale	(i) Teacher defines bulk purchasing (ii) Explain the advantages and disadvantages of bulk purchasing or buying (iii) Gives a board summary	(1) Participate in discussion (2) Demonstrate buying in bulk (3) Copy the board summary
5	Perishable foods and Non Perishable foods.	i) Perishable foods and non – perishable foods ii) Hints on storage of perishable foods. iii) Preservation for perishable and non – perishable foods.	Learners should be able to: i) Define perishable foods and non – perishable foods. ii) Enumerate the hints on storage of perishable foods. iii) Identify preservation for perishable and non – perishable foods. iv) Group perishable and non – perishable foods	i) Real objects of food items, perishable and non – perishable food. ii) Tools and equipment and materials for preservation. iii) Samples of foods.	i) Teacher defines perishable and non – perishable foods. ii) Enumerate the hints on storage of perishable foods.	i) Learners participate in discussion. ii) Group the food into perishable and non – perishable foods.
6	Food Preservation	1. Definition of food preservation. 2. Reasons for preserving food. 3. Methods of food preservation. i) Freezer or refrigerator. ii) Containers with tight covers. iii) Chemicals e.g. salt and vinegar. iv) Canning and bottling. v) Heated charcoal or hot oven.	At the end of the lesson, learners should be able to: i) Define food preservation. ii) Explain the reasons for preserving food. iii) Identify different methods of food preservation i.e. solar or sun drying, smoking, freezing and canning.	Real objects of food items, sun drying. ii) Different plastic storage cans, bottle. iii) Picture of food storage cupboard, freezers. iv) Charcoal, oven. v) Trays for sun drying.	i) Teacher defines food preservation. ii) Explain the reasons for preserving food. iii) Identify different methods of food preservation i.e. solar, smoking, freezing and canning.	Learners participate in discussion. i) Explain different method of food preservation. ii) Itemize different containers for food preservation.
7	Food Storage.	i) Definition of food storage. ii) Food processing methods. iii) Different storage/preservation and storage methods and storage methods and reasons. iv) How keep food safe.	At the end of the lesson, learners should be able to: i) Define food storage. ii) Mention some food processing methods. iii) Identify different storage/preservation and storage methods and reasons iv) Explain how to keep food safe.	Real objects of food items. i) Plastic containers ii) Chart of food storage, cupboard cabinets and shelves. iii) Raised shelves. iv) Weevils	1. Teacher defines food storage. 2. Identify food processing methods 3. Explain storage/preservation and storage methods. 4. Enumerate how to keep food safe. 5. Give a board summary.	Learners participate in discussion. ii) Mention food processing methods. iii) Classified food to be stored in different containers. iv) Copy the board summary.
8	Care of food storage cupboard, cabinets and shelves.	Care of food storage cupboard, cabinets and shelves.	At the end of the lesson, learners should be able to: i) Care for cupboard. ii) Care for refrigerators and freezers.	Charts and pictures of cupboards, cabinets and shelves.	Teacher shows the pictures of refrigerators and different chambers and Explain how to keep them. Give a board summary.	1. Participate in discussion. 2. Collect pictures of various food storage containers, refrigerators and deep freezers. 3. Copy the board summary.
9	Food Processing	i) Food processing ii) Importance of food processing. iii) Guide lines in food processing.	The learners should be able to: i) Define food processing. ii) State the importance of food processing. iii) Should be able to demonstrate how to: 1. Process ogi (maize paste) 2. Plantain flour iv) Identify the procedures of processing food.	Yam, Cassava, Rice, Maize, Knife, Water, Sieve, Bowl, Pot, Pans, Trays etc.	i) The teacher discusses the meaning of food processing. ii) Demonstrate to the class the stages of processing food crops. iii) Guide the learners to process food of their choice e.g. dry plantain chip	1. Participate in discussion. 2. Demonstrate to the class the stages of food processes.
10	Practical on food processing	i) Making of yam flour. ii) Plantain flour. iii) Processing of fruit juice	The learners should be able to Practicalise processing of i) Yam flour. ii) Plantain flour iii) making fruit into jam iv) Drying of vegetable etc. v) Processing of fruit juice.	Yam, Cassava, Rice, Maize, Knife, Water, Bowl, Pot, Pans, Tray, Fruits of different types	Teacher guides the students to process the food. ii) She/He guides them to follow the procedures in processing the foods.	i) Participate in discussion. ii) Demonstrate how to make different food processes.
11	Food Safety	i) Meaning of food safety. ii) How to handle food to ensure safety.	Learners should be able to: i) Explain the meaning of food safety. ii) Demonstrate how to handle food to ensure safety.	Real object of i) Cooked food, food ii) Soap and water iii) Covered plastics iv) Napkin.	i) Teacher defines food safety to the students. ii) Teacher discusses the guide lines for food safety. iii) Teacher move round to inspect the learners at work. iv) Award marks	i) Pupils participate in discussion. ii) Demonstrate how to maintain food safety.
12	REVISION AND EXAMS
13	MARKING AND RECORDING