Home Economics Scheme of Work JSS3 Osun State

Home Economics for Secondary School. Osun State Home Economics Scheme of Work JSS3, Ministry of Education – Schemeofwork.com

Contents

JSS 3 FIRST TERM PVS HOME ECONOMICS SCHEME OF WORK HOME ECONOMICS SCHEME OF WORK JSS3 SECOND TERM HOME ECONOMICS SCHEME OF WORK JSS3 THIRD TERM

JSS 3 FIRST TERM PVS HOME ECONOMICS SCHEME OF WORK

HOME ECONOMICS GRADE 9

JSS III FIRST TERM

WEEKS	TOPIC	CONTENT	BEHAVIOURAL OBJECTIVES	INSTRUCTIONAL MATERIALS	ACTIVITIES
TEACHERS	LEARNERS
1	Revision of last term work and general cleaning of the school compound.
2	Introduction to textile study	i) Definition of textile. ii) Explain terms in textile. iii) Uses or importance of textile iv) Identify fabrics.	1. Learners should be able to define textiles with examples. 2. Explain basic textile terms e.g. yarn. 3. Discuss the uses or importance of textiles. 4. Identify fabrics.	Cotton wool, sewing yarn, pieces of fabrics, cardboard sheets, pencil, scissors etc.	1. Teacher explains the term textiles. 2. Demonstrate making of fabrics using trips of cardboard sheets.	1. Participate in the discussion 2. Practice weaving skill using strips of paper to produce woven mats.
3	Classes and properties of fibres.	1. Properties, Care and uses of fibres. 2. Man – made and natural fibre. a) Synthetic, viscose rayon fibres, acetate nylon fibres, polyester. b) Natural: wool fibre, silk, cotton linen.	Learners should be able to 1. classify fibres into natural and man – made fibres. 2. List the natural and man – made fibres. 3. Enumerate the properties of each fibre. 4. Make a textile album.	Cotton wool, sewing yarn, pieces of fabrics, cardboard, pencil and scissors etc.	1. Discusses the uses of both natural and synthetic fibres. 2. Demonstrates production of woven table mat.	1. Practice laundry work. 2. Copy the board summary
4	Care of different fabrics	1. Factors to consider in laundry fabrics 2. Laundry processes. 3. Laundry agents and equipment	Learners should be able to 1. explain the factors to consider in laundering fabrics. 2. enumerate the laundry agents and equipment. 3. State the general steps in laundry.	Pressing iron, ironing board, camphor, detergent, bleach, bar soap etc.	Select three different types of fabrics from wardrobe.	1. Participate in washing clothes and ironing.
5	Laundering Personal Clothing	1. Reasons for the care of clothing. 2. Uses of soaps and detergent	Learners should be able to state guide lines for laundering different types of fabrics.	Detergents, bleaches, soap, starch	Teacher demonstrates laundry processes	Learners practicalise what they have been taught.
6	Basic Element of Design	1. The basic elements of design. 2. Points to consider when choosing colours. 3. Guide lines for choosing colour in clothes.	Learners should be able to list the elements of design. 2. List the primary , secondary and tertiary colours	1. Water colour or different colour chalk. 2. Drawing book	Teacher draws the colour wheel on the board to indicate different colours.	Learners watch and draw their own with crayons ii) Combine water colours together to form secondary and tertiary colours.
7	Basic Element of Design	1. Line i.e. vertical lines, horizontal, diagonal and curved lines. 2. Principles of design.	Learner should be able to 1. List and draw different lines to form designs. 2. Draw patterns to produce designs.	Rulers, French curve, Chalkboard.	Teacher demonstrates on the board how the lines can be drawn.	Learners practice what has been demonstrated by their teacher.
8	Figure types	1. Different figure types 2. description of figure types. 3. Faults or problems of different figure	Learners should be able to state the meaning of figure. 2. Describe the different types of figure. 3. Identify different figure faults or problem.	Diagram or pictures of different figure types.	Teacher makes use of real objects by displaying various figure types	Teacher and students demonstrate different figure types. ii) display the charts.
9	The Sewing machine. Types of sewing machine and parts of a sewing machine.	1. Types of sewing machines. 2. Identify the parts of the sewing machine. 3. State the functions of different parts of sewing machine.	Learners should be able to: 1. Identify different types of sewing machines. 2. Identify the parts of the sewing machine and state their functions. 3. Care of sewing machine	1. Real objects e.g. sewing machines. 2. Charts showing different types of sewing machines.	Teacher discusses types, parts and functions of each part of sewing machine. ii) Discusses the factors to consider when choosing sewing machines	Learners take part in the discussion. ii) Examine the parts of the sewing machines. iii) Operate a sewing machine. iv) Copy the board summary.
10	Garment construction process	1. Terms in garment construction e.g. facing, hems, openings, fastenings etc.	Learners should be able to i) Explain the meaning of some terms used in garment construction. ii) Use the sewing machine to make some stitches iii) Practice sewing stitches	1. Different types of folders, e.g. i) facing ii) hems iii) openings iv) fastening etc. 2. Tailors waste of different types. 3. Needles and thread.	Guides students in discussing the making of dart, facing, hems ii) Guide learners to make openings, fastening etc.	i) Make specimen of facing, hems, openings and fastening. ii) Copy the board summary.
11	Garment Construction Process	1. Drafting of different folders sample of i) Openings (ii) Fastening (iii) Gathers	Learners should be able to i) Make different folders samples of i) Openings (ii) Fastening (iii) Gathers	i) Pieces of clothes ii) Scissors iii) Thread and needle	Teacher guides the students to make their own folder samples for (i) Opening (ii) Fastening (iii) Gathering.	Pupils follow the teachers examples in making their own folder samples for (i) Openings (ii) Fastening (iii) Gathers
12 & 13	REVISION AND EXAMINATION

Home Economics for Secondary School. Osun State Home Economics Scheme of Work JSS3, Ministry of Education – Schemeofwork.com

HOME ECONOMICS SCHEME OF WORK JSS3 SECOND TERM

HOME ECONOMICS GRADE 9

JSS III SECOND TERM

WEEKS	TOPIC	CONTENT	BEHAVIOURAL OBJECTIVES	INSTRUCTIONAL MATERIALS	ACTIVITIES
TEACHERS	LEARNERS
1	Compound cleaning and revision of last term work	Cleaning and revision of last terms work	Learners should be able to: Students should be able to clean school environment and do some revision	Broom, mop long broom	Teacher supervises the students while working	Learners carryout the cleaning process
2	Food Hygiene and safety	Meaning of food safety 2) Rick factors in raw food Item contamination – biological – mold – fungi etc – chemical –pesticide -toxin etc – physical -stone Metal nest , etc	Learners should be able to (a) define food hygiene (b) explain the reasons for healthy food hygiene and safety	1) Food ingredients for meal preparation 2) Cooking pot, stove, oven, frying pan etc	Defines and explains the meaning and reasons of food safety	(1) Learners participate in the discussions (2) Copy the board summary (3) Practice at least one cooking methods
3	Food safety	1) State the guide lines and rules for ensuring proper food hygiene 2) Food preservation	Learners should be able to: (i) State the guidelines and rules for ensuring proper food hygiene prepare simple drinks snacks and meals	Food items cooking pot, stove, evens	Teacher demonstrates how food hygiene can be practiced	Students follow the demonstration of the teacher and explain the meaning of balanced diet they should state the meaning of food preservation
4	Balanced diet	1) Balanced diet (2) Importance of balanced diet 3) List two food groups 4) Foods that contain a lot of carbohydrates	Learners should be able to: (i) State the meaning of balanced diet (ii) Learners should be able to identify how to secure from contamination	Concrete (Cooked food)s	List two food groups importance of a balanced diets
5	Preparation and parking of food items	Difference between snacks and main meals	Learners should be able to State the different between snacks and main menu	Magazines pictures and relevant information on packaging food items	Discusses the duties of food sellers in the society	Prepare snacks and drinks as teacher supervises
6	Preparation and parking of food items	1) Food preservation methods (meaning) 2) Food storage facilities	1) Learners should differentiate between food preservation and storage 2) Hints on storage of non-perishable foods	Can, bottles plastics posters, charts	1) Collect different food storage containers and display to students 2) Clean one of the container with the cover 3) Show how to store cereal in a plastic	Learners mention other methods whereby our food can be stored e.g cupboard refrigerator plastic containers Copy the board
7	Wise buying practices	1) Factors to consider when buying food 2) Reasons for preserving foods 3) How to spend money wisely	Learners should be able to (1) Identify factors to consider when buying foods Learners should be able to 2) Enumerate wise buying practice 3) should be able to consider needs and wants	Magazines pictures and relevant information on packaging food items	1) Teacher lists three methods of preserving foods 2) list four buying practices 3) Discusses marketing principles	1) Display food items packed 2) Copy the boards
8	Responsible food management	Responsibilities of food safety manager to the consumers	Students should be able to state the responsibilities of food safety managers to consumers	Samples of food item charts of food safety regulations	The responsibilities of food safety managers and the effect of unhygienic to the consumers	Make a list of needs and wants
9	Responsible food management perishable and non-perishable food items	1) Sources of income 2) Hints on storage of non-perishable foods	Learners should be able to mention some special dishes in their locality 2) Identify sources of family income 3) be able to present food items	Samples of food items both perishable and non -perishable	1) Teacher lists perishable and non-perishable foods 2) Gives a board summary	1) Participate in class discussion 2) Copy the board summary
10	Methods of handling left ever foods	Methods of handling left-over foods 2) Importance of meal service	Learners should be able to Highlight different methods of handling the left-over foods	Chart of food that has been preserved	Teacher highlights types of meal service	Make a list of foods that can be eaten later or re cooks
11	Meal planning for different groups	1) Different groups include (i) Infants and toddlers 2) Adolescents 3) Manual workers 4) Sedentary worker 5) Pregnant/lactating mother 6) Convalescents and Invalid 7) The Aged 8) Lacto – vegetarians 9) Lacto – Oro vegetarians	Learners should be able to (1) itemise the meal suitable for different groups Learners should be able to (2) List ways of maintaining hygiene in meal planning	Charts containing categories of group of people	Teacher highlights and writes out the menus suggested for breakfast, lunch and dinner dishes	Participate in class discussion
12	Revision and Examination	Questions to be attempted both theory and objectives	Learners should be able to prepare fully for the writing of their examinations		Teacher invigilates the students	Learners’ keep to the time stipulated for each subject
13	Marking and Recordings

Home Economics for Secondary School Osun State, Ministry of Education – Schemeofwork.com

HOME ECONOMICS SCHEME OF WORK JSS3 THIRD TERM

HOME ECONOMICS GRADE 9

JSS III THIRD TERM

WEEKS	TOPIC	CONTENT	BEHAVIOURAL OBJECTIVES	INSTRUCTIONAL MATERIALS	ACTIVITIES
TEACHERS	LEARNERS
1	Compound cleaning and revision of last term works	Learners’ should be to clean the school compounds		Broom, Scrubbing brush
2	Marriage (a) types of marriages (b) Courtship practices (c) Early marriages	(a) Types of marriage in Nigeria (b) Courtship practices (c) Disadvantages of early marriage	1) Learners should be able to list types of marriages in Nigeria 2) They should list the factors to consider before marriages	Charts that contains types of marriages	Teacher demonstrates to the students; (a) the traditional marriage and religions marriage	Copy board summary
3	Pregnancy and childbirth	1) Signs of pregnancy 2) Ante-natal and post-natal care 3) Importance of ante-natal 4) How pregnancy occurs	Learners should be able to 1) explain the meaning of pregnancy ante-natal and post-natal care 2) State the signs of pregnancy 3) Discuss all aspects of ante-natal cares	A picture of a pregnant mothers	Teacher demonstrates to the students how a pregnant mother looks like A picture of a pregnant mother
4	Child Development	Meaning and stages of child development 2) Factors that influence child development 3) Enumerate the different types of immunization requirement by a child	Student should be able to 1) describe the different stages in child development 2) Describe the different types of care required by a child	A diagram of a baby	1) Invite a guest speaker on child development 2) gives a board summary	Copy a board summary
5	Immunization Schedule and childhood ailment	(a) BCG for tuberculosis (b) Oral polio 1^st dose (c) DPT etc	Learners should be able to state the procedural steps on immunizations	A chart of a nurse and an immunized child	Teacher displays needle syringe to the students to use	Participate in the discussions 2) Practice weaving skill using strips of paper to produce woven mats
6	Textiles types, properties, production, uses and care	Definition of textile with examples Basic textile terms e.g fibre, yarn, warp, and weft. Reasons for studying textiles	Learners should be able explain basic terms 2) State reasons for studying textiles 3) List different classes of textiles	Cotton wool, pieces of fabrics, sewing yarn cardboard, sheets, pencil, scissors etc	Explain the term textiles -Discuss reason for studying textiles – Uses of both
7	Properties of fibres	Characteristics of fibres e.g linen, cotton, wool, silk, acetate, polyester etc	To classify fibres into natural and man-made fibres enumerate the properties of each fibre	Pieces of fabrics cardboard, sheets, pencil, scissors etc	Visit a tailors workshop and collect as many pieces of different fabrics as possible	Woven mats 2) table cloth