jss1-3 Basic Science Technology

BASIC SCIENCE AND TECHNOLOGY
THEME: BASIC SCIENCE JSS 1

SUB-THEME: LEARNING ABOUT OUR ENVIRONMENT
TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

OBJECTIVES LEARNING GUIDE
RESOURCES
TEACHER STUDENTS
1. Bring samples of
Family Students should be 1.Sanitation Guides students to: 1. Toiletries. Students to:
equipment used in
Health able to:
2. Nutrition 1. Define sanitation. sanitation. 2. Cleaning 1. define sanitation
1. define sanitation agents.
3. Drug & 2. Leads discussion on 2. Participate in class 2. state the
and state its
Substance the importance of discussions and 3. Sanitation importance of
importance and
Abuse sanitation. group work. Equipment like sanitation.
methods used.
rakes, shovels,
3. Define nutrition and 3. Plan a balanced 3. define nutrition
2. define nutrition brooms.
give examples of a menu for breakfast,
4. list 3 methods of
3. explain balanced balanced diet. lunch and supper. 4. Raw foodstuff
keeping their
diet samples.
4. Provide different 4. Observe sanitation school and home
and give 2 food samples in the school and 5. Photographs of neat.
examples. showcasing a home environment drug addicts
5. give examples of
balanced diet.
4. define drug 5. Define drug abuse 6. Charts. different
abuse and state 5. Plan a balanced and state its foodstuffs in a
7. Posters.
its effects. diet. effects. balanced diet.
6. Define drug abuse 6. explain what is
and give examples meant by drug
of drug. abuse
7. State the different 7. state different
effects of drug effects of
abuse drug/substance
abuse.
www.headteacher.com.ng

SUB-THEME: LEARNING ABOUT YOUR ENVIRONMENT
TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION GUIDE

OBJECTIVES LEARNING
RESOURCES
TEACHER STUDENTS
1. Leads discussion on
Environmental Students should be 1. Definition of air, 1. Participate in 1. Charts, Students to:
air, soil and water
Pollution able to: soil and water the various films and
pollution. 1. define pollution
pollution discussions and pictures
1. Define air, soil 2. Organizes a visit to:
group activities. 2. Utensils and 2. name types of
and water 2. Causes of air, soil - a site of polluted
materials pollution and
pollution. and water water body, 2. Visit identified
for filtration give specific
pollution e.g. - a nearby industry or polluted sites.
2. identify various - Bucket examples.
- place polluted by a
pollutants and 3. Write down - Funnel
domestic/industria spoilt egg/potato 3. state 3 major
their effects. chalkboard/whit - Stove
l waste - site of polluted soil. causes of air,
eboard - Pot
3. List various - fertilizer/ 3. Uses charts and films soil and water
summary - Filter paper
causes of insecticide to lead discussion on pollution in the
- Sieve.
pollution; - agricultural different problems of 4. Carry out community.
- chemical pollution and the activity on
4. mention ways of 4. briefly explain
- non- remedies. water boiling,
reducing the risk the
biodegradable 4. Guides students to filtration, flower
of pollution. consequences of
- oil spillage investigate the effect planting, film
pollution to the
5. describe of pollution on soil, watching and
3. Consequences of environment and
pollution control plants, animals, recording of soil
pollution such as man.
environment. etc. pollutants from
-respiratory tract
5. Guides activities on visited sites. 5. write a report on
infection
purification of air, soil the field visit to
-water- borne
and water using polluted sites.
diseases
different techniques.
6. state effects of
-destruction of 6. Leads discussion on
pollutants.
soil organisms pollution control by
and poor plant water boiling and 7. Suggest at
yield filtration, planting of least two ways
flowers and crops. on how to
4. Control measures
control
pollution


TEACHER STUDENTS RESOURCES
Living and Students should be 1. Meaning, 1. Explains the 1. Take a nature walk 1. Life specimens of Students to:
Non - Living able to: identification meaning of matter. and collect samples plants and
1. define matter
Things and of matter animals.
1. recognize that all 2. Takes students on 2. list 3 states of
classification of 2. Old newspapers
living and non- nature walk to 2. Observe the matter and
matter and Drawing
living things are collect different collected classify objects
books
made up of 2. States of matter samples of matter. specimens and according to
matter; group them into 3. Charts/Posters, their state of
3. Characteristics 3. Guides discussion
living and non- Films, matter
2. list the three of living and on the three states
living matters. 3. name four
states of matter non-living of matter. 4. Plastic containers
examples of
things. 3. Observe the and Polythene
3. collect and 4. Guides class plants and
collections and bags.
identify samples 4. Examples, discussion on: animals.
identify
of living and non- Characteristics 5. Sort out 4. state four
- differences between distinguishing
living things in and importance collections into differences
plants and animals. characteristics of
their of plants and plants and between plants
plants and animals.
environment; animals. - characteristics of animals. and animals.
plants and animals 4. Watch films 5. list three
4. list the 5. Differences 6. Press plant
(movement, illustrating important uses
distinguishing between plants materials, dry
feeding, activities(movemen of plants and
characteristics of and animals. insect samples
reproduction in t. feeding, animals.
living and non- 6. examples, and prepare plant
relation to reproduction). 6. list four
living things. properties, uses and animal
associated organs;) characteristics
and 5. Show films albums.
5. state the of living and
importance - importance and illustrating
importance of 7. Participate in non-living
of living and uses of plants and activities(movemen
plants and class discussion. things.
non-living animals. t. feeding,
animals to human 7. describe self as
things. reproduction)
beings a living thing


6. collect samples of 7. Classification 5. Guides students 6. Copy notes from 8. list five
some living and of non-living to group living the board and activities of
non-living things, things into matter as plants group activities. living thing and
sort out the metals and and animals state the
7. Group materials
materials and non-metals organs
6. Guides students into metals and
explain the uses. associated with
to Prepare plant non-metals
each.
and insect albums
9. list five
7. Takes students
examples
for nature walk to
each of metals
observe and
and non-
collect living and
metals
non-living
materials.
8. Guides students
to differentiate
between the
materials and sort
them into metals
and non-metals.

SUB THEME: YOU AND ENERGY
TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING EVALUATION

OBJECTIVES AND GUIDE
LEARNING
TEACHER STUDENTS
RESOURCES
Energy Students should be 1. Meaning of 1. Initiates discussion. 1. Participate in 1. Samples of Students to:
able to: energy. discussion. coal
2. Leads students to 1. explain the
1. explain the 2. Sources of mention sources of 2. Mention sources of 1. Crude oil meaning of
meaning of energy energy. energy. energy.
2. Gas
energy; 2. state three
3. Forms of energy 3. Provides some 3. Carry out activities
3. Chart of the sources of
2. state and materials for on energy
4. Transformation sun. energy and
describe the activities to illustrate
of energy 4. Describe the describe two of
sources of forms of energy. 4. Battery
actions as them.
energy 5. Uses of energy
4. Uses the activities indicated on the 5. Torch light 3. state four forms
3. name forms of in (3) to illustrate chart of energy.
6. Turning fork
energy; transformation of 4. explain the
energy. 7. Chart energy transfer
4. explain how
showing a in the following:
energy is 5. Provides charts on
moving car, striking a match
transformed uses of energy for
cooking stick, kicking a
from one form to discussion
food, ball, heating
another;
electrical water.
5. state the uses of heater, 5. state four uses
energy torch light. of energy.


RESOURCES
TEACHER STUDENTS
Renewable Students should be 1. Renewable 1. Initiates and leads 1. Participate in 1. Charts showing Students to:
and Non- able to: and non- discussion on the sources of
1. explain the
Renewable renewable renewable and non- discussion. renewable and
1. explain the meanings of
Energy energy. renewable energy. non-renewable
meanings of 2. Identify renewable and
energy.
renewable and - meaning renewable non-renewable
non-renewable and non- 2. Pictures or charts energy.
- examples 2. Leads discussion on
energy; renewable of renewable
conservation of 2. give 3 examples
- use and energy. energy sources
2. give examples of crude oil, felling each of renewable
misuse e.g. solar plates,
renewable and most of the trees in 3. Participate in and non-
windmill, and
Non-renewable 2. Energy and the forest, the renewable energy.
hydroelectric
energy; society overloading the discussion
source. 3. state one effect of
hydroelectric power and note the
3. state the wrong use of non-
stations. main ideas. 3. Samples of non-
implications of renewable energy.
renewable energy
misuse of non- 3. Leads discussion on
sources (coal, 4. state three reasons
renewable lack of energy for
crude oil, wood, for careful use of
energy; individuals to do
gas) coal, or petroleum
their work e.g.
4. describe how products.
welding 4. Chart on
energy
bunkering, felling 5. state three ways
generation affects
of trees, electronic through which lack
quality of life.
equipment repair. of energy supply
affects societal
development.


OBJECTIVES LEARNING
Forces Students should be able 1. Meaning and types 1. Guides students to 1. Carry out 1. Fixed door paper, Students to:
to: of force: push and pull, activities as spring, rubber
1. explain the meaning
- contact and non- squeeze, bend and directed by
1. explain the meaning 2. Charts showing of force.
contact forces; stretch objects teacher e.g.
of force; contact and non-
- magnetic and push and pull. 2. name two contact
2. Provides chart contact forces
2. identify contact and gravitational and two non-contact
showing contact 2. Identify
non-contact forces; forces. 3. Objects of known forces.
and non-contact contact and
mass, metre-rule,
3. differentiate 2. Calculation of forces. non-contact 3. state the differences
Newton-metre
between magnetic gravitational force. forces. between magnetic
3. Guides students to
and gravitational 4. Knife edge and and gravitational
3. Balanced and calculate 3. Carry out
forces; slotted weights. forces.
unbalanced forces gravitational force activity and
4. measure and using the formula calculate GF 5. Toy car, 4. calculate gravitational
4. Friction: uses,
calculate GF = mgh. cardboards paper, force of an object
advantages and 4. Practice
gravitational force rough surface. when mass and
disadvantages 4. Guides students to setting up
(GF) when mass and height are given.
set up balanced balanced and
height are provided;
and unbalanced unbalanced 5. describe how to set
5. describe how to set forces. forces. up a balanced force.
up a balanced force.
5. Provides materials 5. Illustrate 6. explain the meaning
6. explain the meaning and direct frictional force of friction and state
of friction, its uses, illustration of between two uses and
advantages and frictional forces; objects, disadvantages of
disadvantages noting friction.
6. Initiates and leads
advantages
discussion on
and
advantages and
disadvantages
disadvantages of
of friction.
friction.

SUB-THEME: SCIENCE AND DEVELOPMENT

RESOURCES
TEACHER STUDENTS
Students
i. G should be 1. Gravitation 1.Demonstrates the effect 1. Watch and 1. Charts/diagrams Students to:
able to:r and of gravitational pull on comment on of the solar
1. define gravitational
a weightlessness objects. film/picture system.
1. explain pull.
v 2. Leads students to clippings.
gravitation, 2. The earth in 2. Charts/global
i demonstrate the effect of 2. describe the effect
weightlessness, space 2. Participate in models/diagrams
t gravitation on objects. of gravitation on
satellite, and class and group on rotation and
a 3. Space travel 3. Guides class discussion on stone, feather and
space travel; work discussions. revolution of the
t the effect of gravitation. list components of
4. Satellite earth , moon and
i 4. Uses model/charts to 3. Carry out the solar system.
2. state the effects eclipse.
o explain the satellite, solar demonstrations
of gravitation; 4. explain what
n system, rotation and on gravitation, 3. Balls
causes:
revolution of the earth activities on
3. identify the 4. Flash light
a and the moon. weighing - night and day
components of
n 5. Demonstrates eclipse of themselves and 5. Weighing scales: - seasons of the year
the solar system
d the sun using balls of recording of bathroom scales
and explain the 5. explain what
different sizes and flash individual
rotation and 6. films/picture causes of eclipse
W light. weights.
revolution of the clippings on space of the sun and the
e 6. Leads discussion on
earth and the 4. Read more on travel. moon
i seasons of the year.
moon; Space Travel.
g 7. Introduces space travel 7. Globe 6. explain space
5. Repeat teacher
h using a film or picture travel
4. illustrate the demonstrations of
t clippings on space travel.
eclipse of the sun the eclipses. 7. state two purposes
l
and the moon. 8. Leads class discussion on of space travel.
e 6. Draw and label
5. explain the purpose, benefits and
s the solar system. 8. mention 2 benefits
seasons of the dangers of space travel.
s 7. Copy board and 2 dangers of
year.
n 9. leads discussion on the summary. space travel
e launching of Nigeria SAT
9. mention 3 uses of
s 1
satellite
s
THEME: BASIC TECHNOLOGY JSS 1

SUB-THEME: UNDERSTANDING BASIC TECHNOLOGY

RESOURCES
TEACHER STUDENTS
Understanding Student should be 1. Technology 1. Explains that 1. Participate in class Pictures of males Student to:
Technology able to: related technology is discussion. and females 1. mention at least
professions universal. working in five technology
1. identify 2. Cite role models
industries. related
technology related 2. Importance of 2. Illustrates that both of males and
occupations;
occupations; technological males and females females in
literacy. should study technology. 2. state reasons
2. state the
technology. why everyone in
importance of 3. Enumerate at
the society
technology. least 3
should be
importance of
technologically
technology in
literate.
everyday life.
3. mention male
and female role
models in
technology in
the
locality/Nigeria.

SUB-THEME: SAFETY

LEARNING
Safety Students should be 1. Safety guidelines 1. Enumerate safety 1. Participate in 1. Safety Students to:
Guidelines able to: for pedestrians. guidelines for pedestrians mentioning safety helmets
1.list at least three
e.g. guidelines
1. list safety 2. Safety guidelines 2. Pictures, safety guidelines
-walking on the left hand
guidelines for for cyclists/ motor 2. Write down safety video clips for pedestrians
side facing oncoming
pedestrians. cyclists guidelines. crossing a road
vehicle. 3. samples of
2. demonstrate how 3. Safety guidelines -wearing bright coloured 3. Observe teacher’s road signs 2. demonstrate how
pedestrians are to for motorists. materials while walking demonstration of and road pedestrians are to
cross road. in the night. safety guidelines markings. cross a road.
for:
3. identify safety 2. Demonstrates safety 3. state at least five
guidelines for guidelines for road (a)pedestrians, safety guidelines
cyclist, crossing. for motor cyclists.
(b) cyclists;
4. explain safety 3. Explains safety guidelines 4. mention at least
(c) motorists, etc.
guidelines for for cyclists e.g. five safety
motorists. -use of safety helmet guidelines for
-use of riders protection motorists.
e.g. padded clothes,
bright colour jacket etc.
4. Explains safety guidelines
for motorists’ e.g.
-use of seat belts
-Obeying all traffic
regulations
- ensure proper vehicle
maintenance.
10

SUB-THEME: SAFETY

TEACHER STUDENTS
RESOURCES
Workshop Students should be 1. Causes of 1. Explains causes of 1. Participate 1. Pictures and Students to:
Safety able to: workshop workshop accidents. actively in class charts showing
1. list at least three
accidents. discussions. different safe
1. state causes of 2. Guides students’ causes of
work habits
workshop 2. Type of workshop discussion on types 2. Visit Workshops, workshop
and attitudes.
accidents; accidents of accidents that observe and accidents;
occur in workshop identify workshop 2. Safety devices;
2. list types of 3. Workshop Safety 2. state four types
places. safety devices. e.g. fire
accidents that devices. of workshop
extinguishers,
occur in workshop 3. Takes students to 3. Observe safety accidents;
4. Workshop Safety sand bucket ,
places; workshop to observe rules and
Rules and etc. 3. list two types of
some safety devices. regulations
3. state workshop Regulations. workshop safety
whenever in
safety rules and 3. Explains safety rules devices;
5. Accident workshop places.
regulations; and regulations.
prevention 4. list 3 workshop
3. Practicesome
4i identify some techniques. 4.Demonstrates different safety rules and
workshop
workshop ways of preventing regulations
accidents
accidents workshop accidents.
preventive 5. explain accident
preventive
measures. prevention
measures.
measures.
11

SUB-THEME: MATERIALS AND PROCESSING

TEACHER STUDENTS
RESOURCES
Properties of Students should be 1. Wood 1. Displays specimens 1. Examine specimens 1. Specimens of Students to:
Materials able to: - Identification by of various wood of wood. various types of
1. identify, classify
colour: mahogany, types. wood and
1. identify, classify 2. Visit a timber yard and describe
afara, obeche, opepe, metal.
and describe the 2. Names, labels, or shed. properties of
mansonia, etc.
properties of classifies and 2. Various types of wood and
- Classification: 3. Carryout simple
wood. describes the ceramic and metals.
hardwood and tests to
properties of wood. glass products.
2. identify, classify softwood. differentiate hard 2. identify
and describe the - Properties. 3. Displays specimens wood from soft 3. Timber Shed ceramics and
properties of of various metals. wood. glass and
2. Metals 4. Wood, Plastics
metals. describe their
- Identification by their 4. Emphasizes 4. Examine specimens and Ceramic
properties.
3. identify the physical properties, recognition of of metals. Industries.
properties of e.g. lustre, density, metals.
5. Undertake field
ceramics and sound, malleability,
5. Stresses specific trips to wood and
glass. ductility, etc.
use of ferrous and metal industries.
- Classification: ferrous
non-ferrous metals.
and non-ferrous with 6. Examine various
examples. 6. Displays glass and types of ceramics
- Forms: e.g. rods, ceramic products and glass.
bars, pipes, wires, and describes their
plates, sheet, etc. properties.
3. Ceramics and glass 7. Emphasizes how
- Types: bricks, tiles, properties
bottles, cups, pots, determine usage.
etc.
- Properties: brittle,
heat resistant, etc.
12


TEACHER STUDENTS
RESOURCES
Building Students should be 1. Common building 1. Guides students to 1. Identify various 1. Cement, sand, Students to:
Materials able to: materials: cement, identify building types of gravel, Blocks,
1. list 5 types of
sand, gravel, materials. building. etc
1. Identify various building materials;
metal, plastics,
types of building 2. Explains the uses 2. Discuss the 2. Pictures, Charts
wood, glass, 2. explain the uses of
materials in their of the different uses of the and Posters on
leaves, ceramics, each type of
locality; building materials. various types different types
grass, etc. building materials.
of building of building
2. Mention uses of
2. Uses of the materials. Materials.
building
building materials.
materials.
13

SUB-THEME:: DRAWING PRACTICE

LEARNING GUIDE
OBJECTIVES
Drawing Students should be 1. Drawing 1. Displays drawing 1. Examine, name and Drawing Students to:
Instruments and able to: instruments and instruments and describe drawing instruments and
1. name at least
Materials materials: tee- materials. instruments and materials e.g.
1. identify, drawing five drawing
square, set materials. compass, divider,
instruments and 2. Guides students to instruments and
square, pair of ruler, protractor,
materials; identify and name 2. Watch teacher’s materials;
compasses, sets-square, T-
drawing demonstration.
2. demonstrate French curves, square, etc. 2. state the uses of
instruments and
correct etc. 3. Practice appropriate the drawing
materials.
techniques for techniques for instruments;
2. Basic techniques
handling drawing 3. Demonstrates the handling drawing
of handling 3. handle drawing
instruments and uses of the instruments
drawing instruments
materials; different
instruments and 4. Use various drawing correctly;
instruments and
3. construct shapes materials; instruments to
materials. 4. construct shapes
with drawing construct shapes.
3. Uses of drawing with drawing
instruments and 2. Demonstrates
instruments and 4. Practice appropriate instruments;
materials; correct techniques
materials; methods of caring
of handling and 5. explain how to
4. care for drawing for the various
4. Care of Drawing caring for drawing care for and
instruments and drawing instruments.
Instruments and instruments and maintain their
materials.
Materials. materials. drawing
instruments.
3. Corrects
inappropriate
practices.
14

SUB-THEME:: DRAWING PRACTICE

LEARNING GUIDE
OBJECTIVES
Board Students should be able 1. Basic board practice: 1. Demonstrates correct 1. Watch Drawing Students to:
Practice to: techniques for: teacher’s instruments and
- Setting drawing paper 1. fix drawing sheet to
demonstration materials e.g.
1. fix drawing sheet to on the board. (a) Setting drawing paper the board.
compass, divider,
the board. on board; 2. Practice the
- Sharpening pencil to ruler, protractor, 2. sharpen pencils to
techniques.
2. sharpen pencils to conical point and knife (b) Sharpening of pencils; sets-square, T- conical point and
conical point and edge. square, etc. knife edge.
(c) Using set –square and
knife edge.
- Using the tee and set T-square for drawing 3. draw border,
3. draw border, squares for drawing border, horizontal and horizontal and
horizontal and vertical boarder, horizontal and vertical lines; vertical lines
lines vertical lines.
(d) positioning and drawing 4. place and draw the
4. place and draw the - Positioning and of title block; title block.
title block. drawing the title block.
(e) freehand writing of 5. write freehand
5. write freehand legible - Freehand Writing of letters and numerals. legible letters and
letters and numerals. letters and numerals. numerals.
Freehand Students should be able Basic freehand techniques 1. Demonstrates correct 1. Watch HB pencil, Student to: draw thin,
Sketching to make neat freehand of drawing lines, curves, techniques of freehand teacher’s thick lines, curves,
drawing sheet,
sketches of lines, curves circles, and irregular sketching. demonstration. circles and irregular
and irregular shapes. shapes. sharpener, eraser shapes.
2. Assigns freehand drawing 2. Practice
tools. freehand board and tee-
sketching. square.
3. Assists students when
necessary during
exercises.
15

SUB-THEME: TOOLS, MACHINES AND PROCESSES
TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING EVALUATION GUIDE

OBJECTIVES AND
TEACHER STUDENTS LEARNING
RESOURCES
Woodwork Students should be able to: 1. Measuring tools. 1. Displays wood work 1. Identify Students to:
Hand Tools 1. identify woodwork: 2. Setting and marking out hand tools woodwork hand 1. Steel Rule 1. name 3 of the
- Measuring tools tools. 2. Demonstrates the use tools. 2. Hammer woodwork hand tools:
- Setting and marking out 3. Driving tools of the various hand 2. Watch teacher 3. Mallet 2. describe the functions
tools e.g.hammer, mallet and tools demonstrations 4. G- Cramp of the hand tools;
- Driving tools screw driver, etc. 3. Guides class discussion 3. Participate in 5. Sash Cramp 3. draw and label the
- Boring tools 4. Boring tools e.g. wood of the functions of the class discussions. 6. Screw hand tools;
- work holding devices brace, ratchet brace tools. 4. Sketch the hand Drivers 4. use the hand tools for
- Cutting and paring tools. and bradawl, etc. 4. Supervises the students tools. 7. Braces woodwork;
2. describe the woodwork 5. Holding devices:. as they make sketches 5. Use the hand 8. Tenon saw 5. explain how to care for
hand tools; 6. Cutting and paring of the hand tools. tools for etc. woodwork hand tools.
3. use and sketch the hand tools. 5. Explains how to care for woodwork.
tools; 7. Care and Maintenance the hand tools. 6. Clean and store
5. care and maintain of Woodwork Hand the hand tools.
woodwork hand tools. Tools.
1. Marking out tools: 1. Displays metalwork 1. Identify
Metal Work Students should be able to: 1. Marking out Students to:
surface plate, scriber, hand tools metalwork hand
Hand Tools 1. identify the different hand tools, table, 1. name 3 of the
odd-leg calipers, etc. 2. Demonstrates the use tools.
tools used for metalwork; measuring metalwork hand tools:
2. Measuring tools and of the various hand 2. Watch teacher
2. describe the hand tools; tools,
gauges: steel rule, tools demonstrations 2. describe the functions
3. draw sketches of the driving
protractors, etc. 3. Guides class discussion 3. Participate in of the hand tools;
different hand tools; and tools, and
3. Driving tools: punches, of the functions of the class discussions. 3. draw and label the
4. use the hand tools in metal cutting
screw drivers, tools. 4. Use and Sketch hand tools;
work; tools.
spanners, etc. 4. Supervises the students the hand tools. 4. use the hand tools for
5. care and maintain metal 2. Models of
4. Cutting tools: chisels, as they make sketches metalwork;
work hand tools. 6. Clean and store shaped
files, etc. of the hand tools. 5.explain how to care for
the hand tools. blocks.
5. Care and maintenance 5. Explains how to care for metalwork hand tools.
of Metal work tools. the hand tools.
16

SUB-THEME: TOOLS, MACHINES AND PROCESSES

RESOURCES
TEACHER STUDENTS
Maintenance of Students should be 1. Meaning of 1. Guides class 1. Participate in class  Grease, engine oil, Students to:
Tools and able to: Maintenance discussion on discussions. louver frame,
1. explain the
Machines meaning and  tools and machine
1. explain the 2. Types of 2. Watch teacher importance of
types of parts,
meaning of maintenance demonstrations. maintenance.
maintenance  cotton, rag,
maintenance; Practices:
practices. 3. Undertake simple  cleaning materials 2. describe the
2.identify different - preventive, maintenance of e.g. detergent, three types of
2. Demonstrates
types of tools and rag, brush, liquid maintenance
- corrective different methods
maintenance machines e.g. soap, etc. practices;.
of caring and
practices; - predictive. regular cleaning,
maintaining 3. list at least five
oiling and
3. explain why tools 3. Importance of workshop tools suitable cleaning
greasing of simple
and machines maintenance. and machines. materials for
machines and
need regular tools and
3. Explains the need tools.
maintenance; machines;
and importance of
4. maintain and regular 4. state the
care for maintenance of importance of
workshop tools tools and maintenance
and machines. machines.
5. clean and
maintain tools
and machines in
the school
workshop.
17
THEME: PHYSICAL AND HEALTH EDUCATION JSS 1

SUB-THEME: BASIC HUMAN MOVEMENT

RESOURCES
TEACHER STUDENTS
Physical Fitness Students should be able 1. Meaning of 1 Explains the meaning Listen to teacher’s 1 Posters Students to:
and Body to: physical fitness of physical fitness. explanation.
2. Charts 1. Define physical
Conditioning
1. explain the meaning 2. Components of 2. Discusses the 2. List the components fitness.
Programme 3. Pictures
of physical fitness physical fitness components of of physical fitness
2. List four
physical fitness under differentiating 4. Textbook
2. list the components - health related components of
heath and between the health
of physical fitness components 5. Video Clips. physical fitness
performance related and performance
and differentiate
- performance components. related 3. Mention three
between health and
related components. characteristics of
performance related 3. Guides pupils to
components a physically fit
components. discuss the 3. Discuss the
person.
3. Characteristics of characteristics of a characteristics of a
3. mention the
physically fit physically fit person. physically fit 4. Mention two
characteristics of a
person person. importance of
physically fit person. 4. Explains the
physical fitness.
4. Importance of importance of 4. Practice teachers
4. list appropriate
physical fitness physical fitness demonstrations of 5. Demonstrates at
exercises to develop
some exercises that least three of the
the different 5. Exercises to 5. Explains and
help in developing exercises
components of develop strength demonstrates some
strength,
physical fitness. endurance and exercises that help in 6. List four safety
endurance, agility
flexibility developing strength, precautions while
5. demonstrate and flexibility.
endurance and performing the
exercises to develop. 6. Safety precautions
flexibility. 5. Describe the exercises
- Strength, while performing
precaution while
- Endurance, exercises 6. Describes the warning 7 give one word to
performing exercise
- flexibility. signs while describe the
performing exercise ability to change
6. State safety direction easily
precautions.
18


RESOURCES
TEACHER STUDENTS
Recreation, Students should be 1. Meaning of 1. Explains the meaning 1. Pay attention while 1. Posters Students to:
Leisure and able to: recreation, leisure of recreation, leisure the teacher defines
2. Photographs 1. define
Dance and dance. and dance. recreation leisure and
1. define recreation, recreation,
Activities dance. 3. Films
leisure and 2. Differences 2. Guides the students leisure and
dance; between dance, to identify the . Mention the 4. Video Tapes dance
leisure and various components components of
2. differentiate 5. Parks 2. mention the
recreation of recreation and recreation and dance.
between components of
dance. 6. Swimming pools
recreation, leisure 3. Benefits of 3. List types of recreation,
and dance; recreation and 3. Explains types of recreational activities 7. Zoological gardens leisure and
dance: activities under the and traditional dance.
3. list some benefits 8. Stadium
- refreshment of two components of dances
derived from 3. differentiate
both body and recreation and 9. Ludo, draught,
recreational and 4. Practice some local between
mind dance. scrabble and
dance activities dancing steps leisure and
- create room for novels
4. Demonstrates some recreation.
fun and 5. List some benefits of
local dancing steps 10. Music
enjoyment. recreational activities 4. list three
5. Invite a traditional and dance benefits of
- carry over
dancer to recreational
values of skills 6. Take a trip to a
demonstrate some activities and
learnt in physical nearby park, stadium,
dancing skills dance.
education classes. swimming pool.
- promotion of 6. Outlines the benefits
7. Dancing competitions.
mental alertness, of recreational
social and activities and dance
emotional
stability.
19

SUB-THEME: SPORTS AND GAMES

Athletics Students should be able 1. Basic skills and 1. Explains the basic 1. Listen to the 1. Field and Students to:
to: techniques in the skills and techniques teacher and measuring
(Track and Field) 1. define Athletics;
following Field in shot put, discus take part in the instrument
1. define athletics
events: (a) Shot discussions. 2.list and describe
2. Demonstrates the 2. shot put and
2. describe the basic put, (b) Discus the basic skills in a
basic skills. 2, List basic skills discus
skills in discus and shot put and
2. Execution of in shot put &
shot put 3. Mentions various 3. Video clips discus;
basic skills and discuss
rules and regulation
3 perform the basic techniques in: 4. Pictures 3.draw the sectors
governing the 3. Watch
skills in discus and with dimensions
a. Discuss execution of shot put teachers 5. Charts
shot put
- Carriage and discus. demonstrations 4.take part in warm
6. Textbooks
4. draw and label the - Stance of the various up activities
4. Take students to the
sectors with - Throw skills.
field to see shot put 5.demonstrate the
dimensions - Follow through and discus sector. 4. Warm up basic skills in shot
5. Take part in warn-up b. Shot put: put and discuss
5. Lists safety 5. Practice the
activities
- Grip measures in discus various basic 6. list 3 safety
6. list safety measures - Stance and shot put skills.. measures in
in shot-put and discus - Put athletics.
6. Write notes for 7. Apply safety
7. explain the benefits - Follow through students. measure. 7. list 5 benefits in
of taking part in 3. List the rules athletics.
8. Wash their
athletics. governing discus hand, face and
and shot put feet.
4. List safety
measures.
20


Ball games Students should be 1. Basic skills and 1 . Describe 1. Tell the history 1. Playing courts Students to:
- Soccer able to: techniques in volleyball and and development and pitches.
1.describe Volley ball
- Volleyball 1. narrate the history Volleyball and soccer: of:
2. Balls and Soccer
and development Soccer.
2. Demonstrate the - Volleyball
of volley ball and 3. Charts 2. demonstrate skills
3. Application of the techniques and
soccer; - Soccer involved in
rules and skills involved in 4. Film shows
2. describe volleyball playing:
regulations playing the 2. Watch teacher’s
and soccer; 5 Textbooks
governing soccer games. demonstration of a) Soccer and
3. demonstrate the
and volleyball. the various skills 6. Whistles
techniques and 3. Explains the b) Volley ball.
skills involved in 4. Officials of soccer various rules and 3. Warm-up
3. list three values of
playing the and volleyball and regulations
4. Practice the skills. team ball games.
games; their functions. governing the
4. apply the rules and games. 5. Apply the various 4. mention common
5. Facilities and
regulations skills and injuries in ball
Equipment. 4. Take students to
governing the techniques to games.
the fields.
games; 6. Values of games situation
5. list three essential
5 List the officials of volleyball and 4. Draws and labels (class inter-group
officials of each
the games and soccer. the court/pitch competitions)
game and their
their functions; with their
7. Common injuries 6. Draw and label the duties.
6. List the dimensions.
in volleyball and court/pitch.
facilities/equipmen
soccer. 5. list the common
t use during the 7. Listen to the
injuries associated
games and their explanation.
with ball games
dimensions;
7. List the safety 6. explain the
measures in procedures for
soccer and carrying out first
volleyball. aid treatment
21


Contact and Students should be 1. definition of 1. defines contact and 1. Defines contact 1. Playground/ Students to:
Non-Contact able to: contact and non- non-contacts sports. and non-contacts gymnasium
1. Differentiate
Sports contact sports. sports.
1. differentiate 2. List examples of 2. Costumes between contact
contact and non- 2. examples of contacts and non- 2. Watch teachers and non-contact
3. Gymnastic mats
contact sports; contact sports contacts sports.. demonstration. sports;
- Wrestling 4 Protective gears
2. list examples of 3. Demonstrates the 3. Practice the skills. 2. List 2 examples
- judo
contacts and non- various skills 5. Wrestling mats each of contact
4. Enumerates the
contacts sports; 3. Examples of non- involved in the and non-contact
benefits derived 6. Swimming
contact sports: contacts and non- sports;
3. list the benefits of from contacts and pool/stream
- Gymnastic contacts sports.
taking parts in non-contacts 3. List three benefits
- Swimming 7. Light jackets
contact and non- 3. Enumerates the sports. of taking part in
contact sports; 2. Benefits of benefits derived in 8. Film shows. contact and non-
5 List safety
contact and non- contacts and non- contact sports;
4. demonstrate the measures in 9 Musical
contact sports. contacts sports..
common skills in contacts and non- instruments 4.demonstrate the
contacts and non- 4. Basic skills and 5. Demonstrate the contact sport. common skills in
10. Photographs
contact sports; techniques in common skills in contacts and
contact and non- contacts and non- 11. Charts/Posters. non-contact
5. list safety
contact sports. contact sports sports;
measures in 12. Textbooks.
contact and non- 5. Safety measures 6. List safety measures 5. list three safety
contact sports. in contact and in contact and non- measures in
non-contact contact sports. contact and non-
sports. contact sports.
22

SUB-THEME: HEALTH EDUCATION

Personal, Students should be 1. Determinants of 1. Presents and discusses 1. Listen attentively to 1. Photographs Students to:
school and able to: health pictures of healthy teachers 2. Posters/ Charts 1. list and explain
community 1. list and explain (Hereditary, and unhealthy life explanation. 3. Communication three
health. the three Environment, Life styles and 2. Give examples of Materials determinants
determinants of style) environment. healthy and 5. Textbooks of health;
health; 2. Characteristics of 2. Explains how unhealthy 6. Waste paper 2 list four
2. list four a healthy person. hereditary, persons. baskets/ Refuse characteristics
characteristics 3. Meaning of environment and life 3. Write down the bins of a healthy
of a healthy Sewage and styles affect health. characteristics of a 7. Brooms and person;
person; refuse. 3. Guides students to healthy person. rakes. 3 explain
3. explain the 4. Methods of identify characteristics 4. Give examples of meaning of
meaning of sewage disposal. of a healthy person. healthy and sewage and
sewage and 5. Methods of refuse 4. Explains the meaning unhealthy refuse
refuse; disposal. of sewage and refuse. environment. 4. list any three
4. list five methods 6 Sources of water 5. Describe hereditary methods of
7. State the qualities of
of sewage supply. traits. sewage
safe water.
disposal; disposal.
6. Explain ways of
5. list three 8. Guide the students to 5. list any five
disposing sewage
methods of discuss methods of methods of
and refuse in their
refuse disposal; sewage and refuse refuse
homes.
disposal. disposal.
6. list sources of 7. Excursion to dump
9. Illustrates with posters 6. list five
water supply. sites and recycle
and explain different sources of
centers.
sources of water water supply
supply.
7. list three
10. Explains and qualities of
demonstrates the safe water.
qualities of safe water
23
THEME: PHYSICAL AND HEALTH EDUCATION JSS I

Food, Nutrition Students should be 1. Meaning of food 1. Mention examples 1. Different food Students to:
and Health able to: of local food and items
2. Different types of 1. Explains the 1. define food.
bring them to
1. explain the meaning food meaning of food 2. Pictures, Charts
class. 2. mention the six
of food and and nutrition.
3. Classes and 3. Textbooks. classes of food.
nutrition; 2. Observe the
importance of 2. Displays samples of
displayed food 3. give one
2. list the different food nutrients: various types of
items. example each
types of food; - carbohydrate food.
of the six
- protein 3. Group food into
3. classify food based 3. Leads students to classes of food.
- fats and oil different classes.
on nutrients; classify food into
- minerals and 4. state any five
groups 4. Listen to teacher’s
4. list the importance salts importance of
explanation.
each food - vitamins 4. Explains the food.
nutrients; - water. importance of each 5. List types of food
4. Importance of class of food to beneficial to
5. state the
food: students athletes during
importance of food.
training,
- Eliminate 5. List types of food
competition and
Hunger for athletes during:
off competition
- training period
- Provide Energy periods.
- competition
for various
period
physical
- off competition
activities,
period
- for healthy
living, etc.
24


Pathogens, Students should be 1. Diseases caused by 1. Leads students to 1. Listen to teachers 1. Posters Students to:
Diseases and able to: Pathogens. discuss how explanation
2. Charts 1. list three disease
their prevention diseases are
1 identify the 2. Disease preventive 2. Participate in class caused by
caused by 3. Pictures
diseases caused measures: discussion and pathogens;
pathogens.
by pathogens; - adequate nutrition group work. 4. IEC materials
2. list five
and exercises 2. list different types
2. list different 3. Give examples of 5. Textbooks communicable
- clean environment of diseases.
types of disease; diseases caused diseases.
- use of safe water
3. explains effects of by pathogens
3. mention the - proper disposal of 3. mention four
disease on
effect of diseases refuse and sewage 4. Enumerate the effects of
students well
on athletes - seeking and getting effect of diseases diseases on
being.
performance in treatment in time on their health. athletes
physical - Good hygiene 4. Explains how to performance in
5. List types of
activities; - immunization prevent diseases. physical
preventive
- good ventilation activities;
4. list types of 5 Lists types of measures
- health education
preventive preventive 4. list five
- vaccination
measures. measures preventive
measures of
6. Asks students
communicable
questions on
diseases.
prevention of
diseases.
25
THEME: INFORMATION TECHNOLOGY JSS 1

SUB-THEME: BASIC COMPUTER OPERATIONS AND CONCEPTS
TOPIC
PERFORMANCE CONTENT ACTIVITIES TEACHING EVALUATION
TEACHER STUDENTS
LEARNING
RESOURCES
Historical Students should be able 1. Early counting devices (fingers, 1. Describes and 1. Observe and 1. Fingers, Students to:
Development to: stones, sticks, pebbles, cowries, shows different examine the 1. name at least four
2. Toes,
of Computers etc. early counting counting devices. early counting
1. list early counting
2. Mechanical counting and devices. 3. Sticks, devices.
devices; 2. Count given
calculating devices: Abacus, 2. discuss the
2. Mentions the large numbers 4. Stones,
2. state the Slide rule etc. problems in using
problems of with the devices.
problems in counting 3. Electro-mechanical counting 5. Pebbles those devices.
counting large 3. Observe the use
large numbers with devices: etc. 3. name two
numbers with those of mechanical
those devices; - John Napier bone mechanical
early devices. counting and 6. Abacus
- Blaire Pascal machine counting and
3. name mechanical calculating
- Gottfried Leibniz machine 3. Demonstrates the 7. Slide rule calculating devices;
counting and devices.
- Joseph Jacquard loom use of counting and 4. name two electro-
calculating devices; 8. Four
- Charles Babbage analytical calculating devices. 4. Observe and mechanical
Figure
4. name electro- machine recognize the counting devices;
4. Guides students to Table
mechanical counting - Philip Emeagwali Pictures of 5. mention the
compare and
devices; electro- 9. Charts contributions of at
4. Electronic counting devices and contrast the
mechanical 10. Pictures least two named IT
5. compare electronic modern computer: electronic with
devices 11. Computer inventors; the
counting devices with i. Herman Hollerith punch modern computer.
5. Observe and 12. Cardboar contributions of a
modern computer; cards Discusses the
recognize d cuttings named inventor;
ii. John Von Neumann contributions of the
6. state the electronic 6. state contributions
machine various counting
contributions of counting devices of a named
iii. Modern machines. devices to the
named IT inventors; and modern inventor;
5. Generations of computers: modern computer.
computer. 7. name the
7. identify the five - First 7. Describes each
6. Match each generations of
generations of - Second generation of
generation with computers;
computers; - Third computers
its characteristic 7. 8state two features
8. describe the features - Fourth features. of each generation
of each generation. - Fifth of computers.
26

TOPIC
PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION GUIDE
OBJECTIVES LEARNING
TEACHER STUDENTS
RESOURCES
Data Student should be 1. Definition 1. Leads students to 1. Identify the 1. Pictures Students to:
Processing able to: define and identify stages of data
2. Data processing cycle: 2. Charts 1. define data
data processing processing.
1. define data i. Data Gathering processing;
cycle/stages. 3. Computer
processing; ii. Data Collation 2. Participate in
System 2. list any three
iii. Input stage 2. Discusses what each class discussion.
2. state the stages stages involved in
iv. Processing stage stage involves. 4. Appropriate
of data 3. Observe data processing;
v. Storage Stage software
processing; 3. Demonstrates how teacher’s
vi. Output stage 3. describe what is
computer can be demonstration
3. describe what involved in a given
3. Importance of the used to achieve each and listen to
each stage stage of data
computer as a tool for of these things. explanation.
entails; processing;
processing data:
4. Guides students to 4. Copy the board
4. state the i. increased accuracy 4. state four features
identify the benefits summary into
features of a ii. efficient storage that make
of the computer as a their notebooks.
computer that facilities computer useful
data processing tool.
make it an iii. fast access to for data
excellent tool for information 5. Writes the stages on processing.
data processing. iv. handles repetitive the board.
tasks
27

SUB-THEME: BASIC COPUTER OPERATIONS AND CONCEPTS

Computer Students should be 1. Computer Room 1. Leads students on 1. Participate in 1. Pictures/ Students to:
Ethics able to: Management Ethics: excursion to class Charts of an
1. list three ways
- maintaining suitable computer discussions ideal computer
1. list ways of taking of taking good
dust-free laboratory. room/
good care of a 2. Obey care of
environment laboratory.
computer room/ 2. Guides students to computer computers;
- appropriate
laboratory; identify ways of room rules 2. School
ventilation 2. state computer
taking good care and computer
2. state the rules - appropriate laboratory
of a computer regulations. laboratory.
and regulations of lighting system rules and
room/ laboratory.
computer - setting regulations;
laboratory; computer 3. Ensures that
3. obey rules and
students observe
3. observe computer 2. Laboratory rules and regulations in
the rules and
room rules and regulations: a computer
regulations while
regulations. - arrange chairs laboratory.
working in the
and tables in a
computer
comfortable
laboratory.
manner.
- arrange the
computers and
their peripherals
in an orderly
manner
28

SUB-THEME: BASIC KNOWLEDGE OF INFORMATION TECHNOLOGY (IT)

Applications of Students should be 1. Uses of IT: 1. Prepares charts on 1. Watch video 1. Charts and Students to:
IT in Everyday able to: IT uses in and note how Pictures of
i. communication. 1. state three
Life everyday life. IT influences a:
1. state the uses of everyday life uses
ii. timing and daily lives of
IT in daily 2. Shows video clips - Television of IT.
control people.
activities; of IT uses in
- Video 2. list three ways IT
iii. information everyday life. 2. Participate in
2. identify the impact has assisted the
processing/ class - CD-Rom
of IT in daily 3. Guides student to: societal
management discussion.
activities. - Multimedia development.
- state uses of
2. IT and Society. 3. Carry out a computer
IT in everyday
project on
life; 2. Documentary
influence of IT
films
- identify ways on society.
IT has 3. Multimedia
improved their presentations.
daily living.
4. Assesses and give
student projects.
29

SUB-THEME: BASIC KNOWLEDGE OF INFORMATION TECHNOLOGY (IT)

Information Students should be 1. Meaning of 1. Brings 1. Brings relevant 1. Charts, drums, Students to:
Transmission able to: information charts/pictures materials to the whistles or
1. define
transmission. of modern tools class. Pictures
1. define information
for transmitting - newspapers depicting ancient
information 2. Ancient methods of transmission;
information. - radio modes of
transmission transmitting
- telephone information 2. list three
information: 2. Leads students
2. list ancient transmission ancient methods
- Oral to identify these 2. Use the material:
methods of of transmitting
- Beating drums tools. 2. GSM, Radio,
transmitting - listen to radio information;
- Fire lighting Television,
information; 3. Demonstrates to - make telephone
- Town crying Computer, etc. 3. state five
students how calls
3. identify modern - Whistling or Pictures / modern methods
these tools are - read magazines
methods of - Drawing Charts of these of transmitting
used in and textbooks
transmitting diagrams objects. information;
transmitting - watch television
information; - Making
information. and video 3. Letters, 4. list two means
representation
Magazines, of transmitting
4. Guides students 3. Classify
3. Modern methods of Newspapers, information
to identify information by
transmitting
ancient and mode of
information:
modern methods transmission.
- Prints
of transmitting
- Telephone
information.
- Telex
- Radio
- Television
- Fax
- Satellite
- Internet
- GSM
30


OBJECTIVES TEACHER STUDENTS LEARNING GUIDE
RESOURCES
Living Students should be able 1.Habitat and 1. Takes students to visit 1.Visit the Students to:
1. Charts
Things to: examples. different habitats. various habitats 1. name three major
1. mention the different 2.Adaptations of living 2. Guides students to: and observe the 2. Diagrams habitats;
habitats of living things to their - identify living organisms living things in 3. School garden 2. give examples of
things and identify habitat. in the different habitats. them. living things
the organisms found in 3.Relationships - identify the special 2. Participate in 4. Video clips found in the
them; between organisms features (adaptations) of class discussion. 5. Plastics/mental different habitats;
2. state various adaptive in the same habitat. the organisms found in 1. Classify living containers 3. state three
features of living 4.Uniqueness of the different habitats things based on differences
7. Preservatives
things in their habitat. human beings: 3.Guides and directs class where they live. between
e.g. formalin
3. identify characteristics - reasoning discussion 2. Collect and - plant found on
of organisms in the - problem solving. 4. Leads discussion on the preserve some 8. Film on human land and water
same habitat and what - Inquisitiveness, importance of the brain, living exploits - animals that live
they have in common; - observation, human reasoning and organisms. on land and
9. Pictures
4. identify intelligence as -measurement intelligence. 3. Participate in water;
a unique characteristic inference. 5. Guides students discussion. 10. Model 4. explain why man
of human beings; 5. Measurement of discussion on: the use of 4. Follow 11. Chart is unique among
5. Apply basic intelligence Growth and intelligence for survival and teacher’s living things;
skills e.g. observation, Developmental manipulating the instruction to 12. Metre rule 5. demonstrate
measurement of time Changes environment. carry out listed 13. Clock Intelligence
and weight inference. a. Growth changes in: 6. Using appropriate measurements. skills-how many
14. Weighing scale
6. identify major indices of instruments, guides teaspoon full of
- height
growth changes in students to take water can fill
living things - weight measurement of up a bottle of
7. explain the stages in - size - length coke.
the development of - time,
humans; - weight.
31


OBJECTIVES TEACHER STUDENTS LEARNING
RESOURCES
8. identify the b. Developmental 7. Guides students 6. Under teacher’s 15. Spring balance 6. State three major
characteristic changes: to group instruction, indices of growth
16. Measuring
features of the themselves group selected changes in living
- infancy cylinder
different according to students things.
developmental - adolescents different according to 17.Poster showing:
7. list three examples
stages - adulthood heights, weights height, weight babies
- of developmental
and sizes and size;
9. classify c. Characteristic - students changes in infants,
developmental 8. Leads class 7. Compare: adolescents and
changes as features of stages of discussion on themselves with - - teachers adults.
temporary and development. the differences their younger and parents
8. state the
permanent. d. Classifying growth between: siblings.
characteristics of
and developmental - infants and 8. Write short growth and
changes as adolescents; notes on their developmental
temporary/ - adolescents observation changes;
permanent. and adults.
9. classify changes in
living things as:
- growth and
- developmental
changes;
- temporary and
permanent
changes.
32


RESOURCES
Chemicals Students should be 1. Meaning of chemicals 1. Displays samples 1. Observe some 1. Chemical bottles Students to:
able to: of chemicals in displayed (labeled).
2. Classes of chemicals: 1. define
class. chemicals.
1. define (a) based on use: 2. Chemical bottles chemicals;
2. Participate in
chemicals; - pharmaceutical/ cosmetics 2. Leads students (non-labeled).
class discussion. 2. State two
- nuclear in class
2. classify - agrochemical 3. Observe and 3. Samples of classes of
discussion.
chemicals - industrial recognize the chemicals: - chemicals;
3. Guides students
based on their - laboratory classes of Kerosene, -
to identify 4. list 3
intended use chemicals insecticides, -
(b) based on hazardous nature: hazardous and examples of
and hazardous displayed. camphor -
- highly hazardous and toxic non-hazardous each
nature; - moderately hazardous and 4. Identify safety engine oil in well
chemicals. of the classes
toxic signs in chart labeled and
3. state safety of chemicals;
- non-hazardous and non- 4. Demonstrates and storage appropriate
measures toxic containers 4. mention 3
the use of some containers.
when using displayed. safety
3. Safety measures when using safety devices
chemicals. 4. Charts showing measures in
chemicals: when handling 5. Match chemicals
- adhere to the manufacturer’s with appropriate classification of the use
chemicals.
safety instructions storage chemicals and their of chemicals.
- follow safety guidelines for 5. Display relevant containers. examples
chemical storage and chart on safety
5. Charts showing
handling signs placed on
- observe and adhere to safety safety signs.
chemicals.
signs and instructions on
chemical packages
- ensure proper labeling and
storage of chemical
33


RESOURCES
Work, Energy Students should be able 1. Meaning of work, 1. Guides students to 1. Measure height to 1. Objects like Students to:
and Power to: energy and illustrate the determine work metre rule
1. define work,
1. explain the meaning power. concept of work done by a falling
ball, stones, energy and
of work, energy and and the object.
2. Meaning of books. power;
power; relationship
potential and 2. Use materials e.g.
2. explain the meanings between work, 3. Wound clock 2. explain the
kinetic energy. ball, a stone for
of potential energy energy and power. meanings of
activity on the 4. Toy car
and kinetic energy; 3. Calculations potential and
2. Leads students on potential kinetic 5. Bicycle.
3. apply the formula involving Work kinetic energy;
the discussion to energy.
power = Work done done.
illustrate potentials 3. solve some
Time 3. Study and
4. Energy transfer and kinetic energy. problems on
4. identify energy practice solving
when work is the concepts of
transfers that occur 3. Leads the students similar problem.
done. power and
when work is done to solve some
4. Participate in work;
examples.
discussion and
4. identify energy
4. Initiates and leads record the main
transfers that
discussion to show ideas.
occur when
that energy
work is done
transfers occur
with specific
when work is done
examples.
34


RESOURCES
Types of Students should be 1. Kinetic Energy: 1. Directs discussion 1. Participate in the 1. Charts to guide Students to:
Energy able to: Assumptions. on the statements discussion and group
1. state three
of the kinetic note the major discussion.
1. state the 2. Explanation of assumptions of
theory. explanations.
assumptions of the some 2. Charts of kinetic theory;
kinetic theory; phenomena 2. Provides charts of 2. Participate in the molecular
2. use the kinetic
using kinetic molecular discussion and structure of
2. explain the theory to
theory. structure: solids, discover molecular solids, Liquids
molecular explain why a
liquids and gases spacing as major and gates.
structure of solids, 3. Explanation of solid has a
and lead the difference between
liquids and gases boiling and 3. Beaker(2) definite shape
discussion. solids, liquids and
using the kinetic evaporation and a liquid has
gases. 4. Water
theory; using kinetic 3. Guides students to none;
theory. carry out activity 3. Use water and 5. Ether
3. distinguish 3. state the
on boiling and ether respectively
between boiling 4. Factors that 6. Capillary tube difference
evaporation and for activities on
and evaporation affect between boiling
discuss findings. evaporation and 7. Source of heat.
using the kinetic evaporation. and
boiling and
theory; 4. Guides students to evaporation;
participate in
deduce some
4. state the factors discussing their 4. state two
factors that affect
that affect results. factors that
evaporation.
evaporation. affect
4. Deduce the factors
evaporation.
that affect
evaporation from
their observation.
35


RESOURCES
Thermal Students should be 1. Guides students to 1. Heat one end of iron 1. Source of heat Students to:
Energy able to: illustrate thermal rod while holding – Iron rod
1. 1. Heat flow 1. show that heat
energy with an the other. The palm
1. illustrate that 2. Beaker flows from a hot
2. 2. Heat activity. gets warm with
when two body to a cold
time. 3. Metal spoon
bodies are in Transfer 2. Guides the one when in
contact, heat (conduction, illustration of Heat 2. Discover that heat is 4. Water contact;
flows from the convection and transfer. transferred by
5. Hot water 2. name two
hot to the cold radiation conduction,
3. Guides students in methods of heat
one; convection and 6. Two cans – one
activity on heat transfer;
radiation. painted black
2. name the conduction and
3. explain heat
methods of heat discuss the uses 3. Dip one end of 7. Two
conduction and
transfer; with them. metal spoon in hot thermometers
state two uses;
water and state their
3. describe heat 4. Guides students in
observations. 4. describe
conduction and activity on
convection and
its applications; convection and 4. Boil water and
list two of its
discuss its observe the
4. describe heat applications.
application. convection currents,
convection and
note the applications 5. explain what heat
state two of its 5. Guides students to
as discussed. radiation is and
applications; carry out activity
give one
for radiation and 5. Measure
5. explain heat application of
discuss its temperature
radiation and radiation.
applications. differences between
state two of its
two cans, one
applications.
painted black and
the other not
painted, that are
equidistant from a
source of heat.
36


RESOURCES
Crude oil and Students should be 1. Meaning of 1. Leads class 1. Participate in 1. Crude oil Students to:
Petrochemicals able to: Crude oil, discussion on the class discussion.
2. Engine oil 1. explain the
Petrochemicals. meaning of crude
1. explain what 2. Participate in the meaning of
oil and 3. Grease
crude oil and 2. Refining of visit and record crude oil and
petrochemicals;
petrochemicals Crude oil. their 4. Petrol petrochemicals;
methods of
are; observations.
3. Uses of crude oil refining crude oil; 5. Kerosene 2. describe the
2. describe the and uses and 3. Find out from process of
process of petrochemicals. importance of home various refining crude
refining crude crude oil. uses of petroleum oil;
4. Importance of
oil; products.
crude oil and 2. Leads a visit to 3. list 3 uses of
3. state the uses of petrochemicals. fuel station to see petrochemicals;
crude oil and the different
4. mention the
petrochemicals; petroleum
importance of
products.
4. state the crude oil to
importance of Nigeria.
crude oil to
Nigeria.
37

SUB-THEME: SAFETY

RESOURCES
First Aid
Students should be able 1. First Aid: meaning Students to:
1. Exhibits and explains first 1. Inspect first aid 1. First Aid box
to: and materials. 1. define First Aid;
aid materials and their box and name and
1. explain the meaning of 2. Application of 2. list five First Aid
uses. the content. materials.
First Aid; simple first aid. materials;
2. Demonstrates how to give 2. Practice giving 2. Posters of
2. identify the contents of 3. ABC of First Aid: 3. apply simple First
simple First Aid. simple First ABC
a First Aid box; -Airways Aid measures;
3. Explains ABC of First Aid. Aid. application.
3. apply first aid -Bleeding and 4. explain ABC
4. Shows posters of 3. Observe the 3. Video clips
measures; breaks application of First
application of ABC of First demonstration
4. discuss the ABC of First Circulation (Pulses). Aid;
Aid. and posters of
Aid; 4. Application of ABC 5. demonstrate three
ABC
5. apply the ABC of First of First Aids. applications of ABC
applications.
aid to: of First Aid.
- victims of common
workshop accidents;
- road accident victims.
1. Meaning of rescue
Rescue Students should be able 1. Explains the meaning of 1. Examine Students to:
operation. 1. Caution
Operations to: rescue operation. pictures of 1. define rescue
2. Different aspect of Triangle.
1. explain the meaning of 2. Using pictures of rescue rescue scenes. operation;
rescue operation 2. Fire
rescue operation; scenes, leads students to: 2. Write down 2. state three aspects
namely extinguisher
2. identify different - identify different aspects different of rescue operation;
3. Securing the 3. Pictures or
aspects of rescue of rescue operation; and aspects of 3. mention three steps
environment; and Video
operation; - describe the steps rescue involved in rescue
vehicle and clips.
3. describe the steps involved in each aspect operation and operation.
victims(s)
involved in each aspect of rescue operation. steps involved.
4. Steps involved in
of rescue operation.
rescue operation.
38


Materials and Students should be 1. Wood: 1. Displays ceramic 1. Examine articles 1. Articles made of Students to:
their common able to: furniture, building and rubber made of wood, wood.
1. list five uses of
uses construction, products, etc. metals, ceramic
1. state some 2. Articles made of wood;
handles of plastics and rubber,
common uses of 2. Leads students to metals and
implements, etc. etc. 2. name five items
wood,; identify materials. metal alloys,
made of metals
2. Metals: household, 2. Visit furniture
2. explain specific 3, Guides students 3.Articles made of and metal alloys;
utensils, vehicle workshops.
uses of ferrous Discussion of the ceramics and
and ship parts, 3. list three uses of
and non-ferrous various uses of 3. Visit factories and glass,
etc. ceramics and
metals and their materials (wood, building sites and
4. Articles made of glass;
alloys. 3. Brass: metal, plastics, observe the uses of
rubber,
decorations, rubber, ceramics, metals and alloys. 4. name three items
3. state some
ammunitions, etc. etc.) in everyday 5. Plastic products made of rubber
common uses of 4. Watch a
life. in school and and plastics.
ceramics and 4. Bronze: carving, documentary on
homes.
glass. statues and 4. Plans students the production and
ornaments, etc. visits to work uses of metals and
4. state the uses of
places: Furniture alloys.
plastics. 5. Ceramics: tiles,
workshop,
household 5. Observe and touch
Ceramic industry,
utensils, etc. ceramics and glass
and Black smiths
wares.
6. Rubber: tyres and workshop.
tubes, foot wears, 6. Inspect specimens
etc. of rubber and
plastic products.
7. Plastics: plastic
buckets and
bottles, etc.
39

SUB-THEME: DRAWING PRACTICE

TEACHER STUDENTS MATERIALS
Geometric Students should be 1. Circles: 1. Names, defines, 1. Watch teacher’s Drawing Students to:
Construction able to: describes, and demonstrations. instruments and
- Parts of a Circle 1. define, identify
draws the parts materials.
1. define, identify, (diameter, radius, 2. Practice the use and describe
of a circle.
draw and list chord, sector, of tee square, set types of circles.
parts of a circle. quadrant 2. Demonstrates squares and
2. describe and
circumference, etc.) the use of a pair compasses to
2. use appropriate construct a
of compasses, divide circles into
instruments to - Circle Drawing Use tangent and a
set square and equal parts.
divide a circle of set squares, tee normal to a circle.
tee square to
into equal parts square and 3. Construct a
divide a circle 3. use appropriate
compasses to divide tangent and
3. use appropriate into 4, 8 and 12 instruments to
a circle into 4,,8, and normal to a given
instruments to equal parts. divide a circle into
12 equal parts. circle.
draw a tangent a number of equal
3. Demonstrates
and normal to a - Construction of parts.
the construction
given circle and tangent and normal
of tangent and
two equal circles. to a circle; tangent
normal to a
at a point o the
circle.
circle; tangent from
a point outside the
circle and to one or
two equal circles.
40


RESOURCES
Students should be able 2. Triangles: 1. Defines and 1. Construct Drawing 1. identify and
to: demonstrate the triangles instruments and circumscribe
- Right angled,
construction of materials. circles to a
1. define, identify and equilateral, 2. Inscribe and
right angled, given triangle.
construct various isosceles and circumscribe
triangle,
triangles. scalene triangles. circles to 2. Construct
equilateral
triangles. inscribed and
2. construct inscribed - Inscribed and triangle.
circumscribed
and circumscribed circumscribed
2. Inscribes and circles to given
circles to given circles to given
circumscribes triangles.
triangles. triangles.
circles to triangles.
Students should be able 3. Polygons: Names and describes 1. Listen 1. Drawing Student to
to define, identify and various types of attentively and instruments construct and
- Definition and
construct regular and polygon. Watch teacher’s and describe regular
construction of
irregular polygons. demonstrations materials. and irregular
regular and irregular
polygons.
polygons: pentagon, 2. Construct 2. Models of
hexagon, heptagon, polygons. polygons.
octagon, using
general and specific
methods, etc.
41


TEACHER STUDENTS
MATERIALS
Plane Students should be 1. Examples of 1. Shows students 1. Examine some Drawing Students to:
Figures able to: Plane Figures pictures of regular plane shapes and instruments and
1. name at least three
plane figures. figures. materials.
1. identify regular 2. Construction of regular plane
plane figures; Plane Figures 2. Demonstrate the 2. Construct figures;
construction of triangles,
2. construct regular 3. Determination of 2. construct regular
triangles and rectangles and
plane figures of Areas of Regular plane figures of
rectangles of equal squares of equal
equal areas. Plane Figures, equal areas.
areas, squares and areas.
e.g.
3. find the area of rectangles of equal 3. find the area of
- triangle and 3. Determine the
regular plane areas. regular plane
rectangle of areas of regular
figures; figures;
equal areas. 3. Guides students to plane figures.
4. enlarge and - square and determine the area 4. enlarge and reduce
4. Enlarge and
reduce plane rectangle of of regular plane plane figures.
reduce plane
figures. equal areas, figures.
figures
etc.
4. Demonstrates
4. Enlargement and
general and specific
reduction of plane
methods of
figures: triangles,
enlarging and
rectangles and
reducing plane
squares in given
figures..
ratios by (a)
length of sides,
and (b) radial line
method.
42

SUB - THEME:TOOLS, MACHINES AND PROCESSES

LEARNING GUIDE
OBJECTIVES TEACHER STUDENTS
MATERIALS
Woodwork Students should be 1.Types and Uses: 1. Various Students to:

1. Takes students to woodwork 1. Visit woodwork
Machines able to: (a) Portable power tools: woodwork 1. mention at least
workshop. workshops.
1. identify the various belt sander, hand drill, machines e.g. three types of
2. Guides the students to 2. Identify metalwork
types of woodwork fret saw, etc. portable power woodwork
identify various woodwork machines.
machines; (b) Machines: circular saw, tools: belt sander, machines;
machine and their uses. 2. Practice cutting
2. state the uses of band saw, wood lathe, fret saw, hand drill 2. describe the
3. Demonstrates the use and and drilling to
the machines; surface planer, etc. uses of the
care of machines e.g. produce simple
3. carry out simple thickness, sanders, machines;
portable power tools: belt projects. 2. Workshop
operations (cutting drill, etc. 3. use the
sander, fret saw, hand drill 3. Care for machines overalls.
and boring) with 2.Functions of the woodwork
etc. in woodwork
the machines. different types of machines to cut
4. Supervises the students as workshop.
machines. and bore wood;
they use the different
3. Care and maintenance
machines for woodwork.
of woodwork machines.
1. Types of metalwork 1. Takes students to metalwork 1. Visit metalwork 1. Various
Metalwork Students should be Students to:
machines. workshops. workshops. machines: centre
Machines able to: 1. mention at least
2. Functions of the 2. Guides the students to 2. Identify metalwork lathe, power
1. identify the various three types of
different types of identify metalwork machine machines. hacksaw, pedestal
types of metal work metalwork
machines. and their uses. 2. Practice cutting drilling, etc.
machines; machine;
3. Care and maintenance 3. Demonstrates the use and and drilling to 2. Charts showing
2. state the uses of 2. describe the
of metalwork machines. care of metalwork machines produce simple milling machine,
the machines; uses of the
e.g. power tools: centre projects. shaping machine,
3. carry out simple machines;
lathe, power hacksaw, 3. Care for machines grinding machine,
operations (cutting 3. use the
pedestal drilling machine etc. in metalwork etc.
and drilling) with machines to cut
4. Supervises the students as workshop. 3. Metalwork
the machines. and drill metals.
they use the different workshop overalls.
metalwork machines.
43


LEARNING GUIDE
OBJECTIVES TEACHER STUDENTS MATERIALS
Belt and Chain Student should be 1. Examples of 1. Shows pictures of 1. Listen attentively 1. Pictures of motor Students to:
Drives able to: Belt and Chain various types of to teacher driven pepper
1. describe belt and
drives. belt and chain explanations. grinder, motor
1. describe belt and chain drives;
drives. fan belt, sewing
chain drives; 2. Applications of 3. Examine various
machine, etc. 1. list at least 4
Belt and Chain 2. Takes students to machines that
2. explain the machines where
drives. visit factories and operate on belt 2. Bicycle and
principles of belt belt and chain
workshops where and drives and motor cycle
and chain drives; 3. Advantages and drives are used;
belt and chain identify their chain drives,
disadvantages.
3. state the drives are used. components. 2. describe the
3. Pictures of chain
advantages and working
3. Explains the 4. Participate in class and belt driven
disadvantaged of principles of belt
principles behind discussions and machines.
belt and chain and chain
the operations of activities.
drives. drives;
the drives.
5. Prepare field trips
3. State 2
3. Moderates class reports.
advantages and
discussion of the
disadvantages of
advantages and
belt and chain
disadvantages of
drives.
belt and chain
drives.
44


LEARNING GUIDE
OBJECTIVES TEACHER STUDENTS RESOURCES
Hydraulic and Students should be 1. Examples of 1. Displays hydraulic 1. Examine the 1. Hydraulic and Students to:
Pneumatic able to: Hydraulic and and Pneumatic machines pneumatic
1. name at least
Machines Pneumatic Devices machines/devices. displayed and devices, e.g.
1. identify hydraulic five hydraulic
identify their force pump,
and pneumatic 2. Components of the 2. Explains the and pneumatic
components. double acting
machines; machines. working principles machines;
pumps,
of hydraulic and 2. listen to
2. name the 3. Operations and centrifugal 2. list at least three
pneumatic teacher’s
components of Uses. pumps, components of
machines/devices. explanations.
each machine; hydraulic jacks, each machine;
3. Demonstrates 3. Ask and answer simple garden
3. explain the 3. describe the
their uses. questions. sprinkler,
principles behind working
the working of 2. Emphasizes reaction principles of the
pneumatic applications. turbine, water devices;
devices; wheels, etc.
3. Demonstrates with 3. mention at least
3. state the uses of real components three uses of the
the machines. and other machines.
instructional
media.
45


LEARNING GUIDE
Gears Student should be 1. Types of Gear: 1. Displays gear 1. Observe gears in 1. Cardboard. Students to:
able to: internal gear, systems for bicycles, cars,
2. Soft wood, 1. list at least 2
external gear and inspection by cranes and hoists.
1. identify different types; and state
level gear. students. 3. Bicycle,
types of gears; 2. Open back of an old 2 uses of gears.
2. Uses of Gears: 2. Guides students clock and examine 4. Old Clock,
2. state the uses of 2. state three uses of
- power examine the the gears in the 5. Machines in
the various types gears in
transmission, different types of clock. school
of gears in a mechanical
- changing gears in machines workshop.
mechanical 3. Participate in class systems;
direction found in school
system; discussions. 6. School
- selecting speed. workshop. 3. calculate gear
3. determine gear 4. calculate gear Workshop. ratios
3. Gear Ratios and 3. Explains the uses and
ratios; ratios.
Speed Rotation. functions of: 4. explain the
4. describe the - gear in machines 5. construct and use relationship
4. Functions of
relationship - lubricants in gears. wooden gears. between gears
lubricants in
between gear ration and speed
Gears. 4. Guides students’ to:
ratio and speed of of machines;
- calculate gear
rotation;
ratios 5. explain the
5. State the - discussion of the importance of
functions of relationships lubricants in gears
lubricants in between gear ratio and other moving
gears; and speed rotation parts of
- construct gears machines;
6. construct and use
gears. with cardboard or 6. fabricate a
wood. workable gear.
46


Posture and Students should be 1. Meaning of posture 1. Explains the meaning 1.Demonstrate correct 1.Gymnasium Students to:
postural able to: and postural defects. of posture and sitting, standing
2.Open field 1. explain the
defects postural defects. band lifting posture.
1. explain the meaning 2. Kinds of posture – meaning of
3.Charts
of posture and sitting, walking, 2. Demonstrate 2. Explain causes of posture and
postural defects lifting. appropriate posture in postural defects. 4.Textbooks postural defects
sitting, standing,
2. demonstrate 3. Postural defects 5.Films 2. demonstrate
lifting.
appropriate posture kyphosis, lordosis, three kinds of
6.Video clips
in sitting, standing, scoliosis, flat feet, 3. Describes and posture.
walking. bow legs. demonstrates postural 7.Posters
3. list three postural
defects such as
3. describe postural 4.Causes of postural defects.
kyphosis, lordosis,
defects like defects- -poor
scoliosis, flat feet, 4. list three causes
kyphosis, lordosis, nutrition
bow legs. of postural
scoliosis, flat feet.
- lack of exercise defects.
4. Explains the causes
3. explain the causes - poor sitting,
of postural defects 5. list three
of postural defects walking and
corrective
sleeping habits.
measures.
5. Demonstration of
7. mention three
appropriate posture
preventive
measures.
47


RESOURCES
Issues and Students should be 1. Issues and 1.Discusses various 1. Listen 1. Textbooks. Students to:
challenges in able to: challenges in issues and attentively to
2. Newspapers 1. list various issues
physical and physical and challenges in teachers
1.list various issues and challenges in
health education health education. physical and health explanations. 3. Radio and
and challenges in physical and
education. television
physical and health 2. Meaning of human 2. Suggest health education.
news.
education. trafficking. 2. Explains the additional
2. explain human
meaning of human reasons for 4. Posters.
2. explain the 3. Health implication trafficking.
trafficking and human
meaning of human of human 6. Video clips.
health implication on trafficking. 3. mention two
trafficking. trafficking on
victims. health implication
victims. 3. Suggest
3. explain the health of human
3. Discusses reasons solutions to
implication of 4. Solutions to trafficking on
for human human
human trafficking human trafficking. victims.
trafficking with the trafficking.
on victims.
5. Sports laws. students. 4. suggest reason for
4. List three sports
4. suggest reason for human trafficking.
4. Encourages students laws.
human trafficking.
to suggest solutions 5. state three
5. state solutions to to human trafficking. solutions to
human trafficking human trafficking.
5.Explains and lists
6. explain and list sports laws, for 6. define:
sports laws example negligence,
-negligence
legal liability, tort
7. define-
and assault. -tort
- tort
-legal liability
- negligence
- assault in
sports
48

Recreation, Students should be able to: 1. Indoor and outdoor 1. Differentiate 1. Listen to teachers’ 1. Ludo Students to:
leisure and 1. mention types of recreational activities between indoor and explanation. 2.Table tennis 1.mention the
dance recreational activities. -examples of each outdoor recreational 2. Give examples of table, net, types of
activities 2. differentiate between -differences between the activities. both indoor and egg/ball and recreational
indoor and outdoor two. 2. Give examples of outdoor bats. activities and
activities giving 2. Demonstration of indoor and outdoor recreational 3. Bata and computer
examples. recreational activities by recreational activities. atilogwu games;
3. take part in recreational the teacher for example activities. 3. Demonstrate dancers 2. differentiate
activities such as ludo, table tennis. 3. Demonstrates service and rally in 4.Computer between indoor
table tennis, soccer. 3. Explanation and service and rally in table tennis. 5. CD/DVD Rom and outdoor
4. explain dramatic and demonstration of the game of table 4. Practice aerobics activities;
creative rhythms and dramatic and creative tennis. and gymnastic 3. take part in
different between them. rhythms for example 4. Explains and skills. recreational
5. list and demonstrate gymnastics and aerobics. demonstrates 5. Repeat the bata activities;
different dance activities 4. Types of dance activities. aerobics and and atilogwu 4. explain dramatic
for example bata, 5. Demonstrations of gymnastic skills. dancing steps. and creative
mkpokiti, atilogwu, different dance activities 5. Brings two 6. List examples of rhythms;
koroso, ekombi. for example bata, professionals to computer game / 5. List and
6. mention and mkpokiti/atiliogwu, demonstrate bata sports. demonstrate
demonstrate some koroso. and atiliogwu 7. demonstrate how different dance
computer games for 7. Demonstration of how to dancing steps. to play computer activities.
example around the play computer games. 6. Lists types of games.
world in eighty days, 8. Types of computer computer games.
soccer. games as leisure 7. Demonstrate how to
activities. play computer
games.
49


The striking games Students should be 1. Basic skills and 1. Demonstrates the 1. Watch keenly the 1. Tennis courts. 1. lists three skills
(table tennis and able to: techniques of basic skills and teacher’s each in table
2. Tennis rackets.
tennis) striking games techniques of demonstration. tennis and lawn
1. demonstrate the
for example grip, striking games. 3. Table tennis tennis.
basic skills and 2. Practice the basic
service, drive, board.
techniques 2. Explains rules and skills- service and 2. demonstrates the
chop and smash.
involved in striking regulations of rally. 4. Table tennis skills and
games. 2. Equipment and striking games. balls/eggs. techniques
3. Apply the rules in
facilities. involved in table
2. apply the rules 3. Mentions the a game situation. 5. Table tennis
tennis and lawn
and regulations 3.Rules and officials for bats.
tennis.
governing striking regulations. striking games.
7. Pictures,
games. 3. count
4.Officials 4. Supervises charts, films.
scores/points in
3. list the officials for students’
8.Textbooks games situation.
striking games demonstration of
and their the basic skills 4. list three officials
functions. and techniques. each for table
tennis/tennis
50

SUB -THEME: BASIC HUMAN MOVEMENT

RESOURCES
First aid and Students should be able 1. Definition of 1. Lists common sports 1. Listen attentively to 1.Posters .Students to
safety education to: accidents and injuries e.g. sprain, teachers
2, Charts 1.define:
injuries. muscle pull, wound, explanation.
1. define accidents,
dislocation. 3. Video clips - accident
injuries; 2. Safety Measures: 2. Participate in class
- at home 2. Applies first aid discussions and 4. First aid box - injury;
2. state safety
- on play ground treatments. group work. and
measures to be 2. list:
- on the roads. materials,
taken at home, 3. Explains the meaning 3. Define: - five sports
school, on the 3. Sports injuries, of safety, safety - First Aid 5.Text books injuries
sports ground, on causes and first education and - Safety Education - three
the road; aid treatment. accidents. domestic
4. List common sport
- injuries
3. list sports injuries 4. Domestic 4. Guides a discussion injuries.
- five road
and causes; accidents on safety measures.
5. Apply simple first traffic
- causes and
4. Mention first aid 5. leads discussion on aid treatment e.g. accidents;
- First Aid
treatment for measures for stops bleeding, and
treatment. 3. apply first aid
injuries; preventing: bind wounds.
treatment to
5. Road accidents:
5. Propose measures of - sports injuries 6. List causes of injuries;
causes, first aid
preventing sports accidents.
treatment. -domestic accidents 4. suggest any five
injuries, domestic
7. Participate in measures for
accidents and road 6. Measures for - road traffic
discussions on preventing
traffic accidents. preventing: accidents.
safety measures accidents at
- sports injuries
home, sports
- domestic
ground and on
injuries
the road
- road traffic
accidents
51

SUB -THEME: BASIC HUMAN MOVEMENT
TEACHER STUDENTS
LEARNING
RESOURCES
Personal, school Students should be 1. Meaning and 1. Explains the concept of 1. Listen attentively 1.Posters Students to:
and community able to: components of school school health to teacher’s 2, Charts 1. explain school
health 1. state the meaning health programme; programme. explanation. 3. Pictures health programme;
of school health - Skill based health 2. Discusses the 2. Participate in 4.Text books 2. list four types of
programme; education components of school class discussions 5. Excursion environmental
personal health - school health health programme with and group work. pollution and their
and community services emphasis on school 3. State the effect effects;
health. - -Healthful school health initiatives. of environmental 3. mention three
2. list components of living/ healthful 3. Leads the discussion on pollution. effects of
school health school environment the effect of 4. Participate in environmental
programme; - School feeding environmental pollution discussions and pollution;
3.list types of services on the community and group work on 4. suggest five general
environmental - School –home and personal health. safety measures measures for
pollution; community 4. Presents and explains and bind preventing
4.mention effects of relationship. pictures and posters of wounds. environmental
environmental 2. Types of environmental air, water and land pollution;
pollution; pollution. pollution. 5. list 3 components of
5.propose preventive 3. Effects of pollution on 5. Explains the prevention school heath
measures against the environment and of environmental programme;
environmental personal health. pollution. 6. write in full the
pollution; 4. Preventive measures 6. Explains the FRESH acronym FRESH;
6. explain the FRESH against environmental approach to school 7. list 4 FRESH
approach to school pollution. health programme with approach initiatives
health programme 5. FRESH approach to emphasis on school in school health
school health health initiatives. programme.
programme.
52


Non- Students should be 1. Meaning of Non- 1. Describes the 1.Recall what they Pictures Students to:
communicable able to: communicable nature of: have leant about
Posters 1.explain the
diseases and diseases. non- communicable
1. define non- - Sickle cell meaning of non-
their prevention diseases such as IEC materials
communicable 2. Nature of: communicable
- Obesity
diseases. - Sickle cell Photographs. diseases;
- Sickle cell
- Asthma
2. state the nature of - Obesity 2. describe the
- Obesity
non- - Anemia nature of five
- Asthma
communicable - Asthma different non-
- Kwashiorkor
diseases e.g. - Anemia communicable
- Anemia
2. Discusses diseases;
- Sickle cell - Kwashiorkor
- Kwashiorkor etc. preventive
3. list 2 preventive
- Obesity measures
3. Preventive measure for
- Asthma Measures each disease.
- Anemia
- Kwashiorkor, etc.
53

THEME: BASIC COMPUTER OPERATIONS AND CONCEPTS

Computer Students should be 1. Definition of 1. Guides students Boot the computer 1. Charts Students to:
Software able to: software to: and identify types of
2. Computer system 1. define software;
software in the
1. define software; 2. Types and Examples - describe with appropriate
system. 2. define two types
of software: computer software.
2. state the types of of software;
software
software; - System software
3. give two examples
(operating system) - identify different
3. give examples of of application
types computer
each type of - Application software;
software.
computer software
4. give an example
software. (Word processing, - - Gives examples
of system
spreadsheet, of each type of
software.
graphics etc.). software.
Operating Students should be 1. Definition of an 1. Leads students to 1. Participate in class 1. Computer Students to:
Systems able to: Operating System define operating discussions. installed with
1. define an
(OS). system. operating system;
1. define operating 2. Copy the board operating system;
systems; 2. Examples of 2. Guides the summary into 2. Interactive CD
2. give example of
Operating Systems students to: their notebooks. Tutorial on
2. give examples of two operating
( DOS, Windows, functions of
operating - give examples of systems;
Linux, Unix) computer
systems; common operating
operating system; 3. state three
3. Functions of system in use
3. state the functions of an
Operating 3. Charts
functions of an - state the functions operating system.
Systems:( Resource
operating system. of an operating
allocation,
system.
monitoring, Utilities)
3. Writes notes on
the chalkboard.
54

SUB- THEME: BASIC COMPUTER OPERATIONS AND CONCEPTS

Units of Students should be able Units of Storage: 1. Guides students to 1. Convert from one - Charts of Students to:
Storage in to: state the units of unit to another.
- Nibble - Conversion 1. state three units
Computer storage and their
1. state the various 2. Differentiate table of storage and
- Byte values.
units of storage and between their values;
- Flash drives
their values; - Kilobyte 2. Leads students to kilometer,
2. convert a given
convert from one kilogram, kilobyte,
2. convert from one - Megabyte unit to another;
unit to another. megabyte and
unit to another;
- Gigabyte, etc. gigabyte. 3. distinguish
3. Leads students to
3. differentiate between between a
differentiate
kilometer, kilogram kilogram and a
between;
and kilobyte; kilobyte.
kilometer, kilogram,
4. distinguish between kilobyte, megabyte
kilobyte, megabyte and gigabyte.
and gigabyte.
Computer Students should be able 1. Computer 1. Guides students to 1. Define computer Samples of Students to:
Problem to: programmes identify a computer program. written programs
1. identify a
Solving Skills program. in different
1. identify a computer - Meaning 2. Give examples of computer
computer
program; 1. Leads students to computer program;
- Examples (Logo languages.
define and give programming
2. define a computer BASIC, etc.). 2. define computer
examples of language
programming programming
programming
language; language;
language.
3. give examples of 3. Give 2 examples
computer of computer
programming programming
languages. language.
55


Basic Students should be 1. BASIC Language: 1. Guides students to 1. State the 1. Computer Students to:
Programme able to: state the meaning meaning of system
- Meaning of BASIC 1. state what
of BASIC. BASIC.
1. state the 2. Interactive BASIC stands
- BASIC Character set
meaning of the 2. Leads students to 2. List the BASIC instruction. for;
acronym BASIC; 2. Key BASIC Statements: list BASIC statements.
3. Sample of 2. list four BASIC
statements.
2. list key 3. Simple BASIC 3. Practice writing BASIC program statements;
statements of Statements. 3. Guides the students and running
3. write and run a
BASIC ; to write and run simple BASIC
BASIC program
simple BASIC program.
3. write a simple on a given task.
program.
BASIC program.
Computer Students should be 1. Responsible use of 1. Guides the students 1. Participate in 1. Computer Students to:
Ethics able to: computers and internet: to identify class discussions laboratory with
1. list three ways
- Avoiding liquid dropping responsible ways of internet
1. list responsible 2. Make use of of using
into the system using: facilities.
ways of using computers and computers and
- Using dust cover
computer and - Computer internet. 2. Pictures/ Internet
- Protection from power
internet; Charts of an responsibly;
problem - Internet 3. Participate in
ideal computer
2. identify ways of - Unplugging the system class 2. list four ways of
2. Leads students to room/
misusing the when not in use for discussions. misusing
identify ways of laboratory with
computer and long computers and
misusing the 4. Copy the board Internet
internet. - Check your e-mail Internet.
computer. summary into facilities.
regularly
their notebooks.
- Give prompt and polite 3. Write notes on the
response to mails board.
2. Abuse/ misuse of
computers.
56


Safety Students should be Safety Measures: 1. Guides the students 1. Participate in class 1. Pictures Students to state
Measures able to state safety to list the safety discussion. four safety
The sitting posture 2. Charts
measures that need measure that need measures that need
be taken when using Using the anti-glare be taken when using to be taken when
computer. protector. computer. using computer.
- Positioning of
monitor base.
- Illuminating the
computer room.
- Maintaining a
dust- free
environment.
- Keep liquids
away from
computers
57

SUB-THEME: COMPUTER APPLICATION PACKAGES

OBJECTIVES LEARNING
Graphic Students should be 1. Meaning of 1. Explains graphic 1. Listen to teacher’s Computer system Student to:
Packages able to: graphic packages: packages. explanations. with graphic 1. describe graphic
1. describe graphic packages installed. packages;
2. Examples of 2. Leads students to 2. List different
packages
graphic packages: identify different types of graphic 2. list four types of
2. list different types Paint, Corel draw, types of graphics packages. graphic packages;
of computer graphic Instant artist, etc packages.
3. state five features of
packages. 3. Participate in
3. Features: Tool 3. Guides students to graphic packages;
class discussions.
3. state the general bar, Menu bar, describe the
features of graphic Printable area, features of 4. Copy the board
packages. Colour palette, etc. graphics summary into their
packages. notebooks.
Paint Students should be 4. The Paint: Paint 1. Leads students to 1. Identify and Computer systems Students to:
Environment able to: Environment. identify and describe paint with graphic
1. identify features of
1. identify the features Paint tools and describe the paint environment. packages installed
paint environment;
of the Paint their functions. environment (e.g. Paint, Instant
2. Draw and colour
environment; Artist, Photo paint, 2. list the Paint tools;
2. Explains the simple objects
etc.). 3. state three functions
2. list the paint tools; functions of the using paint
various tools. package. of paint tool;
3. explain the
functions of the 3. Guides students to 4. draw and colour
various tools; draw and colour simple objects (e.g.
simple objects Nigerian Flag).
4. use paint to draw
using paint.
and colour simple
objects.
58

SUB-THEME: BASIC KNOWLEDGE OF INFORMATION TECHNOLOGY

LEARNING
TEACHER STUDENTS
RESOURCES
IT as a Student should be able 1. Meaning of ICT 1. Provides pictures/ 1. Observe the 1. IT gadgets. Students to:
Transformational to: (Information and charts of IT gadgets. pictures/ charts
2. Pictures. 1. state what IT
Tool Communications displayed.
1. state what IT 2. Explains the meaning stands for;
Technology): 3. Charts.
stands for; of IT 2. Identify IT
2. list four IT
2. Examples: gadgets.
2. identify IT gadgets; 3. Leads students to related
- Computers identify IT gadgets. 3. Participate in gadgets;
3. state the benefits
class discussion
of IT; - Telephone (GSM) 4. Guides class discussion 3. state three
on the benefits of IT 4. Copy the board benefits of IT;
4. list the - Cellular networks
summary into
disadvantages of 5. Guides class discussion 4. state three
- Satellite their notebooks.
IT. on the disadvantages disadvantages
Communication
of IT of IT.
- Television
6. Writes notes on the
- Internet board.
3. Benefits of IT
Gadgets:
4. Disadvantages of
IT:
59


IT Gadgets Students should be 1. The GSM 1. Prepares charts. 1. Watch teacher 1. Charts or Student to:
able to: demonstrations. Pictures
2. Fax Machine 2. Takes students to 1. state two
1. differentiate visit business 2. Visit business 2. GSM handset differences
3. Telephone etc.
between GSM, Fax centres. centres. between a Fax,
3. Fax machines
machine and GSM and Fax
3. Guides the class to: 3. Ask and answer
telephone; 4. Telephones Telephone;
questions.
- differentiate
2. create and send 5. Other 2. make calls;
between GSM, Fax 4. Make calls on GSM
messages to one communication
and telephone; handset. 3. send messages;
another using the gadgets.
GSM and Fax; - make calls on GSM 5. Create, send and 4. create, send,
handset; store massages on store and
3. store and retrieve
GSM handset. retrieve
information on a - create and send
information on
GSM handset. messages on GSM 6. Send and receive
GSM handset.
handset Fax messages.
- send and receive

Fax messages
- save Text
messages, contact
address and
Telephone number
on GSM
60


Internet Pupils should be 1. Definition of Terms: 1. Leads pupils to 1. Participate on 1. Internet connected Pupils to:
able to: - Internet (the largest define the discussion. computer lab or
1. define the
computer network in internet, e-mail cyber café
1. define the: 2. Watch internet.
the world. address, website,
teacher’s 2. Samples of e-mail
- internet, world - e-mail address web browser. 2. list three:
demonstration address
wide web - worldwide web - browsers;
2. Guides pupils to and practice
(www);electronic (www) - [email protected] - e-mail
write valid samples writing valid e-
mail, (e-mail); e- addresses
2. Internet browser: of e-mail and mail and web - [email protected]
mail address; - Website
- Microsoft internet website addresses. addresses.
website; - [email protected] addresses;
explorer
3. Organizes visit to 3. Copy
2. identify: - Netscape, Mozilla,
cyber café to chalkboard - [email protected] 3. open their e-mail
- Internet etc. addresses;
demonstrate the summary into
browser
3. Creating e-mail various uses of their notebooks. 4. write valid e-mail
- e-mail address
account. Internet. addresses;
- Website
address; 4. Benefits of internet: 4. Writes notes on 5. state three
- information chalkboard on the benefits of the
3. open an e-mail;
exchanges uses, benefits and Internet;
4. write e-mail - e-learning abuses of Internet
6. state two abuses
addresses; - e-entertainment of Internet.
5. mention the - faster and cheaper
benefits of 5. Abuses of internet:
internet.
- Fraud
6. mention the - Pornography
abuses of
internet.
61


LEARNING GUIDE
Internet Students should be 1. Characteristic 1. Takes students to 1. Go to computer 1. Computer laboratory. Student to:
Environment able to: Features computer laboratory, laboratory or visit
2. Cyber cafe . 1. name five icons
Internet cafe or a cyber cafe .
1. recognize and 2. Uses of the found in Internet
bring downloaded 3. Off line down loaded
name icons in the internet: 2. Watch teacher environment;
websites for use in websites.
internet demonstrations.
3. Network groups. the class. 2. state the function
environment; 4. List of educational
3. Open their e-mail of the icons;
2. Shows students the websites and their
2. send and receive e- boxes
icons on Internet addresses e.g. 3. use Internet to
mail;
environment and 4. Use the internet send and receive
www.nerdcnigeria.gov.ng
3. chat on the explain their to: mails and chat;
Internet; functions.
- send and receive 4. link up with two
4. link up with 3. Guides students to: mails educational
educational network groups.
- send and receive - chat with
network groups.
mails themselves
- chat on Internet - access
educational
4. Link up with
network groups
educational network
groups e.g.
SchoolNet, e-school
etc.
62


Family Students should be 1. Family traits (skin, 1. Brings pictures of 1. Participate in 1. Pictures Students to:
Traits able to: colour, height, family members discussions and
2. Charts 1. list 3 family
albinism, etc. that illustrate identify these
1. mention some traits;
peculiar family family traits
traits that run in 2. Meaning of
traits. among 2. differentiate
their family; dominant and
themselves. between
recessive traits 2. Directs discussion
2. distinguish dominant and
on: 3. Draw their
between 3. Importance of recessive traits
family
dominant and Family traits: - dominant and and give one
genealogies.
recessive traits; recessive family example of each;
- Intelligence
traits;
3. identify recessive 3. identify recessive
- Diseases
and dominant - importance of family and dominant
traits in their - Resemblance traits traits in their
family; family;
- Family - family genealogy.
4. state the 4. state the
- Genealogy
importance of importance of
family traits; family traits;
5. trace their family 5. draw their family
genealogy. genealogy.
63


OBJECTIVES LEARNING
TEACHER STUDENTS
RESOURCES
Environmental Students should be 1. Soil Erosion: 1. Leads discussion 1. Participate in 1. Pictures Students to:
Hazards I able to: on erosion and its class
- definition of soil 2. Film 1. define erosion;
effects. discussions.
1. explain soil erosion; erosion;
3.Charts 2. explain 2 activities
- causes of soil 2. Leads a visit to a 2. Visit erosion and
2. identify human of man that
erosion; nearby erosion drainage sites
activities that cause promote erosion;
- control soil site and guides and write down
erosion;
erosion. students to their 3. describe two
3. describe methods of suggest measures observations. methods of
2. Flooding:
controlling erosion; of control. controlling erosion;
- drainage
4. describe practical 3. Leads students to 4. describe practical
patterns;
methods of observe the methods of
preventing erosion - causes of different drainage preventing erosion
on a given farm- flooding; patterns around on a given
land; the community farmland;
- prevention of
after it rained.
5. describe different flooding; 5. describe two types
types of drainage 4. Leads discussions of drainage patterns
- effects of
patterns in their on causes, effects in their community;
flooding on
community, and prevention of
community and 6. state two causes of
flooding.
6. state the causes of farm land. flooding in their
flooding; community;
7. describe how 7. describe two ways
flooding can be of preventing
prevented; flooding;
8. discuss effects of 8. mention the effects
flooding. of flooding on the
environment.
64


Environmental Students should be able 1. Bush burning: 1. Uses charts, 1. Watch films. 1. Films Students to:
Hazards II to: pictures and film
- practices that 2. Participate in 2. Charts 1. state three human
to lead discussions
1. mention social, influence bush discussions. practices
on bush burning 3. Pictures
economic and burning; influencing bush
and the effects. 3. Search for
agricultural practices 1. Films / pictures burning;
- effects of bush information on
influencing bush 2. Guides students to
burning including government 2. Tree seedlings 2. discuss two effects
burning; suggest
economic regulations of bush burning
regulations against 3. Garden
2. discuss the effects of consequences; against bush on the
bush burning. implements
bush burning; burning. environment;
- regulations
3. Shows film
3. suggest regulations against bush 3. suggest additional
/pictures of natural
against bush burning; burning. measures that can
vegetation and
be taken to
4. list reasons for 2. Deforestation: deforested areas.
minimize bush
deforestation;
- reasons for 4. Leads group burning;
5. state different effects deforestation discussions on
4. state two reasons
of deforestation on e.g. commercial effect of
for deforestation;
plant and animal and domestic deforestation and
population; firewood; government 5. discuss the effects
regulatory of deforestation
6. recapitulate - effects on the
measures. on plants and
government environment;
animals;
regulations against 5. Organizes tree-
- regulations on
deforestation. planting exercise 6. state two
deforestation.
in the school. government
regulations
prohibiting
deforestation.
65


OBJECTIVES LEARNING
Environmental Students should be able 1. Desertification: 1. Leads discussion 1. Participate in 1. Charts Students to:
Hazards III to: - definition; and use maps of discussion.
2. Pictures 1. define
1. define desertification - geographical area; Nigeria to show
desertification;
and its effects; - causes such as areas that are 3. Tree seedlings
overgrazing, bush prone to 2. Participate in 2. describe the effects
2. identify geographical 4. Films
burning, cutting trees desertification. tree planting. of desertification on
zones prone to
for firewood, etc. 5. Pictures the environment;
desertification; 2. Encourages
- control Measures.
students to 6. Newspaper 3. discuss three human
3. describe different 3. Observe films
2. Depletion of ozone layer participate in clippings practices that promote
human practices that and pictures.
and its effects: community effort desertification;
lead to
- description of the to curb
desertification; 4. list four methods of
- ozone layer and it desertification.
4. Identify and control of
4. identify various location in the
3. Using newspaper list sources of desertification;
methods for the atmosphere
clippings, films CFCs.
control of - importance of Ozone 5. state the location of
and pictures,
desertification; layer Ozone layer in the
leads discussion
- effect of depletion of atmosphere;
5. identify where ozone on importance
ozone layer e.g. global
layer is located in the and 6. mention the
warming, greenhouse
atmosphere; consequences of importance of the
effect, ice melting and
Ozone layer ozone layer;
6. state the importance flooding
depletion.
of ozone layer; 7. mention three
3. Control measure
4. Guides students hazards of depletion
7. state the hazard of - regulation on use of
to identify and of ozone layer to the
depletion of ozone chlorofluorocarbon
list sources of environment;
layer to life on earth; (CFC);
CFCs.
- reduce bush burning, 8. state at least two
8. mention control
and control burning in control measures for
measures against
house hold activities. reducing the rate of
depletion.
depletion of the
Ozone layer.
66


Drug and Students should be 1. Effects of drug 1. Uses charts, pictures, 1. Watch films, 1. Film Students to:
substance abuse able to: abuse: films to guide pictures etc and
2. Charts 1. describe two
- stomach upset; discussion on the participate in
1. describe some adverse effects
- damaged nostril socio-economic effects discussion. 3. Pictures
effects of drug of drug use on
and lungs; of drug abuse. 4. Posters
abuse on youths; 2. Listen, and ask youths and the
- skin rashes;
2. Arranges for a visiting questions to 5. Old newspapers family;
2. state the - injection
expert to discuss drug visiting experts.
strategies for a abscesses. 6. Cardboard 2. mention two
abuse, its effects and
healthy drug free 2. Prevention of 3. Collate relevant ways in which a
prevention. 7. Paper
lifestyle; drug abuse: newspaper youth can
- inculcating 3. Guides students to clippings for 8 samples of: maintain a drug
3. describe the role
coping skills; collect newspaper class discussion. free life;
and activities - listed herbal
- positive social clippings on the
(including anti- 4. Observe and medicines; 3. state two
interactions; activities (including
counterfeiting identify samples national drug
- healthy life anti-counterfeiting - non-listed
activities) of of NAFDAC listed control agencies
style. activities) of national herbal
National Drug and non-listed and describe
drug control agencies. medicines.
Control 3. Activities of drug herbal medicine their roles;
Agencies; control agencies: 4. Presents samples of as displayed.
4. state 2 misuses
- NAFDAC NAFDAC listed and non-
4. describe what listed herbal medicines. 5. Participate in of herbal
constitutes - NDLEA class discussion. medicine.
misuse of herbal 4. Misuse of herbal 5. Guides pupils to
medicine. medicine. discuss possible
misuses of herbal
medicine.
67


Resources from Students should be 1. Resources from 1. Prepares 1. Bring relevant 1. Soil samples Students to:
living things able to: living things: charts/posters. materials to
2. Seeds 1. list four
the class.
1. identify the - examples of 2. Guides students resources
3. Seedling
resources from Plant sources to identify 2. Participate in obtained from
living things; e.g. cash and resources and class 4. Water living things
food crops, dyes, their sources. discussions. 5. Empty cans, and their
2. name the
drugs; sources;
sources of these 3. Explains the 3. Listen to guest 6. Sieve
resources; - examples of importance of talk. 2. classify
animal sources these resources. 7. Hand spade resource as
3. group the 4. Visit factories
e.g. hides and 8. Charts plant based and
resources based 4. Groups the where plant
skin; dairy animal based;
on their resources as and animal 9. Posters
products etc.
sources; plant and animal produce are 3. state three
10. dyes
- economic based. processed for importance of
4. explain the
importance of commercial these
importance of 5. Invites guest
these resources purposes. resources.
these resources speakers to talk
to self and
to self and on resources.
society.
societal
6. Plans and
development.
execute field trip.
68


Resources from Students should be 2.Resources from 1. Brings samples of 1. Collect samples 1.Rock samples Students to:
non-living things able to: non-living things: solid minerals to of solid
2.Charts/posters 1.name five solid
the class minerals in their
1.mention solid - Examples - Solid minerals found in
locality. 3.Map of Nigeria
minerals and Minerals like 2. Guides students to Nigeria;
showing
where they are limestone, coal, name solid 2. Participate in
distribution of 2. mention the states
found in Nigeria; gold, tin etc. minerals and the class
solid minerals where they are
state where they discussion.
2. draw a map of - location in found;
are found in
Nigeria showing Nigeria; 3.Draw a map of
Nigeria. 3. state three uses
distribution of Nigeria showing
- economic of the solid
solid mineral 3. Guides class distribution of
importance minerals;
deposits; discussion. solid minerals
4. mention two uses
3. list the importance 4. Guides students to 4. Copy notes from
of solid minerals;
and uses of solid draw map of the board.
minerals. Nigeria showing 5. draw a map of
location of Nigeria showing
mineral deposits distribution of
solid mineral
deposits.
69


Light Energy Students should be 1. Reflection 1. Guides students on 1. Put a straight 1. Water, beaker, Students to:
able to: activity to explain stick half in water straight stick.
2. Refraction 1. explain
refraction. and state their
1. explain the 2. Coin. refraction and
3. Vision observation.
meaning of 2. Leads students to reflection;
3. Chart or model
reflection and 4. Dispersion observe a coin 2. Observe the coin
of the eye. 2. describe
refractions; and dropped in a 500cc and use it to
apparent depth
Rainbow. beaker of water. recognize 4. Source of light.
2. illustrate and state one
apparent depth.
apparent depth 3. Guides students to 5. Prism danger of
and explain its identify major parts 3. Identify parts of apparent depth
danger to of the eye and how the eye and relate to amateur
swimmers; vision occurs. vision to swimmers;
refraction.
3. describe how 4. Guides students to 3. explain how we
we see things; use a prism to 4. Observe colours see objects;
show dispersion of of light separated
4. explain the 4. explain the
light. by prism and
meaning of meaning of
interpret rainbow
dispersion and 5. Uses the rainbow dispersion and
as raindrops
use it to as an example of describe how
causing
interpret the dispersion of light rainbow is
dispersion.
rainbow. by raindrops in formed;
place of prism.
5. name three
important parts
of the eye.
70
THEME: BASIC SCIENCE

JSS 3

TEACHER STUDENTS
RESOURCES
Sound Energy Students should be able 1. Production of 1. Provides or asks 1. Use objects 1. Empty bottles, Students to:
to: sound. students to provide provided to cans, whistle,
1. use objects to
objects for produce sound by tuning fork,
1. use objects to 2. Transmission of produce sounds;
production of sound making them strong stick, etc.
produce sound by sound.
e.g. tuning fork, can, vibrate. 2. explain the
making them 2. Metre rule.
3. Reflection of empty bottles, etc. production of
vibrate; 2. In groups of four,
sound. 3. Sketch of a dip sound from a
2. Guides students to set metre rule
2. explain the or empty well vibrating
4. Hearing. use vibrating metre vibrating and
production of reflecting sound medium;
rule to show how observe how
sound from a (echo).
sound travels. sound travels. 3. indicate how
vibrating medium;
4. Chart or model of sound is
3. Guides the 3. Participate in the
3. indicate how sound the ear. reflected and
discussion to show discussion and
is reflected and identify objects
that hard surfaces recall objects you
identify objects that that reflect
reflect sound (echo). know that reflect
reflect sound; sound;
sound.
4. Provides chart or
4. explain how sound 4. explain how
model of the ear and 4. Identify parts of
is heard by the ear. sound is heard
uses it to lead the ear and
by the ear.
students to identify indicate how
parts of the ear and hearing occurs.
discuss how hearing
occurs.
71


RESOURCES
Magnetism Students should be 1. Loadstone. 1. Tells a story about 1. Describe the 1. Picture of Students to:
able to : loadstone as the historical loadstone.
2. Laws of 1. describe
earliest form of importance of
1. describe magnetism. 2. Bar loadstone;
magnet. loadstone.
loadstone as a magnets.
3. Magnetic 2. state the laws of
naturally 2. Leads a discussion 2. Carry out activity
poles and 3. Cardboard magnetism;
occurring on “Like poles repel to verify the law
magnetic sheets.
magnet; and unlike poles of magnetism in 3. explain how to
fields.
attract”. groups of four. 4. Iron filing show the
2. state laws of
4. Care for magnetic fields
magnetism; 3. Guides students to 3. Identify magnetic 5. Compass
magnets. around a
identify magnetic poles and fields needle.
3. illustrate magnet;
poles and fields by through activity. 6. Pencil.
magnetic poles
using iron filing and 4. list two methods
and fields; 4. Participate in the 7. Stored
magnetic compass. of caring for a
discussion and magnets in
4. explain how to magnet.
4. Leads a discussion copy the methods their
care for a
on how to care for in their casings.
magnet.
magnets and write notebooks.
down the methods
on the chalkboard.
72


Electrical Students should be 1. Flow of 1. Provides a chart 1. Observe and 1. Chart showing Students to:
Energy able to: electrons. showing electron indicate the direction of
1. show the direction
flow for discussion. direction of electron electron flow.
1. indicate the 2. Circuits: series of electron flow in
flow in a circuit.
direction of and parallel 2. Guide students to 2. Battery, a circuit;
electron flow in a set up series and 2. Set up a series and connecting
3. Fuses and 2. set up series and
circuit: parallel circuits. parallel circuits. wires, key,
circuit breaker. parallel circuits
rheostat, torch
2. set up series and 3. Guides students to 3. Connect ammeter and distinguish
4. Electric meter bulbs.
parallel circuits; connect an ammeter and voltmeter in between them;
reading and
and voltmeter to a the circuit and read 3. Ammeter and
3. connect ammeter billing. 3. explain the
series or parallel their values. voltmeter
and voltmeter to functions of
circuit and read the
a series or 4. State the functions 4. Chart of house ammeter and
amount of current
parallel circuit of fuses and circuit wiring. voltmeter in a
flow.
and read their breakers. circuit;
5. Wired houses.
values; 4. Explains why houses
5. Explain overloading. 4. describe the
are wired in parallel 6. Chart or model
4. state the functions of fuse
and discuss the 6. Practice reading of of electric
functions of fuses and circuit
functions of fuse and meters and meter.
and circuit breakers;
circuit breaker in calculation of sots
breakers in a
house wiring. of energy 5. take meter
house circuit;
consumed. reading;
5. Provides chart and
5. read electric
guide students to 6. calculate energy
meter for billing.
practice reading the consumed.
meter and calculate
cost of electrical
energy consumed.
73


Radioactivity Students should be 1. Meaning of 1. Leads discussion on 1. Participate in 1. Resource Students to:
able to : radioactivity. meaning of discussion and person.
1. explain
radioactivity. explain
1. explain the 2. Radioactive 2. List showing radioactivity;
radioactivity.
meaning of elements. 2. Initiates discussion radioactive
2. name three
radioactivity; using a chart to 2. Recognize some elements.
3. Types of radioactive
name radioactive radioactive
2. name some radiation and 3. Chart elements;
elements. elements.
radioactive properties. showing
3. list the three
elements; 3. Uses charts to show 3. Identify types of types of
4. Uses of types of
types of radiation radiation and radiation and
3. list the three radioactivity. radiation and
and discusses their describe their their
types of radiation state a
5. Dangers of properties with properties. properties.
and state their property of
radioactive students.
properties; 4. Participate in 4. Chart of each;
rays.
4. Guides discussion discussion and alpha, beta
4. state the uses of 4. state two uses
on uses of alpha, state uses of ,  and gamma
radiation; of each of the
beta and gamma and Y radiations. radiations
radiations;
5. state the dangers radiations using and their
5. Participate in the
in the use of charts. properties. 5. state three
discussion and
radioactive rays. dangers of the
5. Discusses the recognize the 5. Chart listing
use of ,  and
dangers of dangers of the dangers of
Y radiations.
radioactivity. radiations. radiation.
74


Skill Students should be 1. Meaning of skill 1. Leads class 1. Participate in Relevant charts, Students to:
Acquisition able to: Acquisition. discussions on: discussion. pictures, films and
1. explain skill and
meaning, reasons diagrams.
1. explain the 2. Reasons for skill 2. Taking part in skill acquisition;
for, importance
meaning of skill acquisition: the visits.
and types of skill 2. give two reasons
and skill - taking risks;
acquisition. 3. Listen to why you need to
acquisition; - decision making; resource person acquire skills;
- managing emergency 2. Leads visits to
2. state reasons and ask
situation; different types of 3. list three types of
for acquiring questions.
- survival strategy; professionals e.g. skills;
skills;
fine artists,
- learning to live 4. state why it is
3. list types of mechanics, tailors,
together. important to
skills; pottery makers,
acquire skills.
3. Types of skills: etc.
4. state the
- farming;
importance of 3. Invites resource
- Basic computer
skills person.
literacy;
acquisition.
- Photography;
- desktop publishing
and networking, etc.
4. Importance of - skill
acquisition:
- improves quality of
life;
- appreciates human
capability.
75


Ethical issues Students should be 1. Meaning of right 1. Guides class 1. Participate in 1. Reference books Students to:
in Science and able to: and wrong discussion on class
2. Pictures 1. list two examples
Development application of topical issues in the discussions.
1. identify right and each of good and
science. application of 3. Newspapers
wrong applications 2. Carry out wrong scientific
science to human
of science; 2. Implications of projects. 4. Magazine practices;
development.
bad scientific clippings.
2. discuss the 3. Write and report 2. give reasons for
practices destroy 2. Groups students
implications of the on projects. each of the
individual’s life. and guides them to
application of above;
choose topics on
science to the 3. Adverse effects
good and bad 3. undertake group
development of on a country.
scientific practices. project on impact
the society.
of science on
society.
76


LEARNING GUIDE
OBJECTIVES
1. Explains key terms and

Processing of Students should be able 1. Key Concepts in 1. Examine samples 1. Posters/charts. Students to:
concepts.
Materials to: timber processing of timber. 2. Timber
2. Displays samples of 1. explain terms
(growth, felling, specimens.
(i) Timber 1. define key terms and seasoned and fresh 2. Participate in class and concepts
conversion and 3. Chain saw.
concepts related to (green) timber. discussion. related to wood
seasoning). 4. Timber
timber processing; 3. Displays specimen of processing;
3. Make sketches of preservatives.
2. describe the 2. Properties of good timber with common defects. etc. 2. state the
properties of good timber. defects. properties of
timber; 4. Guides class discussion 3. Watch films and
3. Common timber good timber;
3. identify common on: slides on timber
defects: twist, 3. list at least
timber defects; - the properties of good production/
bowing, cupping three common
4. explain treatments timber; processing.
etc. timber defects;
and preservation - common timber 4. Practice the 4. describe
methods for timber; 4. Treatments and defects different timber treatments and
5. state the importance timber preservation - Importance of timber treatment and preservation
of timber methods. treatment. preservation methods for
treatments. 5. Importance of 5. Demonstrates methods methods. timber;
timber treatment. of timber treatment and 5. list three
5. Undergo excursion
preservation. benefits of
to saw mills,
6. Plans and organizes timber
timber
students’ excursions. treatments.
yard/market, etc.
77

SUB - THEME: MATERIALS AND PROCESSING

LEARNING GUIDE
RESOURCES
(b) Metals Students should be 1. Metal processing 1. Displays samples of 1. Examine 1. Posters, charts Students to:
able to: methods metals and alloys. specimens of on various
1. explain different
(smelting, casting, metals and methods .
1. describe different 2. Guides students to: ways of
etc.) their alloy. processing
ways of processing; - discuss various processing
metal processing metals
2. Advantages and 2. Participate in metals;
2. explain the method;
disadvantages of class 2. Samples of
advantages and - identify 2. state at least two
the different discussion. metals and metal
disadvantages of equipment use for advantages and
processing processing metals; alloys.
the different metal 3. Visit metal disadvantages of
methods. - advantages and
processing processing the different
methods; 3. Metal alloys: disadvantages of workshops. processing
the different
examples, methods;
3. identify metal processing 4. Ask and answer
properties and methods;
alloys; questions. 3. name at least
uses. - identify metal three metal
4. explain the uses of alloys;
alloys;
common metal - describe their
alloys. properties of the 4. state three uses
alloys; of common
- state the uses of
metal alloys.
the alloys.
3. Arrange for students
to visit metal
processing
workshops.
78


LEARNING GUIDE
RESOURCES
(c) Clay, Students should be 1. Methods of 1. Displays products of 1. Examine the 1. Clay, Student to:
Ceramics able to: processing: clay, ceramic and products on display
2. Potter’s 1. describe the
and Glass glass. and describe their
1. explain the - clay; Wheel, methods of
properties.
methods of 2. Guides class processing clay,
- ceramics and; 3. Ceramic
processing clay, discussion of the 2. Visit clay, ceramics ceramics and
products,
ceramics and - glass materials. advantages and and glass glass;
glass; disadvantages of the industries/ 4. Kiln, Glass
2. Advantages and 2. list at least the
different processing workshops. Work
2. state the disadvantages of advantages and
methods. Equipment.
advantages and the different 3. Participate in class disadvantages of
disadvantages of processing 3. Takes students on discussions. each methods;
each methods; methods. excursion to clay,
4. Produce simple 3. state at least
ceramic and glass
3. describe the uses 3. Production and household products three uses of
production
of clay, ceramics uses of clay, from clay, ceramics clay, ceramics
workshops.
and glass; ceramics and and glass. and glass;
glass. 4. Assists students in
4. produce simple 4. make simple
the design and
clay, ceramics and household wares
production of house
glass household with clay,
hold wares.
wares. ceramics and
glass using the
different
processes.
79


LEARNING GUIDE
RESOURCES
(d) Plastics Students should be 1. Examples of 1. Display products of 1. Examine the 1. Plastics and Student to:
and able to: plastics and plastics and rubber. products on display rubber
1. state at least two
Rubber rubber products and describe their materials.
1. differentiate 2. Guides class discussion differences
properties.
between rubber and 2. Methods of on the advantages and 2. Injection between plastics
plastics; processing disadvantages of the 2. Visit plastic and moulding and rubber;
plastics and different processing rubber industries/ machine.
2. explain the methods 2. describe the
rubber. methods. workshops.
of processing 3. Extruder methods of
plastics and rubber; 3. Advantages and 3. Takes students on 3. Participate in class processing plastics
4. Blowing
disadvantages of excursion to plastics discussions. and rubber;
3. state the advantages machine.
the different and rubber industries.
and disadvantages 3. list at least three
processing 5. Chemicals etc.
of each methods; advantages and
methods.
disadvantages of
4. describe the uses of
4. Uses of plastics each methods;
plastics and rubber.
and rubber.
4. state at least three
uses of plastics
and rubber.
80

SUB - THEME: DRAWING PRACTICE

LEARNING GUIDE
RESOURCES
Isometric Students should be 1. Examples of 1. Displays models of 1. Examine and 1. Drawing Students to:
Drawing able to: Isometric Isometric objects. describe the instruments and
1. name at least
Drawings. properties of materials.
1. identify isometric 2. Guides students three examples
isometric objects.
drawings; 2. Isometric to describe their 2. Models of of isometric
drawing of properties. 2. Practice isometric shaped blocks. objects;
2. use drawing
simple shaped drawing of simple
instruments to 3. Demonstrates 2. make isometric
blocks without shaped blocks
draw simple isometric drawing drawings of
curves. without curved
isometric of a block. simple shaped
profile.
objects. blocks.
Oblique Drawing Student should be 1. Examples of 1. Displays samples 1. Listen attentively 1. Charts and Students to:
able to: Oblique of oblique to teacher Pictures of
drawings drawings. explanations. oblique objects.
1. give at least 3
1. describe oblique examples of
drawings; 2. Simple Oblique 2. Guides students 2. Practice simple 2. Samples of oblique drawings;
Drawings. to describe oblique drawing. oblique
2. draw simple 2. draw oblique
properties of drawings.
oblique objects. objects.
oblique drawings.
3. Drawing
3. Supervises Instruments.
students as they
4. Drawing paper.
make simple
oblique drawings.
81


LEARNING GUIDE
RESOURCES
Orthographic Students should be 1. Meaning 1. Explains the term 1. Examine 1. Drawing sheets. Students to:
Projection able to: orthographic orthographic
2. Components: 2. Drawing 1. explain what is
projection. drawings and
1. explain the Instruments e.g. T- meant by
- Principal projections.
meaning of 2. Names and square, Drawing orthographic
planes;
orthographic illustrates the 2. Discuss the Board, etc. projection;
projection; - Angles of principal views and components of the
2. list at least three
projection; planes of projections.
2. identify components of
projection.
components of - Principal 3. Draw orthographic orthographic
orthographic views. 3. Draws views of simple projections;
projections; orthographic views objects in the First
3. Placing principal 3. draw the
of simple objects and Third Angles,
3. describe the views in the orthographic views
in the First and layout properly
principal views in quadrants. of simple objects;
Third Angle and dimension
quadrants;
4. Dimensioning Projections. correctly. 4. prepare a
4. draw the Techniques. properly laid out
4. Demonstrates
orthographic and dimensioned
various
views of simple working drawings.
dimensioning
objects.
techniques.
82


LEARNING GUIDE
RESOURCES
One-point Student should be able 1. One-point 1. Explains one-point 1. Listen to teacher 1. Drawing Students to:
Perspective to: perspective perspective drawing explanations. sheets
1. identify one-point
Drawing drawing: and its principles.
1. explain one-point 2. Watch teacher 2. Drawing perspective
perspective drawings - meaning; 2. Demonstrates one- demonstrations. Instruments. drawings;
with examples; point perspective
- examples; 3. Practice one-point 2. mention at least
drawing of a model.
2. state the principles of perspective three principles of
- principles.
one-point 3. Guides and drawing of simple one-point
perspective 2. One Point supervises students shaped blocks. perspective
drawings; Perspective Drawing as they make one- drawings;
Practice. point perspective
3. make one-point 3. make one-point
drawings of shapes
perspective drawings perspective
and blocks.
of simple shaped drawings of simple
blocks. shaped blocks.
Scales and Students should be able 1. Measuring and 1. Guides students to 1.Examine scale 1. Metre Rule Students to:
Scale Drawing to: comparing given examine and drawings
2. Drawing 1. measure lengths
sizes. identify scaled
1. use the metric rule to 2. Watch teacher’s Instruments and compare sizes;
drawings.
measure lengths and 2. Scale Drawing: demonstration. e.g. pencils,
2. identify scale
compare sizes; 2. Demonstrates drawing paper,
- full size, 1:1 3. Draw object to drawings;
techniques for scale eraser,
2. explain scale scale.
- scale reduction drawing. Drawing 3. describe scales
drawings
e.g. 1:5, 1:10, board, Tee- used in drawings;
3. Supervises students
3. identify scales used 1:20, 1:100, etc. square etc.
as they draw 4. draw objects to
in drawings;
- - scale objects to given 2. Samples of given scales.
4. draw objects to given enlargement e.g. scales. scaled
scales. 2:1, 3:1, etc. drawings.
83


RESOURCES
TEACHER STUDENTS
Drawing of Student should be 1. Common symbols 1. Displays building 1. Examines simple 1. Building plans, Student to:
Plans and able to: used in plans and plans. plans /blue-prints
2. charts showing 1. explain the
Blue-Print blue-prints and their and identify the
1. interpret symbols 2. Leads students to various meaning of
interpretation. various components
on plans and identify and architectural symbols on plans
of the plan.
blue-prints; 2. Identification of interpret common symbols, scale, and blue-prints;
building components symbols used in 2. Participate in rule, etc.
2. identify the 2. list at least five
(fittings; sanitary plans and blue- discussions and
components of a 3. Drawing components of a
wares e.g. sink, bath, prints. blue print reading.
building plan; Instruments and building plan;
showers, soak-away,
3. Moderates class 3. Practice drawings of materials.
3. draw and septic tank, socket, 3. draw and
discussion of plans and blue-
interpret the plan windows, doors, etc.) interpret the plan
components of prints.
of their on building plans. of their
building plans.
classroom. classroom.
3. Blue Print Drawing
4. Demonstrates
Techniques.
correct techniques
for plans /blue-print
drawings.
84

SUB - THEME: TOOLS, MACHINES AND PROCESSES

LEARNING GUIDE
MATERIALS
Woodwork Student should be Production of 1. Displays the wood 1. Participate in class 1. Timber. Students to:
Projects. able to: various objects materials and and workshop
2. Woodwork 1. produce, sketch
using simple explain their uses. activities.
1. select and use Machines and and state the
woodwork
appropriate tools, 2. Designs relevant 2. Choose project, Tools. uses of 3
machines and
machines and project that make sketches, common joints;
tools e.g. wooden 3. Safety posters
materials for involves: select materials
tables, stools, 2. select and use
woodwork; measuring, and produce 4. First Aid materials.
boxes, photo appropriate tools
marking out, objects.
2. construct simple frames, tee 5. Non-wood for woodwork;
cutting, joining,
household square, pot 3. Observe safe use materials e.g.
and polishing of 3. produce simple
furniture. stand, book rack, of hand tools and adhesive, nails,
wood. household
book stand, shelf, other workshop screws, hinges,
furniture from
etc. 3. Demonstrates the safety rules. wood polish, etc.
wood.
steps involved
4. Exhibit their 6. Woodwork
marking out,
projects. workshop.
cutting common
joints.
4. Guides, supervise
and assess
students’ projects.
85


LEARNING GUIDE
OBJECTIVES
Metalwork Student should be 1. Production of 1. Designs relevant 1. Select appropriate 1. Iron Sheets. Students to
Projects able to produce bottle openers. project that tools for the produce can
2. Iron rods.
various objects using involves: project (cutting, openers, trash
2. Production of
the machines. measuring, filing drilling, 3. Hand tools. bins/cans, stools,
trash bin/cans,
marking, cutting, bending and chairs, benches
coal pots, etc. 4. Metalwork tools
filing and folding tools, from metal sheets
used for
3. Production of finishing. etc.). and rods.
measuring,
metal stools,
2. Guides students 2. Prepare and marking, cutting,
chairs and
to carry out the discuss project filing and finishing.
benches.
projects. template/blue-
print with their
3. Supervises and
peers.
assesses students’
projects. 3. Follow the blue-
print to fabricate
the metalwork
products.
4. Exhibit their
projects.
86


LEARNING GUIDE
MATERIALS
Soldering and Student should be 1. Meaning of 1. Displays tools 1. Examine the tools 1. Soldering and Students to:
Brazing able to: soldering and and materials. and materials. brazing tools,
1. explain the
brazing. equipment and
1. explain the 2. Explains reasons 2. Participate in class meaning of
materials.
meaning of 2. Soldering and for choice of discussions. soldering and
soldering and Brazing Tools methods for 2. Metalwork brazing;
3. Practice soldering
brazing; and Materials. joining metals. Workshop.
and brazing using 2. identify the
2. describe the 3. Operations, 3. Demonstrates appropriate tools 3. Metal sheets and operations
operations Types and the procedures and materials. rods involved in
involved in uses. in soldering and soldering and
4. Workshop
soldering and brazing. brazing;
overall.
brazing;
4. Supervises 3. join metals by
3. join metals by students as they soldering and
soldering and work. brazing.
brazing.
Machine Students should be 1. Linear 1. Explains with 1. Observe lever Scrap engines or Students to
Motions able to explain the Motion. illustrations the arrangements for mechanical explain the use of
use of levers, use of levers, opening high components that levers, linkages,
2. Lever
linkages, slides and linkages, slides windows. contain levers, etc, to produce
arrangement
slots to produce and slots to linkages, slides and linear motion.
to produce 2. Identify other
linear motion in a produce linear slots; charts, films,
linear examples of the
mechanical system. motions. etc.
motion. use of levers,
2. Gives various linkages, slides
3. Use of slides
practical and lots.
and slots in
examples.
mechanical
systems.
87

SUB – THEME: TOOLS, MACHINES AND PROCESSES

LEARNING GUIDE
OBJECTIVES TEACHER STUDENTS MATERIALS
Rotary Motion Students should 1. Rotary Motion: 1. Describes and 1. Observe actual Old shafts of cars, Students to:
be able to: demonstrates examples.
- one – way; e.g. brakes, clutches, 1. give one
uses of rotary
1. explain types shaft of running 2. Visit a motor charts, films, example, each of
motion.
and car; mechanic one-way and
Pictures of crank
application of - reversible rotary 2. Explains the workshop and reversible rotary
shaft, connecting
rotary motion; motion; e.g. working of vehicle observe some motions;
rod and piston,
load drum of brakes and practical
2. explain the cams and 2. present project
cranes, brakes, clutches. examples.
need to eccentrics. work;
clutches and
convert rotary 3. Emphasizes why 3. Design and
ratchets. 3. convert rotary
motion to these types of produce a simple
motion to linear
linear motion. 2. Principles of motion are mechanical motion
motion.
application. necessary in system.
practice.
3. Conversion of 4. Observe the
rotary motion to 4. Describes and crankshaft, piston
linear motion: demonstrates only and connecting
simple examples. rod systems in an
- rack and pinion,
engine.
screws, crank
and slider;
- connecting rod
and piston.
88

SUB THEME: MOVING OUR BODY PARTS

TEACHER STUDENTS
LEARNING
RESOURCES
Physical fitness Students should be 1. Benefits derived 1. Explains: 1. Listen to the 1. Charts Students to:
and body able to: from Physical teacher’s
- benefits derived 2. Pictures 1. list;
conditioning fitness. explanation.
1. list the benefits from physical
programme 3. Textbooks - 5 benefits
derived from 2. Factors that fitness; 2. List:
derived from
physical fitness, influence 4. Posters
- factors that - benefits of physical fitness,
physical fitness.
2. factors that influences physical fitness 5. Chalkboard
- 5 factors
influences physical fitness.
- factors that influencing
physical fitness;
2. Ask questions influences physical fitness;
3. explain the on: physical fitness
2. explain;
benefits derived
- factors that 3. Copy the
from physical - 3 benefits of
influence chalkboard
fitness, physical fitness,
physical fitness; summary.
4. explain the - 3 factors that
- benefits that
factors that influences
influences
influences physical fitness.
physical fitness.
physical fitness.
89

SUB THEME: MOVING OUR BODY PARTS

TEACHER STUDENTS
RESOURCES
Recreation, Students should be 1. Pre-colonial or folk 1. Explains the 1. Listen and 1. Pre-Colonial Students to:
Leisure and able to: traditional dances various dances. Respond to musical
1. name five types
Dance Activities like: teachers instrument.
1. differentiate 2. Demonstrate the of pre-colonial
explanations.
between folk - Atilogwu– Ibo various dances 2. Radio Cassettes. dances;
traditional, social 2. Discuss the
- Bata, Agidigbo 3. Plays the music 3. Costumes. 2. differentiate
and modern various dances.
between reggae
dances; - (Yoruba) 4. Provides costumes 4. Flip Charts.
3. Practice the and Bata
for the dances.
2. practice the - Sharo (Fulani) dances. 5. Pictures. dances;
various dances; 5. Draws some of
- Langa ( Hausa) 4. Practice how to 6. Computer. 3. list costumes for
equipments used
3.list costumes for play computer the dances;
2. Social dances. for the dances. 7. CD Rom.
the various games like
4. list dancing
dances; 3. Foreign and Modern 6.Lists types of cricket and
steps;
e.g. Reggae, Disco, computer games Tennis.
4. identify the values
High Life, rumba, 5. list values of
of computer 7. Explains the 5. State values of
classical. computer
games; values of playing computer
games;
4. Types of computer computer games games.
5. explain other
games e.g. 6. demonstrate
computer games 8. Uses computer to
how to use
such as Tennis, - Tennis play cricket and
computer to
cricket and tennis.
- Cricket play tennis and
scrabble.
cricket.
- Soccer
5. Values of computer
games.
90

SUB THEME: ATHLETICS

OBJECTIVES LEARNING
TEACHER STUDENTS
RESOURCES
Track and Field Students should be 1. Pole vault skills: 1. Describes 1. Listen to the 1. Charts Students to:
able to: pole vault teacher
- grip; 2. Picture 1. describe pole vault
event
1. describe pole 2. Practice the event;
- run-up; 3. Crossbar
vault event; 2. Explains the skills.
2. mention two skills
- pole carrying; different skills 4. The uprights
2. mention the 3. Listen and involved in Pole
involved in
skills involved - take off; copy from 5. Landing foam Vault
pole vault
in pole vault; the chalk
- hang; 6. The pole, 3. perform the skills;
3. Describes the board.
3. perform the
- swing up; basic skills in 7. Video clips etc 4. list the basic skills
pole vault 4. Practice the
Javelin. in Javelin;
skills; - pull-up and bar basic skills in 8. Measuring tapes
clearance; 4. Demonstrates turns. 5. describe the basic
4. list basic skills 9. Flags
the skills skills in Javelin;
in javelin; - landing;
10. Pegs
5. Supervise the 6. perform the basic
5. describe the - recovery;
students 11. Javelin skills in Javelin;
basic skills in
2. Basic Javelin skills: practice.
Javelin; 12. Chalkboard. 7. draw and label the
- grip; Javelin sectors
6. perform the 13. The track
with dimension.
basic skills in - carriage;
14. The Landing
Javelin;
- run up; pits
7. draw and label
- release; 15. The throwing
the sectors with
pits.
dimensions. - follow through;
16. Stop watches
- recovery.
17. Measuring
tapes.
91


TEACHER STUDENTS
RESOURCES
Ball Games Students should be 1. Hockey game. 1. Explains the 1. Listen to 1. Hockey pitch Students to:
able to: game hockey. teachers
2. Basic skills and 2. Hockey ball 1. list and explain
explanation
1. explain hockey techniques e.g. 2. Teaches and the various skills
about Hockey 3. Hockey stick
as striking hit, stop, drive, demonstrates in hockey game;
game.
game; dribble, pass, flick, the basic skills 4. Film shows
2. list three values
push, bully/centre and techniques 2. Observe
2. demonstrate 5. Textbooks of the games;
pass. of the games. teacher’s
the basic skills
demonstration 6. Charts 3. mention three
and techniques 3. Rules and safety 3. Explains the
of the various safety rules in
involved in regulations. various safety 7. Whistle
skills hockey;
playing hockey; rules and
4. Officials and their 8. IEC materials.
regulations of 3. Practice the 4. list the essential
3. apply the rules duties.
the games. various skills. officials of the
and safety
5. Facilities and game and their
regulations 4. Draws and labels 4. Apply the
equipment. duties;
governing the the Hockey stick various skills
games; 6. Values of the and Hockey and techniques 5. draw and label
games. pitch. to games the hockey stick
4. list the officials
situation (class and pitch.
and their 7. Draw and label the 5. Mentions the
inter-group
duties; officials and
(a) Hockey stick competitions)
their functions.
5. draw and label
(b) Hockey pitch. 5. identify the
the Hockey
Hockey ball,
pitch.
Hockey stick
and the pitch.
6. State safety
rules and
regulation
92


TEACHER STUDENTS
RESOURCES
Group/ Students should be 1. Classification as: 1. Defines: 1. Define 1. Charts Students to:
Combined able to: pentathlon and
(a) Pentathlon; (a) Pentathlon; 2. Picture 1. define pentathlon
Events decathlon.
1. mention and and decathlon;
(b) Decathlon. (b) Decathlon. 3. crossbar
explain the two 2. Listen to
2. state the
group of 2. List of various 2. Demonstrates teacher’s 4. the uprights
differences
combined events under: the various explanation and
5. Landing foam between the
events; events under teaching.
(a) Decathlon; two;
each. 6. The pole,
2. list the various 3. Practice the
(b) Pentathlon. 3. list two events
events under 3. Explains how the events. 7. video clips
under each;
each group; 3. The duration of events are
4. List safety rules. 8. Measuring tapes
the competition of competed for 4. mention two
3. state how
Decathlon and and the duration 9. Flags safety rules in;
combined
Pentathlon. for the
events are 10. pegs a) pentathlon
competition.
competed for; 4. Scoring the
11. Javelin b) decathlon
events. 4. Explains scoring
4. career
in combined 12. The track 5. state how
guidance in 5. Facilities and
events. combined events
physical equipment. 13. The jumping
are competed
education; 5. Explains safety pits
6. Rules and for;
rules.
5. mention safety regulations. 14. The throwing
6. career guidance
rules. pits.
7. Officiating NB. in physical
Exposure to 15. Stop watches education.
practice of various
16. Measuring
events should be
tapes.
emphasized.
8. Safety rules.
93


TEACHER STUDENTS
RESOURCES
1. Pictures of
Nigerian Students should be 1. Career guidance in 1. Career guidance 1. State career Students to:
Nigerian sports
Sports able to: physical education and Mention opportunities in
heroes from 6. state the
Heroes sports heroes like physical
1. list sport 2. Past and present newspaper, contributions of
Jerry Enyeazu, education
heroes in sports Heroes and 2. Video clips these heroes.
Falilat Ogunkoya,
Nigeria (pre- their contributions 2. Mention some
Mary Onyali, etc. 7. list sports heroes
colonial and in Nigeria. sports heroes
in Nigeria.
post-colonial); 2. States the and heroines.
3. Professionals in
contributions of
2. state the physical education
these heroes to
contributions of in Nigeria.
National
these heroes.
Development.
94

SUB THEME: CONTACT AND NON CONTACT GAMES

OBJECTIVES LEARNING
TEACHER STUDENTS
RESOURCES
Contact Games Students should be able 1. Taekwondo 1. Explains 1. Listen to the 1. Playground Students to:
to: and basic taekwondo and teacher’s
2. Video Clips 1. explain the game
techniques basic techniques. explanation.
1. explain taekwondo of taekwondo;
3. Protective
and basic 2. Importance of 2. Explains the 2. Practice the
devices and 2. list the skills in
techniques; taekwondo importance of skills.
gears taekwondo;
taekwondo.
2. state importance of 3. Safety rules, 3. Mention the
4. Stop watches 3. state 5 safety rules
taekwondo; regulations 3. Explains safety rules and
and regulations of
and officiating rules and regulation in 5. Charts
3. state rules and each in
in taekwondo. regulation in taekwondo.
regulations; 6. Gong taekwondo;
taekwondo.
4. Boxing and 4. List skills in
4. list officials in 7. Textbooks 4. state the
basic 4. Demonstration of boxing.
taekwondo; importance of
techniques taekwondo skills. 8. Arts
5. List safety taekwondo;
5. practice taekwondo
5. Safety rules, 5. Explains boxing rules and 9. Pictures
skills; 5. perform the skill in
regulations and basic skills. regulation in
10. Posters taekwondo
6. explain boxing and and officiating boxing.
6. Demonstrates the correctly;
its basic in boxing.
basic skills in 6. Practice the
techniques; 6. state three safety
boxing. skills.
rules and
7. list safety rules,
7. Supervises the regulations in
regulations and
students’ boxing;
officials of boxing
activities.
and their duties; 7. list any two skills
and techniques in
8. practice boxing
boxing;
skills.
8. perform the skills
in boxing correctly;
9. list officials and
their duties.
95

SUB THEME: CONTACT AND NON CONTACT GAMES
RESOURCES
Non-Contact Students should be able to: 1. Swimming: 1. Explains and 1. Listen to the 1. Swimming pool Students to:
Games - Basic swimming demonstrates basic teacher’s
1. recall the basic 2. playground 1. list and
styles (crawl, skills in swimming explanation.
swimming strokes; demonstrate
breast stroke, styles. 3. Whistle
2. Watch the the various
2. demonstrate the back stroke,
2. Explains the demonstration. 4. Swimming strokes in
strokes; butterfly, etc.)
different trunks swimming;
- Swimming skills; 3. Practice various
3. mention the equipment competitions in
- Swimming swimming styles. 5. Floating tubes. 2. mention two
in swimming; swimming
equipment. equipment
4. Ask and answer 6. Pictures,
4. list various events for 2. Gymnastics: e.g. 3. Display and discuss used in
questions
competition; the equipment and 7. Textbooks swimming;
Stunts and
facilities for 5. Copy the
5. Gymnastics (perform tumbling e.g. 8. Gymnastics mat 3. list various
swimming. chalkboard
activities on the forward roll, head swimming
summary. 9. Charts
floor/mat); stand and crab 4. Guides students to: competitions/
walks, cat, wheel - identify and classify 6. Practice the 10. Pictures events;
6. classify gymnastics
limp, frog. floor activities various floor
activities; 4. list 3 officials
- list and discuss the activities.
3. Floor Activities: and their
7. explain the sequence of duties of swimming
- Classification of 7. Write the group duties in
each of gymnastics and gymnastics
floor activities. of floor activities. swimming
skills; officials.
- Values of floor and
- explain the values of
8. explain the value of activities. gymnastics;
floor activities.
gymnastics;
4. Officials and their 5. list and
5. Demonstrates
9. list the officials in duties. perform five
Stunts and tumbling
swimming describe their floor
5. Safety rules for e.g. forward roll,
duties; activities;
non-contact games head stand and crab
10. mention and observe walks, cat, wheel 6. explain four
safety rules in non- limp, frog. values of floor
contact games. activities.
96

SUB THEME: HEALTH EDUCATION

TEACHER STUDENTS
RESOURCES
Personal, Students should be able Family Life Education: 1. Explains the 1. Listen attentively. 1. Pictures Students to:
School and to: meaning of
1. Meaning and types 2. Ask/ Answer 2. Flip Charts 1. state two types
Community family.
1. explain types of of families. questions of families;
Health I 3. Textbooks.
families; 2. Identifies family
2. Duties of members 3. Participate in role 2. list 3 duties of
members. 4. Posters
2. list duties of each of the family. playing (Play let) each member of
member of the 3. Discusses 5. Newspaper the family;
3. Puberty in boys 4. List career
family; puberty and
and girls. opportunities. 6. Magazine. 3. state 3 major
health
3. differentiate between body structural
4. Teenage consequences of 5. Bring to the class 7. Video show
puberty in boys and differences
Pregnancy and its teenage newspaper/
girls; 8. Role Play between boys
consequences. pregnancy.
magazines and girls at
4. list the consequences 9. IEC materials
5. Assertiveness and 4. Guides students clippings on puberty;
of teenage
communication on how to workers in sports 10. Specimen
pregnancy; 4. list four
skills. acquire assertive and health related
consequences of
5. demonstrate communication services
6. Career guidance teenage
assertiveness and and refusal skills.
6. Listen to Teacher pregnancy;
communication skills 7. Sport promotion
5. Previews and take notes.
agencies and 5. demonstrate
(career guidance); activities of
bodies in Nigeria how to say no
sports and health
6. name agencies to pressure from
a)Sports promoting
promoting sports in friends to
Associations agencies.
Nigeria; engage in sex
b) NAPHER.SD and drug abuse.
7. name agencies
promoting health c) Nigeria institute
education in Nigeria; of sports.
8. explain career
opportunities in
Physical Education.
97

Personal, Students should be 1. Agencies/ organizations 1. Discusses career 1. Narrate/state 1. Pictures Students to:
School and able to: promoting health opportunities in experience with
2. Flip Charts 1. name three each
Community education in Nigeria e.g. health education: behaviour of
1. explain aging; of sports and
Health II NGOs, Ministry of Health, - teaching; Aged parents 3. Textbooks.
health bodies;
2. list life enhancing NAFDAC, WHO etc. - journalism; and relatives.
4. Posters
measures for and - social work, etc. 2. state the
2. Personal Health:- 2. Give reasons
against ageing; 5. Newspaper meaning of
Description of ageing, 2. Uses pictures to for drug misuse
ageing and
3. explain death; death explain ageing dying and abuse. 6. Magazine.
death;
and death stages of
4. state steps to 3. Life enhancing measure 3. Participates in 7. Video show
life 3. demonstrate how
support a dying against ageing e.g. role playing.
8. Role Play to cope with grief
person; exercise, nutrition, rest 3. Discusses how to
person;
and sleep. age gracefully. 9. IEC materials
5. differentiate
4. distinguish
between drug 4. Supporting dying, grieving 4. Explains: 10. Specimen
between drug
use, misuse and and ageing persons. - the differences
use, misuse and
abuse; between drug
5. Meaning of drug use, abuse;
use, misuse and
6. list reasons for misuse and abuse/
abuse. 5. list three
drug use, misuse
6. Categories of drugs - Categories of categories of
and abuse;
- Prescription of drugs/ drugs. drugs;
7. state health medicines
5. Explains why drugs 6. list two reasons
consequences of - Non-prescription of drug/
are misused and for drug misuse
drug use, misuse medicine.
abused. and abuse;
and abuse; - Gateway Drug
- Health consequences of 6. Explains health 7. state four health
8. name ways drug
Drug misuse abuse. consequences of consequences of
abuse can be
- Ways of preventing drug drug misuse and drug abuse;
prevented among
misuse and abuse among abuse.
young people. 8. state three ways
young people.
drug abuse can
be prevented.
98

RESOURCES
Pathogens, Students should be 1. Nature of 1. Discusses the 1. Narrate their 1. Pictures Students to:
diseases and able to: communicable nature of experiences when
2. textbooks 1. explain nature of
their diseases: communicable they suffered from
1. explain the five communicable
prevention - Measles disease. some of the 3. Flip Charts
nature of diseases;
- Mumps communicable
communicable 2. Discusses mode of 4. Video Clips.
diseases. 2. discuss the mode
diseases; - malarial transmission of
of transmission of
- Pneumonia, etc. communicable 2. List some of the
2. explain the mode two communicable
diseases. communicable
of transmission 2. Mode of diseases;
diseases.
of communicable transmission of 3. Explains factors
3. state three ways of
diseases; the disease. and causative 3. Explain the mode of
preventing
agents. transmission of
3. list diseases 3. Factors and communicable
communicable
factor and causative agents 4. Discusses diseases;
diseases.
causative agents; preventive
4. Prevention and 4. list causative agent
measures. 4. Write the measures
4. explain the Manage of non- of the two named
for preventing
various communicable 5. Describes the diseases;
communicable
preventive and diseases: nature of non-
diseases. 5. describe the
management communicable
- Sickle cell nature of non-
measures; disease. 5. Identify factors and
- Obesity communicable
causative agents.
5. explain the 6. The ways non diseases;
- Kwashiorkor, etc.
nature of non- communicable 6. Recall teacher’s
6. list three non-
communicable diseases can be explanation of the
communicable
diseases; prevented. nature of non-
diseases;
communicable
6. state how to
diseases. 7. list four ways non-
prevent non
communicable
communicable 7. List the ways non
diseases can be
diseases. communicable
prevented.
diseases can be
prevented.
99


TEACHER STUDENTS
RESOURCES
Family Health Students should be 1. Types of Diseases 1. Brings 1. Participate in 1. Posters, Students to:
able to: and modes of posters/pictures class discussion
Pictures, Films 1. list five types of
transfer. of diseased and listen to
2. identify types of strips, Video disease;
persons to the guests lectures.
diseases and 2. Disease vectors. clips, and
class. 2. define STI,
modes of transfer; 2. Ask and answer Charts.
3. Types of disease HIV/AIDS;
2. Guides class questions.
3. identify disease vectors. 2. Insecticides.
discussion. 3. state their causes
vectors such as 3. Take notes.
4. Life cycle of the 3. Oil/ kerosene. and mode of
mosquitoes and 3. Invites guest
mosquito and other transmission
houseflies; speakers to talk 4. Samples of
vectors.
to learners treated and 4. identify 3 disease
4. define HIV/AIDS
5. Control measures: about: untreated water. vectors
and STIs;
water drainage,
- disease types; 5. Insecticide 5. mention 3 ways
5. list examples of insecticides, oil
treated nets. of preventing
STIs; spreading/ spraying. - mode of
diseases
contracting
6. explain the 6. Disease Transmission
infection 6. explain the
consequences of
7. STIs, HIV/AIDS consequences of
contracting - disease
contracting
infections and 8. Consequences of vectors;
disease/
diseases; contracting diseases
- preventive infections;
on individual,
7. list ways of method.
- family 6. draw the life
preventing
- society. cycle of mosquito
infections and
and other
diseases; 9. Disease prevention:
vectors;
- sanitation
8. draw the life cycle
- education 7. state any three
of mosquito and
- immunization measures for
other vectors;
- choice of life controlling
9. state control partner. disease vectors.
measures.
100


Computer Students should be able 1. Computer Professionals: 1. Displays the 1. Examine the 1. Pictures/ harts Students to:
carrier to: - Computer Manager pictures of pictures or charts, showing
1. list four
Opportunities - System Analyst different computer and identify the different
1. draw a list of career computer
- Programmers professionals and computer computer
opportunities professions;
- Computer educator leads the students professionals and professionals
associated with
- Computer engineers to identify them their specific at work. 2. state two
computer usage;
and technicians and their responsibilities. functions of
2. Pictures/
2. state the functions of - Operators. functions. given computer
2. State the qualities charts showing
each of these professionals;
2. Qualities of good 2. Leads students to of good computer different
professionals;
Computer professionals. identify the professionals. computer 3. list four qualities
3. list the qualities of qualities of good professionals of a good
3. Computer Professional 3. Listen to the
good computer computer at work. computer
Bodies: teacher’s
professionals; professionals. professional;
- Nigeria Computer description of
4. list the computer - Society (NCS) 3. Leads students to professional 4. list four
professional bodies; - Institute of identify the bodies and their computer
- Management professional bodies functions. professional
5. state the functions of
- Information System to which a bodies;
each of the computer 4. Participate fully in
(IMIS) computer
professional bodies such class 5. state the
- Computer Professional can
and association. discussion. functions of each
Professional join. of the computer
Registration Council of
4. Describes the professional
Nigeria (CPRN).
functions of the bodies listed.
- Information Technology
Association of Nigeria computer
(ITAN). professional
- Nigerian Internet Group bodies.
(NIG).
101

Sub-THEME: BASIC COMPUTER OPERATIONS AND CONCEPTS

RESOURCES
Computer Students should be 1. Meaning of computer virus. 1. Guides the students 1. Participate in 1. Pictures of Pupils to:
Viruses able to: 2. Types of computer virus: to define a computer the class anti- virus 1. define the term
1. state the meaning - boot sector; virus. discussion. packages. computer virus;
of a computer - executable file virus; 2. Leads the students 2. Note the 2. Computer 2. list two types of
virus; - attack on document. to identify types of sources system computer virus;
2. state types of 3. Example of viruses:- Trojan computer viruses through which with anti- 3. list four examples
computer viruses; horse, Sleeper, Logic bomb, and how they are a computer can virus of computer virus;
3. list examples of Alabama virus, Christmas virus contracted be infected with software 4. give three sources
computer virus; 4. Sources of viruses: 3. Guides the students a virus. installed. through which a
4. state sources - infected diskettes; to identify anti-virus 3. Note how computer can be
through which a - infected CD-ROMS; software computer infected with a
computer can be - e-mails; 4. Guides the students viruses can be virus;
infected - Internet downloads; to identify sources detected 5. state three
5. state warning - illegal duplication of Software, through which a 4. Load and run warning signs of a
signs of a virus; etc. computer can be Anti viruses on computer virus;
6. list anti-virus 5. Virus Warning Signs: infected with a virus. a computer 6. list three anti-
software available - slowing down of response 5. Leads the discussion system. virus software
for use with a time on warning signs of available for use.
virus. - presence of tiny dots a virus.
- wandering across the screen. 6. Guides the students
- incomplete saving of file to demonstrate how
- corruption of the system set- computer viruses
up instructions. can be detected.
- Appearance of strange
characters.
6. Virus detection (Antivirus):
- Norton Anti-virus
- McAfee Virus scan
- Dr. Solomon’s Took Kit, etc.
102


Internet Students should be 1. Examples of 1. Takes students to 1. Visit computer 1. Computer Pupils to:
able to: Search Engines: computer laboratory or cyber laboratory.
1. name three
laboratory, cyber café.
1. identify Internet - google.com 2. Cyber cafe internet search
cafe or download
search engines; 2. Watch teacher’s engines;
- mama.com websites into flash 3. Off line
demonstrations
2. state specific uses disk. downloaded web 2. state specific uses
- ask.com search for
of the search sites. of the search
2. Guide the students information using
engines; - yahoo.com engines;
to: different search 4. Web site address
3. use the search 2. Uses of Search engines. of NACA and 3. use search
- identify internet
engines to obtain Engines. other engines to obtain
search engines 3. Execute the
information and organizations and information;
and their specific projects e.g.
download materials NGO working on
uses; students to go to 4. download
on the internet. HIV/AIDS.
cyber cafe and information from
- use the search
down load internet into
engines to obtain
information on: diskettes and flash
information;
disks.
- HIV/AIDS
- download
prevention/prevalen
information from
ce and cure;
the internet into
diskettes or flash - Voter education
disk. handbook (VEH).
3. Gives students
project on
HIV/AIDS and
Voter Education
Handbook (VEH),
etc.
103


Digital Students should be 1. Concept of digital 1. Explains the concept of 1. Listen to 1. Relevant Text Student’s to:
Divide able to: divide. digital divide and its teacher’s books
1. define digital
2. Features of old new benefit. explanations
1. explain the 2. Web site divide;
economy:
meaning of 2. Guides class discussion 2. Ask and answer addresses.
- Time consuming 2. State three
digital divide; on the features of old question
- Labour based 3. Computer distinguishing
and new economy
2. differentiate - Mechanical 3. Participate in systems features between
between old and 3. Gives students class discussion connected to old and new
- Constrained by
new economy; assignment to visit the the internet. economy;
space, time & 4. Visit the given
following website:
3. explain the distance etc. website 3. State three
www.eprimers.org
limitation of the 3. Features of new addresses and disadvantages of
www.nitda.org
old economy; economy: down load the old economy;
www.apdip.net
- Digital, relevant
4. state the 4. list four benefits of
- Time, space & 4. Download information information
benefits of new the new
distance is irrelevant, on digital divide from
economy. 5. Identify the economy.
- Technology driven, the websites.
benefits of new
- Knowledge based, etc 5. Guides class discussion economy;
3. Limitations of the old on the Limitation of the
economy. old economy.
4. Benefits of new
6. Guides class discussion
economy:
on the benefits of the
- low capital to start
new economy.
business
- creates new jobs etc
104


Database Students should be 1 Database 1. Explains the 1. Listen to Record books, Pupils to:
able to: Terminologies: meaning of fields, teachers’ result sheets, pack
1. Explain basic in
records, file, explanation. of library cards,
1. explain the - Fields database terms;
database and etc.
following 2. Copy
- Records keys. 2. Mention three
database chalkboard
forms of database;
terminologies - File 2. Explains the forms summary into
(fields, record, of database. their 3. Explain how to
file, and key); - Database notebooks. start and open an
3. Displays a chart to
existing
2. identify various - Key, etc. show forms of
database;
forms of 2. Forms of Data database.
database; 4. Input, store and
Base: 4. Writes notes on a
retrieve
3. start and open chalkboard for the
- Flat file information from
an existing pupils to copy.
database
database; - Hierarchical
application
4. input, store and - Relational, packages.
retrieve etc.
information from
a database
application.
105

SUB- THEME: COMPUTER APPLICATION PACKAGES

Spreadsheet Students should be 1. Examples of 1. Leads students to 1. Watch teacher’s 1. Computer Pupils to:
Packages able to: spreadsheet the computer lab. demonstrations. system.
1. name three
package (Excel,
1. name some 2. Guides students to 2. Participate in class 2. Spreadsheets spreadsheet
LOTUS 1 2 3,
spreadsheet name various discussion. packages. packages;
STATVIEW, etc.)
application spreadsheet
3. Practice loading, 2. state two uses of
packages; 2. Uses of spread packages.
exiting from a the spreadsheet
sheet packages:
2. state the uses of 3. Guides students spreadsheets packages;
the spreadsheet - preparation of daily through an package.
3. mention five
packages; sales; examination/test
features of
result sheet.
3. describe the - budget; spreadsheet
general features 4. Guides students to packages;
of spreadsheets - examination results. describe the
4. load and exit
packages; 3. Spreadsheet general features of
spreadsheet
features and the packages
4. load and exit packages.
spreadsheet terminologies: 5. Guides students to
packages. - Row load and exit
- Column spreadsheet
- Cell packages.
- Worksheets
- Chart
- Data range etc.
4. Loading and exiting
spreadsheet
packages.
106


Worksheets Students should be 2. Worksheets 1. Demonstrates: 1. Watch teacher’s 1. Computer Pupils to:
able to: - Starting - opening a demonstrations. system with
1. open a
worksheet: worksheet spreadsheet
1. open, enter, edit 2. Practice data worksheet;
- Data Entry - entering data into a packages
and save data in a entry, editing,
- Editing worksheet, installed, 2. enter data into a
worksheet; deleting and
- Saving - editing, worksheet;
saving data in a 2. Printer,
2. format text, cells - Retrieving - deleting; and
worksheet. 3. format text, cell,
and columns in a worksheets - saving data on a 3. Papers.
rows and
worksheet; - Formatting worksheet 3. Practice formatting
columns in a
worksheet (text, text, cells and
3. perform simple 2. Guides students to worksheet;
cell and columns, columns in a
calculations; format text, cells,
naming etc.). worksheet. 4. solve simple
rows and columns in
4. print data from mathematical
2. Calculations: a worksheet. 4. Do simple
worksheets. problems using
- addition; calculations with
3. Guides students to do spreadsheet
- average; spreadsheet.
simple calculations packages;
- counting;
with spreadsheet. 5. Practice given
- multiplication; 5. print data from a
exercises.
- division, etc. 4. Gives students given
practice exercises and 6. Practice printing worksheet.
3. Printing of
correct their work. data from
worksheets.
worksheets.
5. Guides students print
data from
worksheets.
107


Graphs Students should be 1. Creating Graphs; 1. Guides students to 1. Watch teacher’s 1. Computer system Pupils to:
able to: identify and select demonstrations, ask with spreadsheet
- Line graphs 1. state the range
data range and areas and answer packages
1. construct and axis of data in
- Histograms for graph questions. installed.
standard graphs a given worksheet;
construction.
and charts from - Pie-charts 2. Practice graph 2. Printers
2. create standard
given records in a 2. Demonstrates the construction using
- Legends etc. 3. Papers graphs and charts
worksheet; stages of graph data in a given
from the data;
2. Editing graphs construction from worksheet.
2. edit and format
records in a given 3. edit and format
the graphs and 3. Formatting 3. Do the given
worksheet. their graphs and
charts; graphs: exercises, print and
charts.
3. Gives students discuss their
3. identify and select - Line graphs
practice exercises. results.
data range and
- Histograms
area for graph 4. Moves around to
constructing. - Pie-charts assess students and
give necessary
- Legends, etc.
assistance.
Note: Use available
data on HIV/AIDS
prevalence and
consequences for the
practice exercises
108
RESOURCE PERSONS THAT DEVELOPED THE BASIC SCIENCE AND TECHNOLOGY CURRICULUM
CONCEPT DEVELOPMENT WORKSHOP
NAME ORGANIZATION REPRESENTED
Prof. Godswill Obioma Executive Secretary, NERDC, Sheda
Prof. B. G Nworgu University of Nigeria, Nsukka
Prof Barth Chukwuezi National Commission for Museum and Monuments, Abuja
Prof. Uche Udeani Dept. of Sc. Educ. UNILAG, Lagos
Dr. C. O. Ubani Universal Basic Education Commission, Abuja.
Dr. Ismail Junaidu Nigerian Educational Research and Development Council (NERDC), Abuja
Dr. E. O Adeniyi Nigerian Educational Research and Development Council (NERDC), Abuja
Dr. kate Nwufo Nigerian Educational Research and Development Council (NERDC), Abuja
Dr. (Mrs.) A. N. Maduekwe Faculty of Education, UNILAG, Akoka, Lagos.
Dr. Sani Ahmed Surfi No. Tigris Close, Imani Estate, Maitama, Abuja
Dr. Garba Sa’ad Faculty of Education, Bayero University, Kano
Dr. Hauwa Imam University of Abuja, Gwagwalada, FCT. Abuja.
Dr. Grace Ajagun Nigerian Educational Research and Development Council (NERDC), Abuja
109
PLANNING AND WRITING WORKSHOPS

Prof. B. G. Nworgu University of Nigeria Nsukka
Prof. Ifeoma Enweanik Nnamdi Azikiwe University, Nnewi Campus, Nnewi
Dr. I. A. Ezenwa Anambra State University, Uli
Dr. Grace Ajagun Nigerian Educational Research and Development Council (NERDC), Sheda, Abuja
Mr. O. A. Thomas Federal Inspectorate Services (FIS), Gombe: Federal Ministry of Education
Olabode Oyeneye Education Sector Support Programme in Nigeria (ESSPIN), DFID
Bisi Layiwola Global International College
D. O. Oguntoye ISL, University of Lagos, Akoka, Lagos
ACC. O. G. A. Shekaru Federal Road Safety Corps (FRSC) HQ. Abuja
Dr. A. S. Owodunni Federal Government Girls College (FGGC) Abaji, FCT, Abuja
Mrs. Chinedum Oluwadamilola Association of Private Educators in Nigeria (APEN),Lagos.
Mr. Kazeem Ajibike Federal Capital Territory (FCT) Procurement Department, Abuja
Mrs. Angela Nwachukwu FCT Agency for Science and Technology Education, Abuja
Emmenike Ndukwe Sheraton Lagos
Mr. Chima Egbujuo Nigerian Educational Research and Development Council (NERDC), Sheda, Abuja
110
CRITIQUE WORKSHOP
Prof S. J.Oniye Depart. Of Biological Sciences, Ahmadu Bello University, Zaria.
Prof. Z. C. Njoku University of Nigeria Nsukka
Dr. Rosalind Ukpong Federal Ministry of Education, Abuja
Mrs. Fatimah Jiddum Ahmad Office of the Special Assistant to the president on MDGs (OSSAP/MDGs); Abuja
Alhassan Yakubu Fouad Seconday School, Abuja
Joseph J. Dada Federal Ministry of Education, Abuja
Dr. Grace Ajagun Nigerian Educational Research and Development Council (NERDC), Sheda, Abuja
Mr. Chima Egbujuo Nigerian Educational Research and Development Council (NERDC), Sheda, Abuja
Dr.(Mrs.) R. N. Ndana University of Abuja
Onesimus Maikano Govt. Sec. School, Gwagwalada, Abuja
Mr. J. O. Akinwale International School, University of Lagos
EDITORIAL WORKSHOP
Barr. Victor Odoeme Nigerian Educational Research and Development Council (NERDC), Sheda, Abuja
Mr. Christian Obi Nigerian Educational Research and Development Council (NERDC), Sheda, Abuja
Mrs. Fatimah Jiddum Ahmad Office of the Special Assistant to the president on MDGs (OSSAP/MDGs); Abuja
Mrs. Cordelia Ajaegbu Federal Ministry of Education, Abuja
111

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BASIC SCIENCE AND TECHNOLOGY

THEME: BASIC SCIENCE JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: BASIC SCIENCE JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION GUIDE

THEME: BASIC SCIENCE JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: BASIC SCIENCE JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: BASIC SCIENCE JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING EVALUATION

THEME: BASIC SCIENCE JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: BASIC SCIENCE JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION GUIDE

THEME: BASIC SCIENCE JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: BASIC TECHNOLOGY JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: BASIC TECHNOLOGY JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING EVALUATION

THEME: BASIC TECHNOLOGY JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: BASIC TECHNOLOGY JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: BASIC TECHNOLOGY JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: BASIC TECHNOLOGY JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: BASIC TECHNOLOGY JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: BASIC TECHNOLOGY JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING EVALUATION GUIDE

THEME: BASIC TECHNOLOGY JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: PHYSICAL AND HEALTH EDUCATION JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: PHYSICAL AND HEALTH EDUCATION JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: PHYSICAL AND HEALTH EDUCATION JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: PHYSICAL AND HEALTH EDUCATION JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: PHYSICAL AND HEALTH EDUCATION JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: PHYSICAL AND HEALTH EDUCATION JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: PHYSICAL AND HEALTH EDUCATION JSS I

THEME: PHYSICAL AND HEALTH EDUCATION JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: INFORMATION TECHNOLOGY JSS 1

THEME: INFORMATION TECHNOLOGY JSS 1

THEME: INFORMATION TECHNOLOGY JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: INFORMATION TECHNOLOGY JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: INFORMATION TECHNOLOGY JSS 1

TOPIC PERFORMANCE CONTENT ACTIVITIES TEACHING AND EVALUATION

THEME: BASIC SCIENCE JSS 2