JS3 Basic Science Scheme of Work for First, Second And Third Term.

BASIC SCIENCE JS III SECOND TERM
SUB THEME: LEARNING ABOUT OUR ENVIRONMENT
Note: This scheme contains performance objective, content, teacher and students activities as well as teaching resources.

Week 1: Resources from living things I
Objective: Student should be able to:
(1) identify the resources from living
things.
(2) name the sources of these resources.

Content:
Resources from living things

-Examples of plant sources e.g. cash and food crop, dyes, drugs.
Teacher: (1) Prepares chart/posters.

(2) Guides students to identify resources and their source.
Students: (1) Bring relevant materials to class. (2) Participate in class discussions.
Resources: (1) Soil samples. (2) Seeds.
(3) Seedling.

Week 2: Resources from living thing II
Objective: Student should be able to:
(1) group the resources based on their sources.
(2) explain the importance of these
resources to self and society development.

Content:
(1) Example of animals source e.g.
hides and skin, dairy product etc.
(2) Economic importance of these
resources to self and society.
Teacher: (1) Explain the importance of these recourses.
(2) Group the resources as plant and animals based. (3) Invites guest speaker to-talk on resources. (4) Plans and execute field trip.
Students: (1) Listen to guest talk. (2) Visit factories where plant and
animal produce are processed for
commercial purposes. (3) Excursion to a diary farm.
Resources: (1) Water. (2) Empty caw.
(3) Hand spade. (4) Chart. (5) Posters.
(6)Dye.

Week 3: Resources from non-living things III
Objective: Student should be able to mention solid minerals and where they are found in Nigeria.

Content:
Resources from non-living things. -Examples-solid minerals like lime- stone , coal, gold, tin etc.
Teacher: (1) Bring sample of solid minerals to the class. (2) Guides students to name solid mineral and the state where they are found in Nigeria.
Students:(1) Collect samples of solid minerals in their locality. (2) Participate in class discussion.
Resources: (1) Rock sample. (2) chart /posters.

Week 4: Resources from non-living things IV
Objective: Student should be able to:
(1) draw a map of Nigeria showing
distribution of solid mineral deposits.
(2) list the importance and uses
of solid minerals.

Content:
(1) Location in Nigeria.
(2) Economic importance.
Teacher: (1) Guides class discussion. (2) Guides student to draw map of Nigeria showing location of mineral deposits.
Students: (1) Draw a map of Nigeria showing distribution of solid minerals. (2) Copy the chalkboard summary.
Resources: Map of Nigeria showing distribution of solid minerals.

Week 5: Sound Energy I

Objective: Student should be able to:
(1) use object to produce sound by
making them vibrate.
(2) explain the product of sound from a vibrating medium.
(1) Production of sound.
(2) Transmission sound.
Teacher: (1) Provide or asks
students to provide objects for production of sound e.g. tuning fork, can, empty bottle etc. (2) Guides student to use vibrating metric rule to show sound travels.
Students: (1) Use objects provided to
produce sound by making them vibrate. (2) In groups of four set meter rule vibrating and observe how sound travels.
(1) Empty bottles, cans, whistle, tuning fork, strong stick etc. (2) Meter rule.

Week 6: Sound Energy II

Objective: Student should be able to:
(1) indicate how sound is reflected and identify objects that reflect sound.
(2) explain how sound is heard by the ear.

Content:
(1) Reflection of sound.
(2) Hearing.
Teacher: (1) Guides the discussion to show that hard surface reflect sound (echo). (2) Provides chart or model of the ear and use it to lead students to identify parts of the ear and discuss how hearing occurs.
Students: (1) Participate in the discussion and recall objects you know that reflect sound. (2) Identify parts of the ear and indicate how hearing occurs.
Resources: (1) Sketch of a dip or empty well reflecting sound (echo).
(2) Chart or model of the ear.

Week 7: Magnetism

Objective: Student should be able to:
(1) describe loadstone as a naturally
occurring magnet.
(2) state laws of magnetism.

Content:
(1) Load stone.
(2) Laws of magnetism.
Teacher: (1) Tell a story about load stone as the earliest form of magnet.
(2)Lead a discussion on “Like poles repel and unlike poles attract”.
Students: (1) Describe the historical importance of load stone. (2) carry out activity to verify the law of magnetism in group of four.
Resources: (1) Picture of load stone.
(2) Bar magnet. (3) Cardboard sheets.

Week 8: Magnetism II

Objective: Student should be able to:
(1) illustrate magnetic poles and field.
(2) explain how to care for a magnet.

Content:
(1) Magnetic poles and magnetic field.
(2) Care for magnets.
Teacher: (1) Guides students to identify magnetic poles and fields by using iron filling and magnetic compass. (2) Leads a discussion on how to care for magnets and write down the methods on the chalk board.
Students: (1) Identify magnetic poles and fields through activity.
(2) Participate in the discussion and copy the method in their note books.
Resources: (1) Iron filling. (2) compass needle. (3) Pencil. (4) Stored magnets in their casings.

Week 9: Electrical energy

Objective: Student should be able to:
(1) indicate the direction of electron
flow in a circuit.
(2) set up series and parallel circuits.
(3) connect ammeter and voltmeter to a series or parallel circuit and read their values.

Content:

(1) Flow of electrons.
(2) Circuit: series and parallel.
Teacher: (1) Provides electron flow for discussion. (2) Guides students
to set up series and parallel circuits.
(3) Guides student to connect an
ammeter and voltmeter to a
series or parallel circuit and read the
amount of current flow.
Students: (1) Observe and indicate the direction of electron flow in a circuits. (2) Set up a series and parallel circuits. (3) Connect ammeter and voltmeter in the circuit and read their values.
(1) Chart showing direction of electron flow. (2) Battery connecting wires, key, rheostat, torch bulb.
(3) Ammeter and voltmeter.

Week 10: Electrical energy II
Objective: Student should bebable to:
(1) state the functions of fuse and circuit breakers in a house circuit.
(2) read electric meter for billing.

Content:
(1) Fuses and circuit.
(2) Electric meter
reading and billing.
Teacher: (1) Explain why houses are wire in parallel and discuss the function of fuse and circuit breaker in house wiring. (2) Provides chart and guides students to practice reading
the meter and calculate cost of electrical energy consumed.
Students: (1) State the function of fuses and circuit breakers.
(2) Explain over loading. (3) Practice reading of meter and calculation of energy consumed.
(1) Chart of house wiring. (2) Wired house. (3) Chart or model of electric meter.

Week 11& 12: REVISION / EXAMINATION

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