JS2 Basic Science Scheme of Work for First, Second And Third Term

BASIC SCIENCE JS II: FIRST TERM
SUB-THEME: LEARNING ABOUT OUR ENVIRONMENT

Week 1: Living Things I
Student should be able to:
(1) define habitat.
(2) mention types of habitat.

Contents
(1) Habitat.
(2) Types of habitat.
Teacher: (1) Take student to visit different habitats.
(2) Guides student to
identify different types of habitat.
Students: (1) Visit the various habitats.
(2) Observed the different habitats.
Instructional Resources: (1) Visit to nearby pond.
(2) Visit to school garden.

Week 2: Living Things II

Student should be able to:
(I) state example of organism that are found in aquatic and terrestrial
habitats.
(2) state various adaptive feature of living thing in their habitat.

Contents
(1) Examples of organism in various habitats.
(2) Adaptation of living thing to their environment.
Teacher: (1) Guides students to identify living organism in their habitat.
(2) Identify the special feature of the organisms found in different habitats.
Students: (I) Participate in class discussion.
(II) Classify living organism based on
where they live.
Instructional Resources: (1) Chart.
(2) Diagrams.
(3) Video.
(4)Clips.

Week 3: Living Thing III
Student should be able to:
(1) identify characteristic of
organism in the same habitat.
(2) state the feature that are common to the organism i.e. plant and animal.
(3) identify intelligence characteristic of human being.

Contents
(1) Relationship between organisms in the same habitat.
(2) Uniqueness of human beings
– Reasoning.
-Problem.
-Inquisitive
-Observation.
-Measuring.
-Inference
Teacher: (1) Guides and directs class discussion.
(2) Lead discussion on the importance of the brain, human reasoning
and intelligence
(3) Guides student’s discussion on the use of intelligence for survival
and manipulating the environment.
Collect and preserve some living organisms.
Students: (1) Collect and preserve some living organisms.
(2) Participate in discussion ( in group)

Instructional Resources: Preservation e.g. formalin.
(2) Pictures.
(3) Model.
(4) Chart.

Week 4: Living Things IV
Student should be able to:
(1) describe transition from
infancy to adolescence and adulthood as development stages.
(2) describe increase in height and weight as growth change.

Contents
(1) Measuring of growth and
developmental changes.
(2) Growth changes in
-Height.
-Weight.
-Size.
Teacher: (1) Using appropriate instruments, guides students to take
measurement of length, time, weight
(2) Guides student to group themselves according to different
height, weight and size.
Students: (1) Follow teacher’s instruction to carryout listed measurements.
Instructional Resources: (1) Meter rule.
(2) Clock.
(3) Weighing scale.
(4) Measuring tape.
(5) Spring balance.
(6) Measuring cylinder.

Week 5: Living Things V
Student should be able to:
(1) state the developmental changes in infancy.
(2) Identify the characteristics
features of adolescents and adults.

Contents
(1) Developmental changes
-Infancy.
-Adolescents.
-Adulthood.
Teacher: (1) Lead class discussion on the difference between.
-Infancy.
-Adolescents.
-Adulthood.
(1) Write short note on their observation.

Instructional Resources: Poster showing
– Babies.
– Student.
– Teacher.
-Parent.

Week 6: Living Things VI
Student should be able to:
(1) classify growth and developmental
changes temporary and permanent.
(2) state example of temporary and
permanent growth.

Contents
(1) Classifying growth and developmental changes
(A) Temporary.
(B) Permanent.
Teacher: (1) Guides Student to classify growth into temporary changes among themselves.
(2)Write short notes on their observation.
Students: (1) Identify permanent
and temporary changes among themselves.
Instructional Resources: (1) Poster showing
-Babies.
– Student.
-Teacher.
-Parent.

Week 7: Living Things VII
Student should be able to:
(1) state the factors affecting growth and development in living things.
(2) list factors promoting growth
and development in organism.

Contents
(1) Factor affecting growth and developing and development in living organism.
(2) Factor promoting growth and
development in living organism.
Teacher: (1) Leads class discussion on the factors affecting growth and
development.
Students: (1) Identify children with malnutrition.
Instructional Resources: (1) Poster showing malnutrition children.
(2) Chart.

Week 8: Chemical I
Student should be able to:
(1) define physical and chemical
changes.
(2) state the characteristics of
physical and chemical changes.
(3) differentiate between physical
and chemical changes.

Contents
(1) Meaning of physical and
chemical changes.
(2) Characteristics of physical and
chemical changes.
(3) Differences between and chemical changes.
Teacher: (1) Guides students on
-Burning of wood
– Heating of paraffin wax.
-Heating of sugar Solution.
Students: (1) Observed the process of burning of wood (2) Heating of
paraffin wax.
(3) Observe and recognized the effort
of heating sugar solution.
Instructional Resources: (1) Wood.
(2) Paraffin wax.
(3) Sugar.
(4) Water.

Week 9: Chemical II
Student should be able to:
(1) define Chemicals.
(2) classify chemical based on their uses.

Contents
(1) Classes of chemicals.
(2) Based on usage
-Pharmaceutical.
-Nuclear.
-Agrochemical.
-Industries.
-Laboratory.
Teacher: (1) Display sample of chemicals in class.
(2) Guides student in class discussion.
Students: (1) Observed some displayed chemicals.
(2) Participate in class discussion.
Instructional Resources: (1) Chemical bottle (labeled).
(2)Chemical bottle (Non-labeled).
(3) Samples of Chemical kerosene,
insecticides, camphor, engine
Oil in well labeled and appropriate
containers.

Week10: Chemical III
Student should be able to:
(1) classify chemical based on their
hazardous nature
(2) state safety measures when
using Chemicals.

Contents
(1) Chemical based on hazardous nature.
-Highly hazardous toxic.
-Moderately hazardous toxic.
-Non hazardous and Non toxic.
(2) Safety measures when using
chemicals.
-Adhere to the manufacturer’s safety
instructions.
-Following safety guidelines for
chemical storage and handling.
-Observed and adhere to safety signs and chemical packages.
-Ensure proper labeling and storage
containers.
Teacher: (1) Guides student to identify hazardous and Nonhazardous chemical.
(2) Demonstrate Some of the safety
devices when handling chemical.
(3) Display relevant chart on safety signs place on chemicals.
Students: (1) Observe and recognize and the classes of chemical displayed.
(2) Identify safety signs in chart and
storage containers displayed.
(3) Match chemical with appropriate
storage containers.
Instructional Resources: (1) Chart showing classification of chemicals and their examples.

11: REVISION
12: EXAMINATION

Basic Science

JS II Second Term Loading…..

BASIC SCIENCE JS II

THIRD TERM
SUB-THEME: YOU AND ENERY

WK 1. Revision of examination questions.

Wk2. Thermal energy I

Student should be able to:
(1) describe thermal energy.
(2) illustrate that when two bodies are
in contact, heat flow from the hot to the cold one.

Content
(1) Meaning of thermal energy.
(2) Heat flow.
Teacher: (1) Guides student to illustrate thermal energy with an activity.
Students: (1) Heat one end of iron rod while holding the other.
The palm gets warm with time.
Teaching aids: (1) Source of heat. -Iron rod.

WK 3 Thermal energy II
Student should be able to:
(1) name the methods of heat transfer.
(2) state examples of conductors and bad conductor of heat.
(3) describe heat conduction and it applications.

Content
(1) Heat transfer (conduction).
(2) Example of conductor and bad
conductor of heat.
Teacher: (1) Guides the illustration of heat transfer. (2) Guides student in activity on heat conduction and discuss the uses with them.
Students: (1) Discover that heat is transferred by conduction convection and radiation.

Teaching aids:
(1) Bunsen burner.
(2) Piece of copper
.

WK 4 Thermal Energy III
Student should be able to:
(1) describe heat convection and state
two of its applications.

Content
(1) Transfer of heat (convection )
Teacher: (1) Guide students in
activity on convection and discussion its applications.
Students: (1) Boiling water and observe the convection currents, note the application as discussed.

Teaching aids:
(1) Water.
(2) Round-bottomed flask.
(3) Bunsen burner.
(4) Potassium.
Permanganate crystal.

WK 5 Thermal energy IV
Student should be able to:
explain heat radiation.

Content
Transfer of heat (radiation)
Teachers: Guides student to carryout activity for radiation and discuss its applications.
Students: Measuring temperature
differences between two cans, one painted black and other not painted,
that are equidistance from a source of heat.

Teaching aids
(1) Hot water.
(2) Two cans one painted other not
painted.
(3) Two thermometers.

WK 6 Light Energy I

Student should be able to:
(1) explain the meaning of
reflection and refractions.
(2) illustrate apparent depth and
explain its danger to swimmers.

Content
(1) Reflection.
(2) Refraction.
Teacher: (1) Guides student on activity to explain refraction. (2) Leads student to observe a coin dropped in a 500cl beaker of water.
Students: (1) Put a straight stick half in water and state their observation.
(2) Observe the coin and use it to recognize apparent depth.

Teaching aids
(1) Water beaker straight stick.
(2) Coin.
(3) Water

WK 7 Light Energy II

Student should be able to:
(1) describe how we see things.
(2) explain the meaning of dispersion and use it do interpret the rainbow.

Content
(1) Vision.
(2) Dispersion and rainbow.
Teacher: (1) Guides student to identify major parts of the eye and how vision occur. (2) Guides student to use a prism to show dispersion of light. (3) Uses the rainbow as an example of dispersion of light by raindrops in place of prism.
Students: (1) Identify parts of the eye and relate vision to refraction.
(2) Observe colour of light separated by prism and interpret rainbow as
raindrops causing dispersion.

Teaching aids
(1) Chart or model of the eye.
(2)Source of light.
(3) Prism.

WK 8 Crude oil and petrochemicals I
Student should be able to:
(1) explain what crude oil and petrochemical are.
(2) describe the process of refining
crude oil.

Content
(1) Meaning of crude oil and
petrochemical
(2) Refining of crude oil.
Teacher: (1) Lead class discussion on the meaning of crude oil and petrochemical; (2) Method of refining crude oil.
Students: (1) Participate in class discussion observation.
(2) Participate in visit and record their observations.

Teaching aids
(1) Crude oil.
(2) Engine oil.
(3) Grease.

WK 9 Crude oil and petrochemical II
Student should be able to:
State the uses of crude oil and petro
chemicals.

Content
Uses of crude oil petrochemicals.
Uses and importance of crude oil and
petrochemical.
Students: Find out from home
various uses of petroleum products.

Teaching aids
(1) Petrol.
(2) Kerosine.

WK 10 Crude oil and petrochemical oil III
Student should be able to:
state the importance of crude oil to
Nigeria.

Content
Importance of crude and petrochemicals.
Teacher: Lead a visit to fuel station to see the different petroleum products.
Students: Find out from home various importance of crude oil and petrochemicals.

Teaching aids
(1) Petrol.
(2) Kerosine.

11 REVISION
12 EXAMINATION

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