New Revised NERDC JSS 1 Intermediate Science Scheme of Work
Week 1: Environmental Degradation: Erosion (Part 1)
1. Content: Knowledge: Meaning, examples of erosion. Identification of natural and human causes of erosion. Skills: Applying different ways of preventing erosion in the environment.
2. Performance Objectives: Students should be able to: 1. state the meaning, types of erosion; 2. identify natural and human causes of erosion.
3. Learning Activities:
i. Teacher Activities: Guide students to participate in class discussion on the meaning, examples, and causes of erosion, Demonstrate identification of causes.
ii. Students Activities: Participate in class discussion on the meaning, examples, and causes of erosion, Search on the internet using websites, social networks appropriately to access information on ways of preventing erosion, Identify natural and human causes of erosion.
4. Teaching and Learning Resources: Search engines for online research on erosion types and prevention, Charts and pictures showing different types of erosion to help visualize the topic.
Week 2: Environmental Degradation: Erosion (Part 2)
1. Content: Knowledge: Different methods of controlling erosion. Skills: Applying different ways of preventing erosion in the environment.
2. Performance Objectives: Students should be able to: 3. describe different methods of erosion control; 4. apply different methods of preventing erosion in the environment; 5. embark on a visit to erosion site.
3. Learning Activities:
i. Teacher Activities: Organize visit to erosion site, Guide students to write steps and participate in erosion control activity.
ii. Students Activities: Visit an erosion site, write steps needed to carryout control and prevention of erosion in the environment, Participate in erosion control activity in the environment.
4. Teaching and Learning Resources: Charts and pictures showing different methods of controlling and preventing erosion to illustrate practical steps.
Week 3: Environmental Degradation: Flooding (Part 1)
1. Content: Knowledge: Meaning, causes of flooding. Ways of preventing flooding. Skills: Demonstrating flood control and prevention in the environment (project/activity).
2. Performance Objectives: Students should be able to: 1. explain the meaning of flooding; 2. state the causes of flooding; 3. identify different ways of preventing flooding.
3. Learning Activities:
i. Teacher Activities: Lead interactive class discussion on the meaning, causes, types and preventive measures of erosion and drainage, Guide students to critically observe environmental issues of flooding.
ii. Students Activities: Engage in an interactive class discussion on the meaning, causes, types and preventive measures of erosion and drainage, Critically observed environmental issues of flooding in and around the environment, collect and analyzed data on the effects of floods in the society, crops and farmland.
4. Teaching and Learning Resources: Video clips on processes involved in flood control and prevention for real-life examples, Charts and pictures showing types of floods to aid discussion.
Week 4: Environmental Degradation: Flooding (Part 2)
1. Content: Knowledge: Meaning, types and effects of drainage systems. Steps needed for flood control, and prevention. Skills: Demonstrating flood control and prevention in the environment (project/activity). Embarking on field trips, excursions at flood sites.
2. Performance Objectives: Students should be able to: 4. explain the meaning of drainage and outline different types of drainage systems in the environment; 5. discuss effects of flooding on the environment and farmland; 6. carry out activities on flood control, and prevention; 7. embark on field trips, excursions at flood sites.
3. Learning Activities:
i. Teacher Activities: Organize field trips to flood sites, Guide students to make presentations, watch video clips, make plans for flood control, and participate in school project on flood control.
ii. Students Activities: Take turns in groups to make presentation(s) of observations made during field trips, excursions to flood sites, Watch short video clips on flood control and prevention, using search engines, Make a proper plan(s) in groups, involving the necessary steps on flood control and prevention, Participate actively in a school project on flood control and prevention by creating and clearing drainages.
4. Teaching and Learning Resources: Charts and pictures showing different ways of flood control and prevention to support hands-on activities.
Week 5: Environmental Degradation: Bush Burning (Part 1)
1. Content: Knowledge: Effects of bush burning in the environment and farmland. Socio-economic and agricultural practices influencing bush burning. Ways and reasons of preventing bush burning. Skills: Demonstrating different ways of preventing bush burning in the environment.
2. Performance Objectives: Students should be able to: 1. list effects of bush burning in the environment and farmland; 2. describe socio-economic and agricultural practices influencing bush burning; 3. state various ways and reasons of preventing bush burning.
3. Learning Activities:
i. Teacher Activities: Guide students to search the internet for video clips on effects of bush burning, Lead discussions on ways, reasons, and regulations.
ii. Students Activities: Search the internet for video clips on effects of bush burning in the environment and on farmland, Explain ways and reasons for preventing bush burning, Discuss regulations against bush burning and deforestation.
4. Teaching and Learning Resources: Video clips showing effects of bush burning for visual learning, Charts and pictures showing effects of bush burning to discuss impacts.
Week 6: Environmental Degradation: Bush Burning (Part 2)
1. Content: Knowledge: Regulations against bush burning, deforestation etc. Skills: Preparing campaign placards, posters using cardboard paper with diagrams/captions illustrating dangers associated with bush burning. Carrying out campaigns /outreach within the immediate environment on: importance of deforestation, effects of bush burning in the environment and on farmland, etc.
2. Performance Objectives: Students should be able to: 4. outline regulations against bush burning; 5. explain government regulations against deforestation; 6. prepare campaign placards, posters using cardboard paper with diagrams/captions illustrating dangers associated with bush burning; 7. carry out campaigns /outreach within the immediate environment on: importance of deforestation, effects of bush burning in the environment and on farmland, etc.
3. Learning Activities:
i. Teacher Activities: Guide students to prepare campaign materials and carry out campaigns.
ii. Students Activities: Prepare campaign materials on the effects of bush burning in the environment and on farmland, Carry out campaigns /outreach within the immediate environment on: importance of deforestation, effects of bush burning in the environment and on farmland, etc.
4. Teaching and Learning Resources: Posters for creating campaign materials to raise awareness.
Week 7: Mid-Term Break
Mid term test should be conducted the test should be from week 1 to 6.
Week 8: Matter-Basic Concepts
1. Content: Knowledge: Meaning, characteristics of matter. Examples of matter. States of matter and change of state. Differences between living and non-living matter. Skills: Classifying things in the environment as living and non-living matter.
2. Performance Objectives: Students should be able to: 1. explain the meaning of matter; 2. identify examples of matter; 3. list the three states of matter; 4. describe different states of matter and changes in state; 5. classify matter into living and non-living matter; 6. list the distinguishing characteristics of living and non-living things.
3. Learning Activities:
i. Teacher Activities: Lead interactive discussion on meaning and characteristics of matter, Guide brainstorming on states and classification.
ii. Students Activities: Engage in an interactive discussion with teacher on the meaning, characteristics of matter as well as stating examples of matter, Brainstorm in groups as they describe different states of matter, Brainstorm in groups to classify matter: based on its state/form, as living and non-living matter.
4. Teaching and Learning Resources: Samples of matter like objects and materials for hands-on classification, Charts and pictures showing different types and classes of matter to explain concepts.
Week 9: Living Matter (Part 1)
1. Content: Knowledge: Characteristics, uses and importance of plants and animals. Interaction and relationships between living and non-living things in the environment. Skills: Identifying and sorting examples of living matter.
2. Performance Objectives: Students should be able to: 1. identify examples of living matter; 2. classify living matter as plants and animals; 3. describe the characteristics of plants and animals; 4. state the uses and importance of plants and animals.
3. Learning Activities:
i. Teacher Activities: Lead interactive class discussion on examples and differentiation of plants and animals, Guide listing of characteristics and making of albums.
ii. Students Activities: Engage in an interactive class discussion to state examples of living matter and differentiate between plants and animals, List the characteristics, uses and importance of plants and animals, Make albums of plants and animals in their environment.
4. Teaching and Learning Resources: Live specimens of plants and animals for direct observation, Charts and pictures of living matter, Video clips on interactions, Functional computers or smart phones with internet for research.
Week 10: Living Matter (Part 2)
1. Content: Knowledge: Interaction and relationships between living and non-living things in the environment. Skills: Creating albums of plants and animals in the environment.
2. Performance Objectives: Students should be able to: 5. explain the interactions and relationships between living and non-living things in the environment; 6. create albums of plants and animals in their environment etc.
3. Learning Activities:
i. Teacher Activities: Guide outlining interactions and relationships.
ii. Students Activities: Outline the interactions and relationships between living and non-living things.
4. Teaching and Learning Resources: Live specimens of plants and animals, Charts and pictures of living matter, Video clips on the interaction and relationships between living and non-living things in the environment, Functional computers or smart phones with internet facility to create digital albums.
Week 11: Revision
Revised all the lessons and prepare your pupils for the exam.
Week 12: Examination
The exam for the term should start.
Week 13: Examination, Marking & Vacation
Examination should be concluded together with marking and recording then vacation follows once all have been achieved.