New Revised NERDC JSS 1 Intermediate Science Scheme of Work
Week 1: Non-Living Matter
1. Content: Knowledge: Examples of non-living matter; Characteristics of non-living matter; Importance of non-living matter. Non-living matter as metals and non-metals. Skills: Sorting non-living things into metals and non-metals.
2. Performance Objectives: Students should be able to: 1. identify non-living matter in the environment; 2. state the characteristics of non-living matter; 3. discuss the uses and importance of non-living matter; 4. classify non-living matter as metals and non-metals.
3. Learning Activities:
i. Teacher Activities: Organize nature walk, Lead interactive discussion on characteristics and importance, Guide brainstorming on classification.
ii. Students Activities: Go on a nature walk to collect and identify samples of non-living things in their environment, Engage in an interactive discussion with teacher on the characteristics, uses and importance of non-living matter, Brainstorm in groups to classify different non-living matter (objects and materials collected) as metals and non-metals.
4. Teaching and Learning Resources: Samples of non-living things like objects and materials for collection during walks, Charts and pictures showing different types and classes based on metals and non-metals.
Week 2: Energy
1. Content: Knowledge: Energy: Meaning and sources of energy. Forms of energy. Energy transformation: Meaning of energy transformation. Types of energy transformation. Importance of energy transformation. Uses of energy transformation. Skills: Identifying sources and forms of energy.
2. Performance Objectives: Students should be able to: 1. explain the meaning and different sources of energy; 2. identify various forms of energy; 3. explain the meaning of energy transformation; 4. enumerate types of energy transformation; 5. outline the importance of energy transformation; 6. describe the various uses of energy transformation.
3. Learning Activities:
i. Teacher Activities: Lead discussion on meaning, sources, forms, and transformation, Guide sourcing from internet.
ii. Students Activities: Participate in expressing their views on the meaning of energy, its transformation, forms, types and the importance and uses of energy in daily activities, Source from the internet to elicit information on sources, types of energy transformation.
4. Teaching and Learning Resources: Samples of sources of energy like torch light, battery, lanterns, crude oil to show real examples, Charts and pictures showing various forms and types of energy.
Week 3: Renewable and Non-Renewable Energy
1. Content: Knowledge: Meaning and examples of renewable and non-renewable energy Renewable and non-renewable energy. Uses and misuse of renewable and non-renewable energy.
Effects of energy on the quality of human life and societal development. Skills: Demonstrating how renewable and non-renewable energy is applied in: Technology, Life processes, Health.
2. Performance Objectives: Students should be able to: 1. explain the meaning of renewable and non-renewable energy; 2. list examples of renewable and non-renewable energy; 3. state uses of renewable energy; 4. describe the implications of misuse of renewable energy;
5. outline the effects of energy on the quality of human life and societal development; 6. demonstrate application of renewable and non-renewable energy in everyday life; 7. describe the application of energy in technology, life processes and health.
3. Learning Activities:
i. Teacher Activities: Lead interactive discussion on meaning, examples, uses, effects, Guide brainstorming on applications and implications.
ii. Students Activities: Engage in an interactive discussion with teacher on the meaning, examples, uses of renewable energy as well as effects of renewable energy on human life quality and societal development,
Brainstorm in groups as they describe application of renewable energy on, technology, life processes and health, Brainstorm in groups as they describe the implications of renewable energy.
4. Teaching and Learning Resources: Samples of renewable energy, Samples of non-renewable energy like coal, crude oil, gas, wood, Charts and pictures showing renewable sources such as solar plates, windmill, hydroelectric energy.
Week 4: Skill Acquisition
1. Content: Knowledge: Meaning of skill acquisition. Reasons for skill acquisition like: taking risks, decision making, managing emergency situation, survival strategy and learning to live together.
Types of skills like: farming, basic computer literacy, photography, desktop publishing, networking, leather works etc. Importance of skill acquisition like: improves quality of life, appreciates human capacity.
2. Performance Objectives: Students should be able to: 1. explain the meaning of skill acquisition; 2. identify reasons for skill acquisition; 3. list different types of skills; 4. state the importance of skill acquisition.
3. Learning Activities:
i. Teacher Activities: Lead discussion on meaning and importance, Guide sourcing from internet and identification.
ii. Students Activities: Explain the meaning of skill acquisition, Source from the internet information on reasons for skill acquisition as well as video clips on different types of skill (leather works, constructions of simple technology products etc.), Identify different types of skill, Enumerate the importance of skill acquisition.
4. Teaching and Learning Resources: Video clips on different types of skills like leather works, simple technology products such as chair, Charts and pictures showing different types of skills for inspiration.
Week 5: Ethical issues in Science and Development (Part 1)
1. Content: Knowledge: Meaning of ethical issues in science and development. Some Ethical issues in science: Respect for life and living things. Importance of honesty and integrity in science. Identification of basic safety protocols and risk assessment procedures in scientific experiments.
2. Performance Objectives: Students should be able to: 1. explain the meaning of ethical issues in science and development; 2. discuss the importance of respect for life and living things; 3. explore the impact of scientific developments on the environment and the need for sustainable practices; 4. state the importance of honesty and integrity in science.
3. Learning Activities:
i. Teacher Activities: Lead interactive discussion on meaning and impact, Guide brainstorming on safety protocols.
ii. Students Activities: Engage in an interactive discussion with teacher on the meaning, impact of ethical issues, Brainstorm in groups as they identify basic safety protocols and risk assessment procedures in scientific experiments.
4. Teaching and Learning Resources: Charts showing list of ethical issues in science and development, Resource person’s presentation guidelines on scientific ethical issues, Literature and articles from science and development on ethical issues.
Week 6: Ethical issues in Science and Development (Part 2)
1. Content: Knowledge: Impact of scientific developments on different cultures and communities, and the need for sensitivity and awareness.
Impact of scientific developments on social justice and the need for scientists to consider the ethical implications of their work. Impact of scientific developments on the environment and the need for sustainable practices.
2. Performance Objectives: Students should be able to: 5. describe the impact of scientific developments on different cultures and communities, and the need for sensitivity and awareness; 6. identify basic safety protocols and risk assessment procedures in scientific experiments;
7. identify impact of scientific developments on the society and the need for scientists to consider the social implications of their work; 8. enumerate impact of scientific developments on social justice and the need for scientists to consider the ethical implications of their work.
3. Learning Activities:
i. Teacher Activities: Lead interactive discussion on meaning and impact, Guide brainstorming on safety protocols.
ii. Students Activities: Engage in an interactive discussion with teacher on the meaning, impact of ethical issues, Brainstorm in groups as they identify basic safety protocols and risk assessment procedures in scientific experiments.
4. Teaching and Learning Resources: Charts showing list of ethical issues in science and development, Resource person’s presentation guidelines on scientific ethical issues, Literature and articles from science and development on ethical issues to explore real scenarios.
Week 7: Mid-Term Break
Mid term test should be conducted the test should be from week 1 to 6.
Week 8: Familiarisation tour of the basic science and technology laboratory and workshop
1. Content: Knowledge: Uses of basic science and technology equipment. Uses and importance of basic science and technology laboratory/ workshop. Laboratory/workshop rules and regulations.
Skills: Sorting of basic science and technology equipment. Identifying basic safety protocols and risk assessment procedures in scientific experiment.
2. Performance Objectives: Students should be able to: 1. identify basic science and technology laboratory equipment and their uses; 2. discuss the uses and importance of basic science and technology laboratory/ workshop; 3. develop rules and regulations for the basic science and technology laboratory/ workshop in the school.
3. Learning Activities:
i. Teacher Activities: Lead meaningful discussions on identification and uses, Guide brainstorming on rules.
ii. Students Activities: Engage in meaningful discussions with their teacher as they identify that laboratory equipment and their various uses, Brainstorm in groups as they identify basic science and technology laboratory rules and regulation, Make and mount a Poster of Rules and Regulations in the school laboratory/workshop.
4. Teaching and Learning Resources: Charts and pictures showing different laboratory equipment and their uses for familiarization.
Week 9: Workshop Accidents and Safety
1. Content: Knowledge: Type of workshop accidents; Causes of workshop accidents; Workshop accident prevention techniques; Workshop Safety: Workshop Safety devices, Workshop Safety Rules and Regulations; First Aid: First Aid: meaning and materials,
ABC of first Aid: – Airways – Bleeding and breaks – Circulation. Skills: Applying ABC of First Aid on victims of common workshop accidents. Applying the common safety rules and regulations to prevent accident in the science laboratory.
2. Performance Objectives: Students should be able to: 1. list types of accidents that occur in workshop places; 2. state causes of workshop accidents; 3. identify some workshop accidents preventive measures;
4. state workshop safety rules and regulations; 5. visit workshop, observe and identify workshop safety devices; 6. apply common safety rules and regulations to prevent accident in the science laboratory.
3. Learning Activities:
i. Teacher Activities: Lead active participation in discussions, Organize visits to workshops, Guide observation of safety and presentations.
ii. Students Activities: Participate actively in class discussions, Visit Workshops, observe and identify workshop safety devices, Observe safety rules and regulations whenever in workshop places, Practice some workshop accidents preventive measures, Make presentations of observations at workshop.
4. Teaching and Learning Resources: Pictures and charts showing different safe work habits and attitudes, Safety devices like fire extinguishers, sand bucket to demonstrate prevention.
Week 10: Materials: Wood, metals, ceramics, and building materials (Part 1)
1. Content: Knowledge: Wood: Types of wood e.g. mahogany, afara, obeche, opepe, masonia, etc. Properties (colour, texture, etc.). Properties of the different types of wood.
Metals: Identification by their physical properties, e.g. lustre, density, sound, malleability, ductility, etc. Forms: e.g. rods, bars, pipes, wires, plates, sheet, etc. Skills: Sorting of building materials in their forms.
2. Performance Objectives: Students should be able to: 1. identify the properties of wood; 2. classify the properties of wood; 3. describe the properties of wood; 4. identify the properties of metals; 5. classify the properties of metals; 6. describe the properties of metals.
3. Learning Activities:
i. Teacher Activities: Guide sourcing from internet, Lead examination of specimens and visits.
ii. Students Activities: Source from the internet using appropriate search engines and proper websites for types of woods, metals, ceramics and building materials as well as their classification by physical properties, Examine specimen of woods, metals, and ceramics as well as various types of ceramics and glass.
4. Teaching and Learning Resources: Video clips on materials, Specimens of various types of wood and metal, Various types of ceramic and glass products, Visits to timber shed, wood, plastics and ceramic industries, Cement, sand, gravel, blocks, Pictures, charts and posters on different types of building materials.
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.