LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
SUBJECT: PREVOCATIONAL STUDIES
TERM: FIRST TERM
WK TOPIC
1-2 Agriculture
Meaning and Importance of
Agriculture.
- Meaning of agriculture
- History of agriculture
- Branches or Scope of
agriculture
- Importance of agriculture to
individual farmer, the
community and the nation
Home Economics
Introduction to Home
Economics
1. Meaning of Home
Economics
2. Areas of Home Economics
3. Relationship of Home
Economics to other subjects
Home Economics
Home Economics and National
Development
CLASS: JSS 1
LEARNING LEARNING EMBEDED CORE LEARNING
OBJECTIVES ACTIVITIES SKILLS RESOURCES
By the end of the lesson, Students should be - Critical thinking and Some food items: e.g. beans,
students should be able divided into groups and problem solving rice, yam, egg, etc
to: asked to discuss the - collaboration and
i. explain what they benefits they have derived communication https://www.yokebay.com/
understood by the term from agriculture and how importance-of-agriculture/
'agriculture', they can make a living amp/
ii. outline the various through agriculture
branches of agriculture, www.youtube/oerproject/
iii. recognize the why_was_agriculture_import
importance of agriculture ant
to individual farmers,
iv. Identify the impact of
agriculture in Nigeria
economy
At the end of the lesson, - Class discussion on - Communication and 1. Chart showing areas of
students should be able introduction to Home collaboration Home Economics and
to: Economics - Leadership and personal relationship between Home
1. Explain the meaning Development Economics
of Home Economics www.youtube.com
2. Indicate the areas of https://youtu.be/hMeJ3-32s4.
Home Economics
3. Enumerate the https://
relationship of Home nigerianinfopedia.com.ng/
Economics with other introduction-to-home-
subjects economics
At the end of the lesson, - Class discussion on -Critical thinking and 1. Poster showing different
students should be able Home problem solving careers in Home Economic
to: Economics and national -Communication and
https://
 1. Careers Opportunities in
Home Economics
2. Career requirements in home
economics
3. Importance of home
economics to the individual,
family and nation.
3-4 Agricultural Science
Forms of Agriculture:
- Apiculture
- Horticulture
- Heliculture
- Livestock, etc
Home Economics
The Human Body
1. Parts of human body
2. Structure of the hair
3. Types and ways of caring
for the hair
4. Hair care products
5. Hair infections, causes,
prevention and treatment.
Home Economics
1. Discuss careers development Collaboration nigerianinfopedia.com.ng/
opportunities in home importance-of-home-
economics economics-to-individual-
2. Signify the family-nation
requirements for careers
in home economics to an
individual, family and the
nation
By the end of the lesson, Project: - Creativity and Ornamental plants e.g.
students should be able Students should be guided innovation hibiscus flower etc honey,
to: to start up a school snail, catfish, fowl etc
i. identify various forms poultry or rabbit farm https://
of agriculture, www.smartmicrobusiness.co
ii. set up a poultry farm, m
iii. describe how honey is www.YouTube.com/
produced, how_to_setup_poultry_farm
iv. examine the
advantages and
disadvantages of each
form of agriculture
At the end of the lesson, -Group work on different -Communication and 1. Real objects on hair care
students should be able parts of human body collaboration products e.g. shampoo, hair
to: -Group presentation on - Leadership and personal oil pomade, spray
1. Draw and label parts hair care Development Hairmouseetc
of human body 2. Video clips
2. Enumerate functions 3. Hair wig.
of the hair
3. Specify types of hair
and give examples https://
4. Care for hair, combs www.livescience.com/
and brushes 37009-human-body.html
5. Give some hair care
products
6. Outline hair infections
and ways of prevention
them and causes.
At the end of the lesson, -Group Work - Communication and 1. Video clip
 The Human Body
1. Structure and parts of the
eye, nose and the ear
2. Functions of the eye, nose
and the ear
3. Care and grooming of the
eye, nose and the ear
5-6 Agricultural Science
Crop plant forms.
- different parts of plant
- functions of each part
- types of aquatic plants
- terrestrial plants
Home Economics
The Human Body
1. Structure of the skin and
parts of the skin
2. Functions of the skin
3. Types and care of the skin
4. Skin diseases skin injuries
and prevention
Home Economics
The Human Body
1. Structure of the teeth, hands
and feet
2. Functions of the teeth, hands
students should be able
to:
1. Draw and label the
structure of the eye, nose
and the ear
2. Point out the functions
of the eye, nose and the
ear
3. Care for eye, nose and
the ear
By the end of the lesson,
students should be able
to;
i. outline the different
parts of a plant
ii. match each part of
plants with its function(s)
iii. contrast aquatic plants
and terrestrial plants
using their adaptive
features
iv. draw and label a
typical crop plant
At the end of the lesson,
students should be able
to:
1 Draw and label the
structure of the skin
2 Describe the function
of the skin
3 Cite some skin injuries,
diseases and prevention
At the end of the lesson,
students should be able
to:
1. Identify the teeth,
hands and feet
-Class discussion
- Students should be
asked to analyze the
flowering plant before
them and describe how
each part functions
-Students should be
divided into smaller
groups to discuss how
each feature of the plant
enables it to survive in its
environment
-The students to
participate in identifying
parts of the skin
-Students to sketch the
diagram of the skin
-Students demonstrates
care of the hands, feet and
the teeth
-Role play on hand
washing and brushing of
Collaboration 2. Diagram of labeled eye,
nose and the ear
https://
www.thatcolorthough.com
https;//www.brainkart.com
- Critical thinking and - A typical flowering plant
problem solving carefully uprooted with all its
- collaboration and parts e.g. waterleaf
communication - A chart showing an aquatic
plant fully labeled.
- Communication and 1. A chart showing the
Collaboration structure of the skin
2. Students used as learning
resources
3. -Video clips
www.nursingtimes.net
- Communication and 1 Real objects e.g.
collaboration Toothbrush and paste,
- Leadership and personal chewing stick, manicure set
Development foot wear e.g. shoes, socks,
sandals etc
 and feet
3. Care of the teeth, hands and
feet
7. Mid Term Break
8-9 Agricultural Science
Classification of crops
- based on their life cycle
(annual, biennial and perennial
crops)
- based on their morphology
(monocots and dicots)
- based on their uses (cereals,
legumes, spice, beverages,
latex, root and tuber, fruits and
vegetables, oil crops)
Home Economics
Good Posture and Exercise
1. Definition of Posture and
Exercise
2. Importance of posture and
Exercise
3. Factors that influence
posture
4. Consequences of using
drugs in Exercise and sport
Home Economics
Healthy Feeding Habits
1. Meaning of food
2. Draw and label teeth,
hands and feet
3. Care for teeth hands
and feet
By the end of the lesson,
students should be able
to;
i. classify crops into
various classes based on
their life cycle
ii. identify perennial
crops
iii. outline the classes of
plants based on their
uses.
iv. contrast monocots
with dicots
At the end of the lesson,
Students should be able
to:
1. Explain the meaning
of Posture and exercise
2. Specify the importance
of good posture and
exercise
3. Outlines the factors
that influence posture
4. Enumerate the
consequences of using
drugs in exercise and
sport
At the end of the lesson,
students should be able
to:
the teeth
Students should be
organized into three
groups and asked to
arrange the crops
provided into appropriate
classes
Students to make a chart
of monocots and dicots
plants
Participate in exercising - Leadership and personal
the body on the field development
-Demonstrate on standing,
sitting and walking
posture
-Students to participate in
the class discussion
-Class presentation on
- Critical thinking and Bean seeds, rice, potato,
problem solving, palm oil, ginger, orange,
- communication, tomato, spinach, picture of
- creativity rubber trees etc
1 Posters showing different
postures and exercises
2 Demonstration
3 Video clip
www.youtube.com
https;//youtu.be/CqTtScFQ5-
c
--Leadership and personal 1 Pictures of unhealthy
Development feeding children
2 A chart showing good
 2. Functions of food
3. Food groups with examples
4. Meaning of food habits and
food additives
5. Importance of healthy
feeding habits
6. Effects of unhealthy feeding
Habits
Agricultural Science
10. Distribution of Crops in
Nigeria.
- meaning of distribution of
crops
- factors affecting the
distribution of crops in Nigeria
- Uses of crops
Home Economics
Healthy Feeding and Eating
Practice
1. Effects of unhealthy eating
habits e.g. stomach upset
2. Food contaminant
3. Food poisoning
4. Symptoms of food poisoning
5. Drug abuse and effect of
drug abuse
1. Explain the meaning Healthy Feeding Habit sources of foods. (Adequate
of food diet)
2. Describe the functions 3 Video clips
of food
3. Discuss food groups https;//
and examples www.healthlinkbc.ca/health-
4. Differentiate between topics/ad1169
food habits and food
additives
5. Identify the
importance of healthy
feeding habits
6. Specify the effects of
unhealthy feeding habits
By the end of the lesson, Students to be divided - critical thinking and A chart showing Nigeria map
students should be able into group of four: problem solving on how crops are distributed
to; Each group should make a - collaboration and across Nigeria
i. explain what they large drawing of Nigeria communication
understood by 'crop map on a cardboard, www.classhall.com/lesson/
distribution' showing the distribution distribution-of-crops
ii. determine the factors of crops
that affects the https://images.app.goo.gl/
distribution of crops in axhwAvEtM1YyMTKm9
Nigeria
iii. describe the uses of
crops
At the end of the lesson, - The students participate -Digital literacy 1 Poster showing a drunkard
students should be able in the discussion -Leadership and personal and different drug abuse
to: - Role play on Development 2 Video clips
1. Enumerate the effects demonstration on eating
of unhealthy eating practice https;//
habits www.healthychildren.org.
2. Differentiate between https;//youtu.be/U7yq-
food poisoning GwbcgE
3. Give the symptoms
and effects of food
poisoning
 4. Explain the term drug
abuse
5. Describe the effects of
drug abuse
Revision
11.
Revision and Examination
12-
13
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

SUBJECT: PREVOCATIONAL STUDIES CLASS: JSS 1

TERM: SECOND TERM

WK TOPIC LEARNING LEARNING EMBEDED CORE LEARNING
OBJECTIVES ACTIVITIES SKILLS RESOURCES
1 Agricultural Science
Welcome test/ Revision of last
term's work (classification of
crops)
Home Economics At the end of the lesson, Students participate in the Critical thinking and 1 First term examination
Revision of Last Term’s students should be able welcome test problem solving question papers
work/Pre-Resumption Test to: -Students actively - Communication and 2 -Students note book
Recall previously topics involved in the revision collaboration
taught in first term
2-3 Agricultural Science By the end of the lesson, - Students should write - critical thinking and Charts showing farm animals
Classes and uses of farm students should be able out the names of farm problem solving, e.g. camel, horse, cattle,
animals. to; animals around them and - creativity sheep etc
Classes: i. recall the six classes of arrange each in it's - Communication and
-Work animals farm animals appropriate class Collaboration https://www.livestockin.net
- Dairy animals ii. identify the animals - Students should discuss
- Guard animals belonging to each class in group reasons for the
- Poultry birds iii. outline the uses of use of these animals
- Aquatic animals these animals
- Pet animals iv.
Uses of farm animals
Home Economics At the end of the lesson, Students should play roles -Communication and 1 Diagram or pictures of a
The Family students should be able of father, mother and collaboration family and family tree
1. Meaning of the Family to: children -Citizenship 2 Role play
2. Types of Family 1. Explain the meaning -Group discussion on the 3 Video clip
3. Responsibilities of Father, of family responsibilities of each
Mother and the Children 2.Indicate the different family member https;//
4. Family relationship types of family family.lovetoknow.com/
3. Outline the functions about-family-values/types-
 of father, mother and the
children
4. Describe the
relationship in the family
Home Economics At the end of the lesson,
The Home students should be able
1. Difference between a home to:
and a house 1. Explain the meaning
2. Meaning of violence of a home
3. Domestic violence 2. Differentiate between
4. Types of domestic violence a home and a house
and causes 3. Describe violence and
domestic violence
4. Signify types of
domestic violence
5. Identify the causes of
domestic violence
6. Proffer solution to the
causes of violence
4-5 Agricultural Science By the end of the lesson,
Characteristics of selected farm students should be able
animals. to;
i. Large animals: i. describe the
- Cattle characteristic features of
- Sheep Cattle, sheep, goat, rabbit
- Goats and poultry birds
ii. Small animals: ii. identify their feeding
- Poultry habits
- Rabbit iii. compare and contrast
between large and small
animals
Home Economics At the end of the lesson,
Care of the Family House students should be able
1. Equipment, tools and to:
materials needed to care for the 1. Identify the
house equipment, tools and
2. Daily/Weekly care of the materials required for the
-Students should
participate class
discussion
- Students should discuss
in the group solution to
domestic violence in the
class
-The Students itemize the
causes of domestic
violence
Project:
i. Students are to visit the
school poultry then draw
and label parts of a fowl.
ii. Students should also
look out for goats and
sheep in their
neighborhood or search
the internet and write out
their characteristic
features
-Students should identify
some equipment, tools
and materials used for
caring for the house
-Students should
demonstrate cleaning of
family-structures
- Citizenship 1 Fliers showing different
- Communication and types of houses
Collaboration 2 Posters on domestic
- Students Leadership violence
and Personal 3 Video clip
Development
https;//
www.learnersdictionary.com
https;//youtu.be/
YfXieCIb7Be
https;//youtu.be/
dfrduvVCySO
- Creativity - Domestic fowl and rabbit.
- Digital Literacy - Chart showing pictures of
cattle, sheep and goats
- Citizenship 1. Real objects e.g. Brooms,
- Creativity and Duster, Mops, Vacuum
imagination Cleaner, Bucket etc.
2. Video clip
https;//passnownow.com
 family house
3. Household waste
4. Methods of disposal of
household refuse
Home Economics
Production of cleaning agents,
Deodorants and cosmetics
1. Types of cleaning agents
2. Uses of cleaning agents
3. Preparation of cleaning
agents
6. Agricultural Science
Importance of keeping farm
animals
- food, protection, pet, income,
etc
care of the family house the classroom and the
2. Enumerate the environment
daily/weekly care of the
family house
3. Describe household
waste
4. Indicate various
methods of disposal of
household refuse
At the end of the lesson, -Students should -Citizenship 1 Real object e.g. eggshell
students should be able demonstrate the -Communication and Detergent, Fine sand,
to: production of cleaning collaboration Kerosene, candle wax,
1. Identify some cleaning agents -Leadership and personal pawpaw leaves etc.
agents -Group presentation on development 2 Demonstration
2. Specify the types of production of cleaning
cleaning agents agents, deodorants and
3. Describe various Cosmetics
cleaning agents and their
uses
4. Prepare home-made
cleaning agents
5. Make use of the
cleaning agents
By the end of the lesson, Project: - critical thinking and Eggs, chicken, money, etc
students should be able - Students should find out problem solving
to; the market value (price) - digital literacy https://
i. identify certain animals of these animals and write - creativity www.smartmicrobusiness.co
that are kept for security them in their notes and m
purpose submit next class
ii. outline animal www.YouTube.com/
products that serve as - Students should check how_to_setup_poultry_farm
food on YouTube 'how to start
iii. recognize how to my own small livestock
make money from business'
rearing farm animals
iv. give reason why some
animals are kept as pet
 Home Economics A the end of the lesson, -Students should -Communication and 1 Chart showing different
Cosmetics students should be able participate in the collaboration cosmetics
1. Safety quality and to: production of cosmetics -Citizenship 2 Real object e.g. Cream,
regulations control of 1. Describe cosmetics both indigenous and -Leadership and personal Vaseline, Deodorant etc
cosmetics products in Nigeria and commercial cosmetics development 3 Demonstration
2. Role of regulatory bodies deodorant -Fieldtrip
e.g. 2. Identify the role of
NAFDAC, SON etc Regulatory bodies of
3. Point to consider in the NAFDAC, SON etc
choice and use of cosmetics 3. Give reasons we must
and deodorants obtain permission from
regulatory bodies before
we can sell our products
4. Indicate the point to
consider in the choice
and use of cosmetics and
Deodorants
7. Mid Term Break

8. Agricultural Science By the end of the lesson, i. Students should visit the - Collaboration and Waterleaf, elephant grass,
Common weeds and methods students should be able school farm and identify Communication guinea grass, goat weed,
of control to; weeds. - Leadership and Personal tridax, cutlass, hoe, any
- meaning i. recall the names of the Development herbicide, etc.
- common weeds common weeds around Project: - Creativity and
- effect of weeds on vegetation them ii. Students should be Imagination https://www.almanac.com/
and soil ii. link each weed with its divided into groups and content/common-garden-
- methods of weed control scientific name, asked to prepare simple weeds
iii. recognize the weed album
different methods of
controlling weeds in their
locality
iv. differentiate between
cultural and chemical
methods of controlling
weeds
v. control weeds found in

Home Economics
Family Needs, Goals and
Standard
1. Meaning of Family needs,
wants, goals and standard
2. Types of needs and example
9- Agricultural Science
10 Crop pests and methods of
control
- meaning of pests
-classification of pests
(insect/invertebrate pests and
non - insect/vertebrate pests)
- classes of insect pests based
on their mouth part (biting and
chewing, piercing and sucking,
boring insects)
- names and descriptions of
important insect pests
- methods of pests control
(physical, chemical and
biological control)
Home Economics
their locality and in the
school
At the end of the lesson, Students should - Critical thinking and 1. Chart on Family needs,
students should be able participate in the problem solving goals and standard
to: discussion of family - Citizenship
1. Explain the meaning needs, goals and standards - Leadership and Personal https;//classhall.com
of family needs, goals -Group work Development https;//www.quora.com
and standard
2. Signify types of family
needs and give examples
of each type
3. Recognize the
differences between
needs and wants
4. Aim for good standard
for family leaving.
By the end of the lesson, - Students should identify - critical thinking and Grasshopper, beetle, cricket,
students should be able certain crop pests on the Problem solving etc
to; school farm - Creativity and
i. explain what they - Students should also Imagination A chart showing some
understand by pest, practice the different - Leadership and Personal pesticides used locally
ii. classify crop pests, methods to control the Development
iii. Identify different crop pests under their
insect pests and name teacher's supervision
their mouth parts - Students in group should
iv. discover some identify and discuss
important pests to important pest to
agriculture agriculture
v. describe the three
methods of pest control
vi. apply any of these
methods to control weeds
on the school farm and
around their homes
vii. give reasons for
controlling pest
At the end of the lesson, Group presentation on - Citizenship 1. Chart on Family resources.
 Family Resources students should be able family resources - Leadership and Personal
1. Meaning of resources to: Development https;//
2. Types of resources 1. Explain the meaning www.ncbi.nlm.nih.gov
3. Characteristics of resources. of Family resources
2. Itemize types of family
resources
3. Cite the characteristics
of these resources
4. Effectively manage
resources available to
them.
Home Economics At the end of the lesson, Role play on decision - Citizenship 1. Chart showing steps in
Decision Making in the family students should be able making in the family - Leadership and Personal decision making
1. Meaning and steps in to: Development 2. Role play
decision making 1. Give the meaning of
2. Importance of decision decision making
making 2. Enumerate the steps in
3. Factors that influence decision making
decision making 3. Name the factors that
influence decision
making
4. Make meaningful and
good decisions
Revision
11.
Revision and Examination
12-
13

LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION

UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
SUBJECT: PREVOCATIONAL STUDIES
TERM: THIRD TERM
WK TOPIC
1 Agricultural Science
Welcome test/ Revision of last
term's work (crop pests and
methods of control)
Home Economics
Revision/Pre–Resumption Test
2 Agricultural Science
Factors of Agricultural
production (Land, Water,
Labour, Capital and Farm
manager) :
Land
- How farmers acquire land for
agricultural production
- Characteristics of land
- Rewards for land
- Methods of improvement
Home Economics
Basic Sewing processes
1. Meaning of Stitches
2. Classification and uses of
stitches
3. Rule to follow when making
Stitches
CLASS: JSS 1
LEARNING LEARNING EMBEDED CORE LEARNING
OBJECTIVES ACTIVITIES SKILLS RESOURCES
At the end of the lesson, - Students participate in - Communication and 1. Examination question
students should be able the welcome test collaboration papers
to: - Group discussion on - Critical thinking and 2. Students note books
Recall some topics taught revision of last term work problem Solving
last Term
By the end of the lesson, Project: - creativity and innovation Chart showing piece of land,
students should be able - Start up a school farm - critical thinking and sample of the best soil type
to; problem solving for farming- loamy soil
i. Outline the factors of - Students should describe - collaboration and
agricultural production, the various characteristics communication
ii. describe the of a good land
characteristics of land, - Develop various ways in
iii. develop methods of which the school farmland
improving land for can be improved upon
agricultural production
iv. explain the
purpose/importance of
land
At the end of the lesson, - Project work on - Creativity and 1. Sewing kits
students should be able different types of basic imagination 2. An album showing basic
to: stitches, temporary, - Leadership and personal stitches e.g. temporary
1. Stitch some of their permanent and decorative Development permanent and decorative
cloths stitches stitches with examples
2. Classify stitches into 3. Demonstration
temporary, permanent
and decorative stitches
3. Describe the rules to

3 Agricultural Science
Factors of Agricultural
production:
Water
- importance of water to
agricultural production
- sources of water for
agriculture
- rain - fed agriculture
- irrigation agriculture
Home Economics
Basic sewing processes
1. Meaning of seam
2. Types and uses of seam
3. Process of making different
Types of seam
4. Guidelines for choosing
seam
4 Agricultural Science
Factors of Agricultural
production:
Labour
follow when making
stitches
4. Produce different basic
stitches in an album
By the end of the lesson, - Group discussion: - Collaboration and Charts showing Canal, lake,
students should be able Students form groups to Communication river and dam for irrigation
to; examine: - Critical thinking and agriculture
i. recognize the Problem solving
importance of water to i. what period of the year - Digital Literacy
agricultural production, will rain - fed agriculture - Leadership and Personal
ii. name the various and irrigation agriculture Development
sources of water be practiced?
available for agricultural
production ii. which parts of Nigeria
iii. explain rain-fed and is irrigation agriculture
irrigation agriculture majorly practiced
iv. outline other uses of
water - Students should search
the internet to see how
irrigation agriculture is
practiced
At the end of the lesson, - Students should make 1. Creativity and 1. Sewing kits
students should be able examples of different imagination 2. An album showing
to: types of seams 2. Leadership and different types of seams
1. explain the meaning of - Make an album of seams personal development 3. Demonstration
seam
2. Signify types and uses https;//youtu.be/Ax6JDDP-
of seam 608
3. Make different types
of seams
4. Point out the
guidelines for choosing
seams
By the end of the lesson, Students should be - Leadership and Personal Charts showing humans
students should be able divided into groups and Development working on the farm with
to; apportioned duties of: - Collaboration and their tools
i. determine why labour - cleaning the school Communication
 - types of labour
- reward for labour
Home Economics
Simple sewing tools and
equipment
1. Meaning of sewing
Equipment
2. Types and uses of sewing
tools and equipment
3. Guidelines for choosing
equipment and tools
5 Agricultural Science
Factors of Agricultural
production:
Capital
- types of capital
- importance of capital
- sources of capital
Home Economics
Production of clothing and
Household articles and crafts
is important to poultry
agricultural production - feeding the poultry birds
ii. describe the types of - weeding the school farm
labour
iii. recall the reward for
labour
At the end of the lesson, - Class discussion on Communication and 1. Sewing machine
students should be able simple sewing tools and collaboration 2. Sewing kits
to: equipment - Leadership and Personal 3. Video clip
1. Explain meaning of - Practical use of these Development
sewing equipment tools in the classroom https;//youtu.be/9Nu-t335o.
2. Classify types of https://youtu.be/
sewing tools and i9eHbpoy7LQ
equipment
3. Put to use sewing tools
and equipment
4. Give the guidelines for
choosing sewing tools
and equipment
By the end of the lesson, Students should discuss - Collaboration and Nigeria currency in
students should be able the types of capital, the Communication denominations, bank notes
to; importance and also - Critical thinking and
i. differentiate between determine how to source Problem solving
the types of capital money to finance
ii. Outline the importance agricultural production
of capital to agricultural
production
iii. Identify the sources of
capital to finance
agricultural production
iv. give reason why we
need capital for
agricultural production
At the end of the lesson, - Project work on - Creativity and 1. Real object tools and
students should be able production of some imagination materials for making craft
to: household articles and - Leadership and Personal articles
 - Tools and materials for
making household articles and
craft
6. Agricultural Science
Factors of Agricultural
production:
Farm manager
- functions of farm manager
- problems faced by farm
manager
Home Economics
Production of clothing,
household articles and craft
-. Construction of simple
relevant articles and craft e.g.
purse, curtain, bibs, tablemat,
etc.
7. Mid Term Break
1. Specify tools and crafts Development 2. Finished apron articles
materials for making like cap, belt, pot, holder etc.
needle work e.g. bag, 3. Chart showing different
apron, cap, tray-cover, types of household articles
paper-craft etc.
2. Make craft articles like
needle work-belt, cap,
socks, apron, scarves, pot
holder etc
By the end of the lesson, Students should be asked - Critical thinking and
students should be able to relate the roles of farm Problem solving
to; manager and identify the - Leadership and Personal
i. describe the functions challenges facing farm Development
of a farm manager managers
ii. give reasons for the
need for a farm manager
iii. identify the likely
problems that farm
managers could face
iv. proffer solutions faced
by farm managers
At the end of the lesson, - Group work on - Creativity and 1. Ready-made articles e.g.
students should be able household articles imagination belt, potholder
to: - Leadership and Personal 2. Demonstration
1. Explain the procedure Development
involved in making
simple articles like purse,
curtain bibs etc
2. Produce simple
household articles and
craft for sale
3. Outline the precautions
involved when making
simple articles
8. Agricultural Science
Simple farm tools:
- Uses of each of the farm tools
- General maintenance of farm
tools
Home Economics
Puberty and Adolescence
1. Meaning of puberty,
adolescence
2. Sign of puberty in boys and
girls
3. Meaning of menstruation
and menstrual hygiene
4. Body odour
5. Causes and prevention
6. Characteristics of
adolescence
9. Agricultural Science
Economic Empowerment
through Agriculture:
- meaning and purpose
- benefits/importance
- challenges
- some empowerment project
by the Federal and State
Governments
By the end of the lesson, - Students should - Leadership and Personal Cutlass, hoe, garden fork,
students should be able demonstrate how each of Development shovel, sickle, rake, hand
to; the farm tools is used. - Collaboration and trowel, digger, etc
i. recall the names of Communication
some simple farm tools - They should also
ii. describe the function practice the general
of each tool maintenance of these farm
iii. demonstrate the tools
maintenance practice for
the farm tools
At the end of the lesson, - Class discussion on - Citizenship 1. Use of students as learning
students should be able puberty and adolescence - Creativity and resources to show changes
to: imagination signs of puberty in both boys
1. Explain puberty and - Communication and and girls
adolescence Collaboration 2. Sanitary pads e.g always,
2. Identify signs of - Leadership and Personal lady care, lady septet
puberty in both boys and Development
girls
3. Describe menstruation
and menstrual hygiene
4. Outline the causes and
prevention of body odour
5. Itemize the
characteristics of
adolescence
6. Observe good personal
hygiene
By the end of the lesson, - Students should discuss - Collaboration and Cutlass, hoe, garden fork,
students should be able the challenges faced by Communication shovel, sickle, rake, hand
to; agricultural empowerment - Critical thinking and trowel, digger, etc
i. explain the economic and proffer solution to the Problem solving
empowerment problems.
ii. outline the benefits of
economic empowerment
iii. identify some of the
challenges faced by
agricultural

Home Economics
Sexuality Transmitted
Infections (STIs) and
HIV/AIDS
1. Meaning of Sexually
Transmitted infections(STIs)
2. Types of(STIs)
3. Causes and prevention of
(STIs)
4. Signs/Symptoms of(STIs)
5. Self medication
6. Sources of sexuality
information and consequences
of self medication
10. Agricultural Science
Field Trip (excursion to an
established farm)
Home Economics
Fundamental Human Right
1. Meaning of fundamental
human right
2. Right of a child and women
3. Violation of right
4. Remedy for breach of
fundamental right
empowerment
iv. enumerate some
agricultural
empowerment projects in
the country
At the end of the lesson, - Class discussion - Citizenship 1. Posters on HIV/AIDS
students should be able - Group discussion - Leadership and Personal Patients
to: Development 2. Video clip
1. Explain the meaning - Communication and
of sexually transmitted collaboration https:youtu.be/LCe_-
infections LgjzCw.
(STIs) https://youtu.be/
2. Identify types of pPhueo1BTew.
sexually transmitted https://www.healthyline.com
infections (STIs)
3. Indicate the causes and
prevention of(STIs)
4. Specify the signs/
symptoms of (STIs)
5. Outline consequences
of self
Medication
6. Name the sources of
sexuality information
At the end of the lesson, - Group discussion and - Leadership and personal 1. A chart showing the list of
students should be able presentation on development a child and women right
to: Fundamental human right - Citizenship
1. Describe fundamental - Communication and https://www.un.org
Human right Collaboration
2. Enumerate the rights
of a child and women
3. Identify the
consequences of

11. Agricultural Science
Revision
Home Economics
Entertainment in the home
1. Meaning of Entertainment
2. Importance of entertainment
3. Writing of invitation card
4. Types of entertainment
5. Setting of table
12 - 13 Revision and Examination
LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL
SUBJECT: PREVOCATIONAL STUDIES
TERM: FIRST TERM
WEEKS TOPICS
violating human rights
4. Itemize the remedy for
breach of Fundamental
right
At the end of the lesson, - Role play on types of - Leadership and Personal 1. Real object e.g. invitation
students should be able entertainment Development cards containing important
to: - Class discussion - Communication and information
1. Describe entertainment Collaboration 2. A chart showing different
2. Specify the importance - Citizenship types of entertainment e.g.
of entertainment table, tray, buffet
3. Write an invitation etc
card https://edudelighttutors.com
4.Identify types of
entertainment e.g. Buffet,
table, tray service
Etc
CLASS: JSS 2
LEARNING LEARNING ACTIVITIES EMBEDDED CORE LEARNING
 OBJECTIVES SKILLS RESOURCES
1. Agricultural Science At the end of the lesson, 1. Students participate in the 1.Critical thinking 1.First term
Revision of last term Students should be able Resumption test. 2.Problem solving examination
work and Resumption to: 2.Group discussion/revision questions
test Recall some of the of last session work 2.Students note
lessons taught last term.
Home Economics At the end of the lesson, 1. Students participate in the 1. Communicationand 1. First term
Welcome Test/ Revision Students should be able Welcome test. Collaboration. examination
of last Session’s Work to: 2. Group discussion/revision 2. Criticalthinkingand questions
-Puberty 1. Students should be of last session work problem solving 2. Continuous
-Family needs, goals, able to assessment test
Standards Recall some of the topics questions
-Production of clothing taught last term. 3. Students note
and book
Household
articles/crafts.
-Healthy Feeding and
Eating practices etc
2. Agricultural Science At the end of the lesson, Student should pair up to  Communication and Pictorial diagram of
Farm structures layout students will be able to: create a visual representation collaboration different types of
of farm building  Explain the term, of the types and uses of farm  Personal and farm structure
 Types "farm structure" structures and building leadership www.google.com/
 Uses of farm  Itemise five (5) types which will be presented to development search?gi.farm+
structures of farm building the class. structure + and
 Give a skeletal frame their + use legit.ng
work of a brooders green house
house with the aid of a emporium.com
diagram
 Examine three (3) uses
of farm building
 Describe a cow-shed.
 Home Economics At the end of the lesson, 1. Group discussion on 1. Leadership and 1. Chart on impact
Impact of family values students should be able impact of family values on personal development of family values on
on life styles to: life style 2. Citizenship life styles.
-Family values and life 1. Explain the meaning 2. Students should play a 3. Critical thinking and
style: meaning, types of values and life styles role of life styles of problem solving https://
and importance 2. Highlights different individual, family and 4. Communication and family.lovetoknow.
-factors influencing life types of values and society. collaboration com
style lifestyles 3. Teacher should randomly
3. Justify the importance select students for individual
of value system to presentations on their family
individual, family and values.
society.
4. Cite factors that
influence values and life
style.
3 Agricultural Science At the end of the lesson, Student in group should;  Communication and Pictorial diagram of
Farm structures and students will be able to:  Form a panel to discuss collaboration different types of
building  Describe the term their views on the factors  Personal and farm structure
 Methods of siting to be considered before leadership Tools used in
maintaining farm  Clearly relate the sitting a farm structure or development maintaining a
structures and meaning of siting with building  Critical thinking and cowshed
buildings farm structure  Visit the internet and problem solving www.legit.ng.farm+
 Factors guiding sitting  Discuss briefly on the research on the best  Digital literacy structures+building
and layout of farm the layout of farm methods to be
structures and structure incorporated in
building  Identify three (3) maintaining a farm
factors to be structure and building
considered before
siting a farm structure
or building
 Itemise five (5)
methods of
 maintaining farm
structure and building
 Briefly explain three
(3) methods of
maintaining farm
building.

Home Economics At the end of the lesson, 1. Students take part in the 1. Critical thinking and 1. Picture of a
Myself as a homemaker Studentsshouldbeableto: discussions of the problem solving person taking care
- Responsibility of a 1. Identify the responsibilities of a home 2. Leadership and of a home
homemaker responsibilities of a maker. personal development 2. Chart listing the
- Home making home maker 2. Students practice and 3. Citizenship. qualities of a
activities e.g. arranging 2. Practice some of the demonstrate some activities homemaker.
flower, cleaning, activities of a home of a home maker.
trimming over grown maker.
flower etc.
4 Agricultural Science By the end of the lesson, Student pair up with each  Communication and www.google.com/
Fishery students will be able to other in groups collaboration search?
 Definition of fishery  Explain the  Come up with other uses  Critical thinking q=method+of+fishi
 Uses of fish products termFishery of fish products  Creativity and ng
 Methods of fishing  Itemize the uses of fish  Create a fishing tool imagination Samples of Different
and fishing tools and fish product  Using the internet, create  Digital literacy types of fish
 Discuss three (3) charts of diverse fishing products: fish glue
methods of fishing tools and present in class etc
 Enumerate five (5) Real object: fishing
important fishing tools tools: hook, net etc

Home Economics At the end of the lesson, 1. Students in group to 1. Communication and 1. Pictures of the
The Family House Students should be able Participate in class Collaboration functional
-Functional areas in the to: discussion areas in the family
family house 1. Identify the various 2. Students should house
e.g. Toilet and Functional areas in the demonstrate the use of each 2. Video clip.
 bathroom, dining room, Family house. functional areas in the
kitchen and food stores 2. Make use of each Familyhouse https;//
etc. Functional areas in the passnownow.com
-Uses of functional areas Family house
in the family house 3. Maintain each
functional area.
5 Agricultural Science At the end of the lesson,  Student in group should  Communication and  Charts showing
Fishery continued students will be able to: create a visual collaboration categories of
 Classification based  Explain the term. "fish representation of the  Critical thinking and fishes based on
on their habitat morphology" various classifications of problem solving their habitat and
 Classification based  Identify the classes of fishes with examples.  Creativity and morphology
on their morphology fish based on their  Construct an aquarium immigration  Samples of
habitat and  Personal and different types of
morphology leadership fishes
 Give three (3) reasons development www.animals
why marine fish can world's.com
not survive in fresh https://
water habitat bio.libretexts.org/
 outline examples of bookshelves
fishes found in marine,
fresh water and
estuarine habitats
 differentiate between
the three forms of
aquatic habitats
 Give a diagramatic
representation of a
Tilapia fish
Home Economics At the end of the lesson, 1. Students should identify 1. Communication and 1. Charts showing
The Family House Students should be able the equipments and collaboration different
-Equipments and to: materials needed for 2. Leadership and cleaning materials,
 Maintenance of the 1. Identify equipments household maintenance personal development tools and
Family house. and materials needed for 2. Class work on the equipment
-Guidelines for the care household maintenance procedures for the 2. Pictures showing
of the house 2. Enumerate guidelines maintenance of functional maintenance
-Procedures for the for household Areas of the family house and care of
maintenance of maintenance 3. Demonstrate how to keep functional areas of
Functional areas of the 3. keep the house clean the house clean the family house.
family house 4. maintain the utensils 3. Real object;
used in the kitchen cleaning equipment

6 Agricultural Science At the end of the lesson,  Student think pair share  Communication and Sample of fish pond
Establishment of a pond students will be able to with a partner on the risk collaboration Sample of fish found
 Risk factors  Itemize the step factors associated with  Critical thinking and in a pond: cat fish
associated with fish involved in fish farming problem solving ://
farming establishing a fish  Research other methods  Digital literacy www.agrobusinessg
 Fish pond of managing a fish pond r.com
pond
management  Create a chart of different www.YouTube.com
practices  Describe the factors to www.FAO.org
types of pond
 Methods of fish be considered before
preservation sitting a fish pond
 Analyze the methods
of preserving fish
 Predict ways to
eliminate the risk
factors associated with
fish farming

Home Economics At the end of the lesson, 1. Students to participate in 1. Leadership and 1. Real object;
Flower Arrangement students should be able class discussion personal development Artificial flower,
-Types of flower to: 2. Students in group to make 2. Citizenship Flower vases
arrangement 1. Identify the various a sketch of different types of 3. Communication and 2. Pictures of
 -Uses of flower on the types of flower flower arrangement collaboration different flower
functional areas of the arrangement 3. Students to make use of arrangement
family house 2. Draw and label the flower to beautify their
different types of flower classrooms.
arrangement
3. Make use of flower
the Family house
7 Mid Term Break
8 Agricultural Science At the end of the lesson,  Students in group should  Communication and Sample of arable
Agricultural practices students will be able to write the summery of the collaboration crops
 Definition of farming  Explain farming different farming system  Creativity and Field experiment on
system system  Create a farm using one imagination mixed farming
 Types of farming  Enumerate five (5) of the farming in a chart  Leadership and https://
system, advantages and present it to the class personal development blog.agrichomegh.c
types of farming om
and disadvantages of  Make research on the
each of the farming system https://www.legit.ng
farming systems of other
system  Differentiate between countries and compare it www.YouTube.com
arable farming and with that of Nigeria
pastoral farming farming system.
 Identify four (4) main
farming systems in
Nigeria
 List three (3) examples
of crops that are grown
under arable farming
 Describe the four
farming system
practiced in Nigeria
 Outline the advantages
and disadvantages of
 each farming system

Home Economics At the end of the lesson, 1. Students should highlights 1. Leadership and 1. Real object;
Flower Arrangement students should be able different shapes of flower Personal development Artificial flower,
-Arrangement of to: arrangement 2. Citizenship Flower vases
different shapes of 1. Highlights the shapes 2. Students in group to make granite, pins.
flower for use in the of flower arrangement arrangement of different 2. Pictures of
family house e.g. oval, 2. Arrange different Shapes of flower different shapes
round, vertical, crescent, shapes of flower of flower
horizontal, triangular 3. gives reasons for arrangement
etc. flower arrangement
9 Agricultural Science At the end of the lesson,  Students in group to  Communication and ://
Agricultural practices students will be able to apply the knowledge collaboration www.civilsdaily.co
continue  Understand the term gained on cropping  Critical thinking and m
 Definition of cropping system system and create a problem solving
cropping system  Outline the types of particular cropping  Creativity and
 Types of cropping, system on the school imagination
cropping system
advantages and farm  Digital literacy
disadvantages of the  Explain three (3) types  Students in group to
various cropping of cropping system research on how to avoid
system  Analyze the the disadvantages of the
advantages and cropping system
disadvantages of the
various types of
cropping system
 Put cropping system
into practice at the
school farm.

Home Economics At the end of the lesson, 1. Students to participate in 1. Communication and 1. Real object;
 Care of Family clothing students should be able
and household linen to:
-Types and uses of 1. Highlight the types of
household clothing Household linen
-Factors that enhances 2. Outline the uses of
the selection of household linen
household linen 3. Explain the factors
that enhances the
selection of household
linen
4. Take good care of the
household linen.
10 Agricultural Science At the end of the lesson,
Crop Propagation students will be able to
1. Describe crop
propagation
2. Identify different types
of crop propagation
3. Enumerate the
methods of natural and
artificial propagation
4. Explain Advantages
and Disadvantages of
crop propagation
Home Economics At the end of the lesson,
Care of Family Clothing students should be able
the discussion of the care of collaboration samples of
the family clothing and family clothing and
household linen household linen
2. Album of
different Household
linen.
https;//classhall.com
1. Student in group to  Communication and Samples of crops
discuss the meaning of collaboration propagated
propagation.  Critical thinking and sexually: tomato,
2. Individually, student problem solving maize, cashew,
should identify part of plant  Creativity and guava, yam, pepper.
and the whole plant used for imagination etc
propagation e.g. Stem, Leaf, Samples of crops
Bulb, Sucker, Tuber, Seed propagated
and Rhizome. asexually: cassava,
3. Student in group should sugarcane, bitter
discuss the solution to the leaf, plantain, jute
disadvantages of crop mallow, green
propagation. amarranth. Etc.
2. Field experiment
on layering,
budding,
marcotting, stems
cutting and grafting.
1. Students to carry out 1. Creativity 1. Sewing kit
simple clothing repairs 2. Communication and 2. Items used for
 and to: 2. Group discussion on some Collaboration clothing storage and
Household linen 1. Explain clothing Equipment and tools for 3. Leadership and maintenance
-Clothing repairs repairs clothing repairs. personal development 3. Videoclip
-Equipment for clothing 2. Identify equipment
repairs and https;//
-Methods of Storage of tools for clothing repairs tipsinfluencer.com.n
Family clothing 3. Care and store family g
clothing
4. Repair some of their
own damaged cloths
11 Agricultural Science Students should be able Project work from the  Critical thinking 1. Field Experiment
Revision/Project work to produce one project following and problem 2. Student work
work from the following: a). Farm structure solving book
1. Farm structure: b). Crop propagation  Creativity and
construct a poultry cage c). Farming system Imagination
2. Crop propagation:
cultivate the following
crops sexually
Maize, tomato and
pepper
3. Carry out an
experiment on mixed
farming
Home Economics Students should be able 1. Project work on any of the 1. Leadership and 1. Students
Projectwork/Revision to: following: personal development notebook
-Family House 1. Produce one project a) Family house album 2. Citizenship 2. Home Economics
-Flower Arrangement work b) Flower arrangement 3. Critical thinking and textbooks
- Care of family clothing form the following: c) Storage of family clothing problem solving 3. Home Economics
and household linen 1. Family house album album 4. Creativity and practical workbooks
2. Make any flower 2. Class presentation on Imagination` 4. Resource person
arrangement project work
3. Storage of family
 Clothing album
12 - Examination
13

LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION

UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

SUBJECT: PREVOCATIONAL STUDIES CLASS: JSS 2

TERM: SECOND TERM

LEARNING EMBEDDED CORE LEARNING
TOPICS LEARNING OBJECTIVE
WEEKS ACTIVITIES SKILLS RESOURCES
1 Agricultural Science At the end of the lesson, 1. Students to participate in 1. Critical thinking 1.First term
Revision of last term work Students should be able to: the resumption test. 2. Problem solving examination
and Resumption test Give an extensive recap of questions
last term lessons. 2. Students note
Home Economics At the end of the lesson, 1. Students to participate in 1. 1. First term
 Welcome Test/Revision of students should be able to: the welcome test. examination
last 1. Recall some of the topics 2.Students to actively questions
term’sWork taught last term involved in the revision of 2. Continuous
-The Home Maker last term work assessment test
-The Family House questions
- Care of Family Clothing 3. Students note
and household linen etc. book

2 Agricultural Science At the end of the lesson,  Students in group to  Communicational www.feedipedia.
Animal feeds and feeding students will be able to discuss the purpose of and collaboration org
 Definition of feeds  Explain the term animal the feed and its nutrients  Creativity and
 Classes of feed nutrients feeds  Students to individually imagination Flow Charts
 Types of animal feed  Identify the classes of create animal feed stuffs  Personal and showing the
stuff feeds nutrients and present to the class. leadership different classes
 Itemize the various animal development. of feed nutrients.
feed stuffs.
 Give three (3) examples of
each of the animal feed
stuff
 Illustrate the classes of
animal feed using a flow
chart
Home Economics At the end of the lesson, 1. Students in group to 1. Leadership and 1. Charts
Impact of family values on students should be able to: Participate in the class personal development showing
lifestyles. 1. Explain the meaning of discussion. 2. Citizenship different
-Family values and Values and lifestyles 2. Role play on life styles indication of
lifestyles; Meaning, types 2. Highlights different types of individual, family and family value
and importance of values and lifestyles society 2. Role-play
- Factors influencing 3. Examine the importance
lifestyle of value system to
individual,
Family and society

3 Agricultural Science
Classification of livestock
feed
 Energy yielding feeds
 Protein yielding feeds
 Roughages
4. Cite factors that influence
values and lifestyles
At the end of the lesson,  Students tie knowledge  Communication Samples of
students will be able to: gained in groups, create andcollaboration livestock feed e.g
1. Explain three (3) classes an animal feed based on  Creativity and palm kernel
of livestock feed nutrients imagination cake, fish
2. Enumerate three (3)  Research on other animal  Critical thinking and meal,wheat etc
examples of roughages feed stuff necessary for problem solving www.ext.vt.edu
3. Highlight three (3) livestock growth and  Digital literacy
examples of ruminant development.
animals that consume
roughages
4. Differentiate between
energy concentrate and
protein concentrate
5. Produce a feed that
contains some of the classes
of food

Home Economics
Family conflicts and crisis
-Meaning of family
conflicts and crisis
-causes of conflicts and
crisis in the family
-types of family conflicts
and crisis e.g. cultism,
divorce, bereavement, loss
of job, unemployment.
At the end of the lesson,
students should be able to:
1. Explain the meaning of
Family conflicts and crisis
2. Identify causes of family
Conflicts and crisis
3. Outline different types of
Family crisis
4. Avoid cultism and other
forms of conflicts
5. Provide ways to preventing
each type of conflicts and
crisis.
1. Presentation on causes 1.Communication and 1. Charts
and solution to family collaboration showing family
conflict and crisis. 2. Leadership and conflicts and
personal development crisis
3. Citizenship 2. Pictures on
family conflicts
and crisis
3. Video clip of
family conflicts
and crisis
4 Agricultural Science
Factors to consider before
deciding Animal feeds
 Age
 Physiological status
 Purpose of rearing
 Feeding tools.
At the end of the lesson
students will be able to:
 Discuss the factors to be
considered before deciding
animal feeds
 Explain feeding tools  Create feeding tools for
 Identify the materials used
for feeding farm animals
 Highlight three (3) items
in a water trough
 Enumerate four (4)
purposes for rearing farm
animals.
 Students in group to  Communication Real object
come-up with other andcollaboration 1.feeding trough
factors that can be  Criticalthinking and 2. Water trough
considered before problem solving www.google.com
deciding animal feeds.  Creativity and /search?
imagination q=factors+to+d
poultry birds and present eciding+animals
it in class. +anal&aqs=chr
ome

Home Economics At the end of the lesson, 1. Students to play a role of 1. Critical thinking 1. Charts and
Family conflicts and crisis
students should be able to: conflict and crisis and problem solving pictures
- Conflict resolution 1. Enumerate ways of resolution 2. Citizenship Showing family
method e.g. Resolving conflicts in the 2. Students to describe Dialogue.
dialogue, mediation family ways of how family can
- Crisis management 2. Describe ways on how manage various crisis https;//yout.be/
strategies e.g. family can manage various v4sby5j4dTY
Changing family crisis
roles, 3. Act as mediators between
communication their friends to resolve
conflicts.
5 Agricultural Science At the end of the lesson,  Students in group should  Communication and https://
Animal Pests and Diseases students will be able to: research more on animal collaboration emn.wikipedia.o
control 1.Understand pests pests and diseases and  Critical thinking rg
 Definition 2. Explain concept of present it to the class andimagination
 Causes of Diseases in diseases  Students in group should  Personal and www.ianr.unl.ed
farm animals 3. Outline three (3) types of analyze the causes of leadership u/pubs/animal
disease causing organism diseases in farm animals development diseases/
 4. Enumerate 4 examples of
animal diseases.
Home Economics At the end of the lesson,
Hygiene and puberty students should be able to:
-Causes and prevention of 1. Identify the causes of
body odour body odour
-Importance of personal 2. Explain ways of
hygiene. preventing body odour
3. Enumerate the importance
of personal hygiene.
6 Agricultural Science At the end of the lesson,
Farm Animal Diseases students will be able to:
and control (fungi)  Describe fungal diseases
 Mode of transmission  Outline three (3) groups of
 Symptoms fungi
 Method of control  Identify the mode of
 Effect transmission and
symptoms of fungal
disease on farm animals
 Critically examine the
effect of fungal diseases
on farm animals
 Discover three (3) Method
of controlling fungal
diseases on farm animals
using Nigeria as a case
study.
1. Students to participate in
the discussion on the
causes of body odour.
2. Students to provide
solution to preventing body
odour.
 Students in group to
form a panel to discuss
their view on fungal
diseases.
 Research animals that
easily contact fungal
diseases and explain the
reason
 Come up with a visual
presentation of animals
that has contacted fungal
diseases.
 Digital literacy
1. Communication and 1. Real object:
collaboration Soaps cosmetics,
2. Critical thinking powder, body
and problem solving cream, perfumes
deodorant etc.
 Communication and Pictoria diagram
collaboration of a sheep
 Critical thinking and infected by
problem solving fungal disease
 Digital literacy www.aphis.usda.
gov/us/nvsl

Home Economics At the end of the lesson, 1. Students to actively 1. Communication and 1. Pictures
Hygiene and Puberty students should be able to: participate in the collaboration showing signs of
-Meaning of puberty and 1. Explain the meaning of explanation of puberty, 2. Citizenship puberty in boys
menstruation puberty, menstruation and menstruation and menstrual and girls
-Body changes in boys menstrual cycle cycle. 2. Chart showing
and girls 2. Outline the changes that 2. Students to discuss some how to calculate
 -Menstrual cycle and occur in boys and girls
menstrual hygiene. during puberty
3. Maintain good menstrual
hygiene.
7 Mid Term Break
8 Agricultural Science At the end of the lesson,
Bacteria students will be able to:
 Mode of transmission  Explain the following
 Symptoms i. Mode of transmission
 Method of control ii. Symptoms
 Effect iii. Method of control
iv. Effect
 Identify the symptom of
bacteria on a farm animal
 Understand the mode of
transmission
 Identify three (3)
symptoms of bacteria on
farm animals
 Examine the effect of
bacteria on farm animals
 Outline four (4) ways to
control bacteria on farm
animals.
Home Economics At the end of the lesson,
Adolescence and students should be able to:
Sexuality 1. Explain the term
- Meaning of Adolescence Adolescence and Sexuality
- Characteristics of 2. Highlight the
Adolescent characteristics of Adolescent
body changes that occur in menstrual cycle
boys and girls. 3. Real object of
sanitary items
e.g. always, lady
septe
 Students to visit the  Communication and www.usaha.org/
school farm and record collaboration links.html
their observation on  Critical thinking and
some diseased animals. problem solving
 Research on the visual  Digital literacy
presentation of an animal  Personal and
infected by bacteria. Leadership
development.
1. Students to listen 1. Communication and 1. Chart of
attentively and participate collaboration Adolescent
in class discussion 3. Citizenship 2. Video link on
2. Group work on the Adolescence and
challenges of adolescent. Sexuality
3. A resource
 - Special needs and
challenges of adolescent
- Meaning and expression
of sexuality
- Source and Utilization of
sexually related
information e.g. Internet,
home, video etc.
9 Agricultural Science
Virus and Protozoa
Home Economics
Sexually Transmitted
Infections (STIs) and
HIV/AIDS.
-Meaning, types of STI
and HIV/AIDS.
-Causes and prevention of
3. Enumerate the challenges person
of Adolescent (Preferably
4. Outline ways of School
expressing sexuality Counselor)
5. Identify and classify
sources of sexual
information.
At the end of the lesson, 1. Individually give  Communication and Pictoria diagram
students will be able to: examples of animal that are collaboration of a cattle
 Know the meaning of likely to be affected by  Critical thinking and infected by virus
virus disease protozoan disease problem solving disease
 Distinguish between the 2. Discuss in group  Creativity and www.usaha.org/
symptoms of viral and prevention and treatment of imagination NAHEMS/
protozoan diseases in farm protozoa disease in farm
animals animals
 Understand the effect
and control measures in
farm animals
 Identify animal with
protozoa diseases
 Practice the preventive
measures and treatment of
protozoan disease in farm
animals
At the end of the lesson, 1. Group work on ways of 1. Citizenship 1. Chart showing
students should be able to: preventing STI, HIV and 2. Communication and list of
1. Enumerate different types AIDS collaboration various STLs,
of STI and HIV/AIDS 2. Discussion on the 3. Critical thinking 2. Pictures of
2. Distinguish between the guidelines for caring for an and problem solving infected person
causes of STI and infected person with STLs and
HIV/AIDS 3. Presentation on the HIV/AIDS
 STI and HIV/AIDS. 3. Describe the guidelines
-Management, care and for caring for an infected
support for infected person.
person 4. Identify the consequences
-Consequences of self of self medication
medication. 5. Predict ways of preventing
STI and HIV/AIDS.
10 Agricultural Science At the end of the lesson,
Soil students will be able to:
 Definition  Describe the term soil
 Type of soil  Outline three types of soil
 Soil component  Itemize four (4)
component of soil
 Illustrate the composition
of soil by its volume with
the aid of a diagram.
Home Economics At the end of the lesson,
Basic Pattern, Drafting, students should be able to:
Techniques and Fashion 1. Explain the meaning of
Designing Pattern drafting and fashion
-Meaning of Pattern designing
drafting and Fashion 2. Identify tools and
designing equipment for pattern
-Basic Pattern drafting drafting
tools and equipment 3. Analyze the parts of the
-Using instructions to body to be measured.
sketch styles
consequences of self 3. Video clip on
medication(group work). self medication
https;//youtu.be/
XqWnNQosV2c
https;//youtu.be/
4xTZwTWtRRA
 Student in group to get  Communication and Visual
the various soil samples collaboration presentation of
and tell the difference  Critical thinking and soil samples
between them problem solving https://
 Students to individually  Personal and www.soil.net.co
plant a seed in each soil leadership m
samples and report their development
observation.
1. Students to identify tools 1. Leadership and 1. chart on tools
and equipment for pattern personal development and equipment
drafting. 2. Citizenship for pattern
2. Practical work on using drafting.
tools and equipment in 2. video clip on
drafting pattern. pattern drafting
3. Real object.
https;//
youtu.be/
EdJSUd71Cdl
https;//
youtu.be/
0WVOhnq1cro
 11 Revision
12-13 Examination

LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION

UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

SUBJECT: PREVOCATIONAL STUDIES CLASS: JSS 2

TERM: THIRD TERM

LEARNING EMBEDDED LEARNING
WEEK TOPICS LEARNING u to
OBJECTIVES CORE SKILLS RESOURCES
S
1 Agricultural Science At the end of the lesson, Students participate in the 1. Critical thinking Examination question
Revision of last term and students should be to: welcome test 2. Problem solving Students notebook
resumption test Give an elaborate recap on
the lessons taught last term
Home Economics At the end of the lesson, 1. Students actively 1. Communication 1. Examination
Welcome Test/Revision of students should be able to: participate in the welcome and collaboration question
last term work Recall some of the topics test. 2. Critical thinking Papers and continuous
- Family Conflicts and taught last term. 2. Students should be and problem Assessment test
crisis grouped on the discussion solving. question
- Hygiene and puberty of last term work 2. Students note book
- Adolescence and
 sexuality
2 Agricultural Science At the end of the lesson,
Soil formation students will be able to:
• Rocks  Explain the concept of
• Types of rocks soil formation
• Characteristics of the  Describe Rocks
types of rock  Itemise three types of
rocks
 Tabulate four (4)
examples on each types of
rocks
 Examine the shape of an
igneous rock
 Give three (3)
characteristics of each
types of rocks
Home Economics At the end of the lesson,
Resources and Decision students Should be able to:
making 1. Explain the meaning of
- Meaning and types of family resources
family resources 2. Highlight resources
- Steps in decision making available to the family
- Simple personal and 3. Explain the meaning of
family decision. decision making
4. Describe steps in
decision making
5. Make simple personal
decisions.
3 Agricultural Science At the end of the lesson,
Soil Fertility and students will be able to:
conservation 1. Understand soil fertility
• Students to individually • Communication Chart showing the
bring any of the various and collaboration various types of rocks
types of rock to school Visual sample of rocks
• Students in group to form Igneous Rock: e.g.
a panel to discuss their granite
views on the Sedimentary Rock:
characteristics of the e.g. limestone
various types of rocks Metamorphic Rock:
e.g. marble
http://geology.com
www.zmescience.cim
1. Students to listen and 1. Leadership and 1. Chart on family
participate in class personal resources.
discussion. development 2. Chart on steps in
2. Students to be grouped 2. Citizenship decision making.
as a family to make some 3. Creativity and
family decisions. Imagination.
 Students in group to  Communication -NPK and Nitrogen
discuss the meaning of and collaboration Fertilizer, Magnesium
soil fertility and  Critical thinking Fertilizer.
 -Meaning of soil fertility 2. Explain in details soil
and conservation conservation
-Plant Nutrients 3: discuss plant nutrient
-Maintenance of soil 4. Group plant nutrients
fertility into macro and micro
-Method of soil nutrients with examples
conservation 5. Itemise 5 ways of
maintaining soil fertility
6. Describe five (5)
methods of soil
conservation.
Home Economics At the end of the lesson,
Food Nutrients students should be able to:
- Meaning of food 1. Explain the meaning of
nutrients, types, food food
sources, functions and 2. Give examples of food
deficiency symptoms of Nutrients
food nutrients. 3. Give reasons we need to
eat
4. Outline examples of
nutrient deficiency
4 Agricultural Science At the end of the lesson,
Cultural Practices students will be able to:
• Definition 1. Understand the term
• Pre-planting operations cultural practices
2. Explain pre-planting
operations
3. Highlight the steps in
pre-planting operations
4. Itemise four (4)
implements that are used
for stumping
conservation.
 Students to debate the
best method for
maintaining soil fertility.
 Maintain the soil fertility
of the soil in the school
farm
1. Students to participate in
class discussion.
2. Students to use real
object to outline the food
sources of each food
nutrient.
• Ask questions
• Students in group to
apply the knowledge
gained during the lesson
and practice it on the
school farm
and problem -Picture of compost
solving and farm yard manure
 Leadership and e.g poultry manure,
personal cattle/sheep/goat dung.
development www.ecofarmingdaily.
com/build-soil/soil-
fertility/
1. Communication 1. Chart showing the
and collaboration tabular presentation of
2. Critical thinking food nutrients, food
and problem sources, functions and
solving. deficiency.
2. Real object, food
items.
 Communication Visual Samples of pre-
and collaboration planting tools
 Creativity and Pictoria diagram of a
imagination farm layout
Field experiment on
farm layout
https://
www.agrifarmimg.in-
agrobizinfo.blogspot.c
om
https://justagric.com
 5. Clearly discuss the
process involved in a farm
layout
6. Outline four (4)
materials that are used to
raise seedlings in a nursery
beds
7. Apply the knowledge
gained on the activities
involved in pre-planting
operations on the farm.

Home Economics
Food Hygiene and
preparation
- Meaning and importation
of food hygiene
- Guidelines for food
hygiene
- Preparation of simple
snacks and drinks e.g.
chin-chin, chips, fruit drink
etc.
5 Agricultural Science
Cultural practice cont'd
• Planting operations
• Activities involved
during planting operations
At the end of the lesson,
students should be able to:
1. Explain the meaning of
food hygiene
2.Give the importance of
food hygiene
3. Prepare simple snacks
and drinks.
At the end of the lesson,
students will be able to:
1. Explain planting
operation
2. Highlight the steps
involved in planting
operations
3. Tabulate four (4)
examples of crops that are
1. Students to practice food 1. Communication 1. Real object; raw
hygiene during lunch break and collaboration food items and fruits
2. Students to actively 2. Leadership and 2. Pictures of healthy
participate in personal looking food items,
demonstration/practical on development cooking equipment
simple snacks and drinks. 3. Citizenship. and utensils
3. Cookery book
• Students in group to  Communication Real object: Cutlass,
carry out the various an d hoe, rope, sticks etc
activities in planting collaboration www.FAO.org
operations as they plant on  Critical thinking https://
the school farm and problem www.fabioclass.com
• Students in group to solving
come up with other  Digital literacy
activities that can be
carried out on the farm in
 planted in a nursery bed
and in the field
4. Differentiate between
intra spacing and Inter
spacing
5. Outline three (3)
importance of spacing
seedlings
6. Apply the knowledge
gained on the activities
involved in planting
operation on the farm.
Home Economics At the end of the lesson,
Kitchen and Kitchen students should be able to:
equipment 1. Sketch different types of
- Types of kitchen lay-out kitchen layout
- Kitchen equipment and 2. Use different kitchen
utensils equipment
- Care of kitchen 3. Care for kitchen
equipment. equipment and utensils.
6 Agricultural Science At the end of the lesson,
Cultural Practices cont'd students will be able to:
• Post planting 1. Define post-planting
operations operations
• Fertilizer application 2. Highlight the steps
• Harvesting involved in post-planting
• Storage and operations
processing 3. Explain the steps
involved in post-planting
operations
4. Enumerate three (3)
types of mulching materials
Nigeria during planting
through research (internet
search)
1. Students to sketch and
label different types of
kitchen layout.
2. Students to make use of
some kitchen utensils and
equipment in the Home
Economics lab
 Students in groups
should come up with the
possible pitfalls to avoid
during the post planting
operations
 Apply the knowledge
gained in post planting
operation on the school
farm.
1. Critical thinking1. Picture and posters
and problem of
solving Kitchen layout and
2. Creativity and Equipment.
Imagination. 2. Real object; stove,
spoons, knife, posts,
kettle, cooker, oven,
refrigerator etc.
 Communication Visual samples of
and collaboration mulch materials
 Critical thinking E.g. saw dust, dry
and problem grasses, wood
solving shavings .etc
 Creativity and Visual samples of
imagination weeding materials
E.g. hoe, Cutlass. Etc
://www.agrifarming.in
 5. Justify the importance of
manure and fertilizer to the
soil
6. Carryout the steps
involved in processing
cassava.
Home Economics At the end of the lesson,
Purchasing, Processing, students should be able to:
Preservation and Safety 1. Explain the meaning of
- Meaning of food food
Purchasing, Processing and purchasing, processing,
Preservation preservation and safety
- Perishable and non- 2. Differentiate between
perishable foods perishable and non-
- Risk factors in perishable foods
purchasing. 3. Identify risk factors to
consider when buying
food.
4. Purchase food in the
market with or without
supervision
5. Preserve different types
of food.
7 Mid Term Break
8 Agricultural Science At the end of the lesson,  Students in group to
Forest students will be able to:
• Definition • Give detailed information
• Types of forest about a forest
 Resources of the forest • Identify different types  Students in group
 Uses of forest resources of forests
• Give examples of forest
1. Students to play a role
of food seller and buyer
using classroom as a
market setting.
2. Students should use real
objects to differentiate
between perishable and
non-perishable foods.
discuss how forest
resourceshave been
helpful to them
should illustrate how
forest resources has
1. Communication 1. Role-play
and Collaboration 2. Picture of perishable
2. Leadership and and Non-perishable
personal foods
development. 3. Real object; food
3. Creativity and samples of perishable
imagination and non-perishable
e.g. yam, fruit,
vegetables, rice, beans,
meat, fish, eggs etc.
https://
tipsinfluencer.com.ng
 Communication Samples of Forest
and resources
collaboration Pictoria diagram of
 Critical thinking forest
and problem ://www.forestall.co
solving edugreen.teri.res.in
 Creativity and https://www.world

Home Economics
Family Needs, Goals and
Standard
1. Meaning of Family
needs, wants, Goals and
standard
2. Types of needs and
example.
9 Agriculture
Effects of forest on the
environment
Home Economics
Purchasing, Processing
Preservation and Safety
- Presentation methods e.g.
resources
 Itemize the various uses
of forest resources to
satisfy human need.
At the end of the lesson,
students should be able to:
1. Understand the meaning
of family needs, goals and
standard
2. Signify types of family
needs
3. Give examples of each
type of family need.
At the end of the lesson,
students will be able to:
 Explain the term "Effect"
 Give three (3) positive
effect of forest in our
environment
 Discuss the negative
effect of forest in our
environment
 Enumerate five (5) forest
reserve areas in Nigeria.
At the end of the lesson,
students should be able to:
1. Outline some food
processing method
been a source of foreign imagination wildlife.org
exchange  Digital literacy https://www.science
 Research on the effect direct.com
of cutting trees
- Students to participate in -Critical thinking Chart on Family
class discussion of family and problem needs, goals and
needs, goals and standards solving standard
- Differentiate between -Citizenship www.wikipedia
need and want.
 In group, debate the  Communication https://www.green
positive and negative and optimistic.com
effects of forest in the collaboration https://
society  Critical thinking www.forestfacts.org
 Plant trees/crops in the and problem
school premises solving
 Leadership and
personal
development
1. Students to participate in 1. Leadership and 1. Chart on food
different food processing personal processing method
method. development 2. Real object; tools
2. Students to demonstrate 3. Communication and
 freezing, sun-drying, 2. Highlight food and practice different food and collaboration. equipment and
salting etc. preservation method preservation. materials for food
- Food processing methods 3. Explain how to keep preservation
e.g. milling, fermentation food safe 3. Sample of preserved
etc. 4. Carry out some of the foods.
preservation methods.
10 Agricultural Science At the end of the lesson  Students in group to  Communication Real object:
Human activities that student should be able to: present charts of how and Forest products e.g
affect the forest 1. Discuss human human activities collaboration furniture, books, etc
activities in relation to affected forest trees to  Creativity and https://
forest the class imagination treesforlife.org.uk
2. Itemise four (4) types of  Provide possible means  Critical thinking https://www.forest
human activities that have of reducing the effect of and problem facts.org
negative effect on forest human activities on the solving
3. Tabulate four (4) forest
agricultural uses of land
and non-agricultural uses
of land.
4. Explain in details forest
degradation and
deforestation
5. Stand up for the
protection of trees of forest.
Home Economics At the end of the lesson, 1. Students to participate in 1. Leadership and 1. Chart showing
Edge Finishes students should be able to: class discussion personal various edge finishes
- Meaning and types of 1. Explain the meaning of 2. Students to cut pieces of development 2. Real object; pieces
edge finishes edge finishes fabrics and make edge 3. Citizenship of Fabrics and sewing
- Methods of finishing 2. Describe method of edge finishes. kit
edges. finishes 3. Album of edge
3. Make different edge finishes.
finishes.
11 Revision
12-13 Examination

LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION

UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

SUBJECT: PREVOCATIONAL STUDIES CLASS: JSS 3

TERM: FIRST TERM

W TOPIC LEARNING LEARNING EMBEDED CORE LEARNING
K OBJECTIVES ACTIVITIES SKILLS RESOURCES
1 Agriculture
Revision of last term work
and resumption test
Home Economics At the end of the 1. class discussion on 1. critical thinking and 1. JSS2 (3rdterm)
Resumption Test/Revision lesson, students revision of last session problem solving examination
of Jss2 work should be able to: work 2. communication and question paper
1. answer most of the Collaboration 2. Students notebook.
questions correctly
2. recall some of the
topics taught last term
2 Agriculture By the end of the -Students in groups to i. Communication and Solid agricultural
Packaging in Agriculture lesson, students will make collection of the collaboration. products
- Definition, Reasons and be able to: packaging materials ii. Critical thinking - Metal & plastic cage
Criteria i. Identify different and arrange them and problem solving. - Plastic and paper tray
- Advantages and materials for according to iii. Leadership and for eggs
Disadvantages of packaging agricultural products personal development - Plastic box and nylon
packaging Agricultural products suitable for packaging for meat
- Examples of packaging (solid & liquid e.g. -Discuss reasons for - Liquid agricultural
 items (e.g. tray, carton,
bottle etc)
Home Economics
Textiles: Definition
-Types, properties and
production
- Uses and care
- Basic Textiles terms e.g.
fiber, yarn, wrap, and
weft.
- Reasons for studying
Textile
3 Agriculture
Branding
-Definition
plastic, paper, nylon, the arrangement products - Plastic/metal
metals etc) packaging and types containers for oils, etc.
ii. Arrange packaging of agricultural ~www.wikipedia.org/
materials into wood, products suitable for wiki/
paper, plastic and each group of Packaging_and_labeling
nylon. packaging materials. .
iii. Discuss https://
advantages and www.youtube.com/
disadvantages of each watch?v=5Qpr9dOTqFo
type of packaging
materials.
iv. Give reasons for
packaging in
agriculture
v. Give examples of
product packaged in
bottles and carton
At the end of the 1. Group work on 1. Creativity and 1. Real object, samples
lesson, students Textiles imagination of
should be able to: 2. Participate in class 2. Communication and different textiles, sewing
1. Identify textile discussion on collaboration yarn
materials properties of textile 2. Album of textiles
2. Explain basic 3. Video clips
textile terms 4. charts
3. Outline the types
and properties of https;//
textiles www.infoplease.com
4. Give reasons for
studying textiles https;//sewguide.com
By the end of the -Student in group to i. Communication and -Chat or picture of
lesson students will identify agro allied collaboration. names and logo of
be able to: industries with their ii. Creativity and farms/agro allied
- Advantages &
Disadvantages
Home Economics
Textiles (contd.)
- Importance of Textiles
- Differences between
natural and synthetic fiber
- Production of Textiles
e.g. woven tablemat
- Laundering of fabric
i. explain the names, logo or signs. Imagination company in Nigeria e.g.
meaning of branding. - Students to create Textile industry,
ii. distinguish their own logo for the brewery, beverages etc.
between name, logo school farm. ~www.westernpackaging
and symbol of a farm .com/agricultural-
or company. branding-raises-the-
iii. identify agro- value-of-your-farm
allied industries with https://
their name, logo, www.youtube.com/
symbol. watch?
iv. discuss the v=WwFskJ8D1qw
advantages and
disadvantages of
branding.
At the end of the 1. Class discussion 1. Communication and 1. Real object samples of
lesson, students 2. Group presentation collaboration natural and synthetic
should be able to: 3. 2. Leadership and fiber
1. Discuss the Practical/demonstratio personal development 2. Demonstration
importance of textiles n 3. Critical thinking 3. Laundry agent
to man and
2. Specify different problem solving https;//study.com
classes of Textiles
fabrics
3. Distinguish
between natural and
synthetic fibers
4. Outline the
properties of each of
the fabrics
5. Produce different
types of woven table
mats
4 Agriculture By the end of the -Students in group to i. Communication and -Yam, tomato, onion,
Pricing lesson students give reason for collaboration. eggs, meat, fish etc with
- Definition should be able to: difference in price of ii. Critical thinking different price tags.
- Pricing Policies i. price different each agricultural and problem solving ~www.wikipedia.org/
- Factors affecting price of agricultural products product. iv. personal and wiki/Pricing
Agricultural products at the market -Discuss reasons for leadership ~www.amis.pk/forums/
(Price determinant, ii. adhere to pricing pricing policies development 34/ShowThread.aspx
Cost of Production, policies. -Determine price of https://
Quality and Quantity of iii. identify factors an agricultural product www.youtube.com/
produce.) affecting agricultural using criteria such as watch?v=RIvvtGZblNs
products. cost of production
iv. determine price of
a given agricultural
products using
criteria such as cost
of production
v. proffer solution to
the factors affecting
agricultural products.
Home Economics At the end of the 1.In group, create a 1. Communication and 1. Real object sewing
Sewing machine lesson, students chart of the different collaboration machine
- Types and parts of should be able to: parts of a sewing 2. www.wikipedia
sewing 1. Identify different machine 3. charts of a sewing
machine types of sewing 2. Group discussion machine
- Factors that influence the machine 4. video clips
choice of a sewing 2. Pin point parts of
machine sewing machine and
- Care of a sewing their
machine functions
3. Explain the
guidelines for
choosing sewing
 machine
4. Care for sewing
machine of any type
5 Agriculture By the end of the -Students to i. Communication and -Maize, yam, okro,
Advertisement lesson students demonstrate local collaboration. pepper, onion, melon,
- Definition should be able to: methods or way of ii. Personal and beans and beans
- Basic concept i. explain the term advertising leadership products, yam and yam
- Role of Advertising advertisement. agricultural products development products, cassava and
ii. identify various e.g. maize, okra, cassava products etc
local methods of pepper, yam, in ~www.business.com/
advertising different languages. articles/agriculture-
agricultural raw and - Give reasons for advertising-and-
processed product each methods or ways marketing/
iii. analyze role of used in advertising
advertisement in agricultural products.
marketing of - Ask question.
agricultural products
iv. Advertise some of
the harvested product
from the school farm
using any of the local
methods
Home Economics At the end of the 1. Group practical on 1. Creativity and 1. Real object sewing
Garment construction lesson, students garment construction imagination kit,
process: should be able to: 2. Group discussion 2. Communication and materials
- Terms peculiar to 1. Explain the collaboration 2. Chart showing
garment meaning of some construction
Construction e.g. terms used in garment processes
- Facing, hems openings, construction e.g. 3. Video clips
Fastenings etc facing, hems,
- Making a simple baby opening, https;//youtu.be/
dress with a sewing fastenings etc PGam4hBrEmg.
 machine 2. Make a simple
baby dress with a https;//youtu.be/
sewing machine t3AtMXbzsOo
6. Agriculture By the end of the -Students to i. Communication and -Beverages; bounvita,
Types of Advertising lesson students demonstrate the collaboration. milo, vitalo, cocoa
- Informative should be able to: various types of ii. Digital literacy powder, dano milk, three
-Persuasive i. match product with advertisement in the iv. personal and crown milk, peak milk,
- Competitive their corresponding class leadership hollandia milk, cocacola,
- Mass and method of -In group students to development fanta, biggi cola,
- Specific Advertisement advertisement (e.g.) distinguish between maltina, vitamalt maltex
1. new product different methods of etc.
2. existing product advertisement with ~www.wikipedia.org/
3. same product of different names, logo wiki/
different companies and symbol. Agricultural_marketing
4. changes in name - Using internet, make
and logo research on different
5. changes in quality agro allied companies
and quantity of and their various
products etc. method of
ii. identify examples advertisement
of persuasive,
competitive and
informative
advertisement.
iii. distinguish
between name, logo
& symbols o different
types of
advertisement.
iv. demonstrate the
various types of
advertisement.
 Home Economics
Basic Stitches involved in
cutting and joining of
crossway strips
- Meaning of Crossway
strips
- Steps involved in cutting
and joining of crossway
strips
7. Mid Term Break
8. Agriculture
Method of Advertising
( Direct or Indirect)
- Factors influencing
buying decision.
-Advertising media e.g.
(News paper).
At the end of the 1. Class 1. Communication and 1. Real object sewing
lesson, discussion on collaboration kits, bias binding, pieces
students should be Basic Stitches 2. Leadership and of fabric
able to: 2. Carry out some personal development
1. Explain the crossway strips https;//youtu.be/
meaning of crossway in the class xFSinHN-nL0.
strips
2. Highlight steps https;//youtu.be/
involved in cutting 5C1nhGSTy4U
and joining of
crossway strips
3. Cut and join
crossway
Strips
By the end of the -Students individually i. Critical thinking and -Television sets, radio,
lesson , student to write 10 names of problem solving. computer sets, hand set
should be able to; television and radio ii. personal and (phone).
i arrange advertising stations in Nigeria and leadership -News papers,
media into ; agricultural products development magazines, posters,
a. Electronics media or processed foods handbills.
(e.g.) Television, they are advertising. ~www.fwi.co.uk/
radio, computer, -Also 5 names of daily mediacentre/
phone sets, cinema, newspapers 2015/12/16/7-of-the-
bill board, vehicle, - In group discuss the best-ways-to-advertise-
etc. factors that militate agricultural-products
b. print media (e.g.) against buying and ~www.pvcep1890.wordp
newspaper, proffer solution to it. ress.com/2013/07/03/7-
magazines, posters, ways-to-advertise-
handbills. agricultural-products
 ii. identify various
radio and television
stations in the
country.
iii. give examples
various daily
newspapers,
magazines involves
in advertising
agricultural products.
Home Economics At the end of the 1. Practical 1. Communication and 1. Real object sewing
Arrangement of fullness lesson, demonstration on how collaboration kits,
e.g. gathers, pleats, tucks, students should be to arrange fullness. 2. Creativity and pieces of fabric
smocking easing and darts. able to: 2. Class presentation problem 2. Album of fullness.
- Uses of fullness e.g. 1. Identify various solving
gather, pleats, tucks, types of fullness e.g. 3. Leadership and
smocking easing, drafts gathers, pleats, tucks, Personal development
smocking, easing and
darts.
2. Explain the uses of
fullness in a garment
e.g. gathers, pleats,
tucks, smocking etc
Agriculture Student will be able Student in group to i. Communication and Picture or diagram of
9. Farm Machinery to: i. identify sources of collaboration. tractor, plough, harrow,
i. identify various farm power ii. Leadership and harvester, planter,
sources of farm ii. discuss the Personal grinding machine,
power. advantages and development sprayers.
ii. describe farm disadvantages of farm ~www.britannica.com/
mechanization. mechanization technology/farm-
iii. discuss iii. Use diagram or machinery
advantages and picture to describe ~en.wikipedia.org/wiki/
 disadvantages of farm uses of farm List_of_agricultural_ma
mechanization. machinery. chinery
iv. differentiate ~www.youtube.com/
between tractors and watch?v=ez0_t22eTIM
immediate machinery
v. demonstrate
maintenance of farm
machinery.
Home Economics At the end of the 1. Students to 1. Communication and 1. Pictures and
Dress Sense: lesson, participate in class collaboration photographs
- Meaning of dress sense students should be discussion 2. Creativity and Showing different
- Figure types able to: 2. Students to sketch collaboration. figures.
- Suitable patterns for each 1. Explain the out different figure 2. Chart showing
figure type. meaning of dress type. suitable
sense and figure pattern and design for
types each
2. Name and explain figure
figure types. 3. www.wikipedia
3. Draw suitable
patterns for each
figure type
Agriculture Student should be -Student in groups to i. creativity and Picture or chats of a farm
10. Career opportunity in able to: i. identify steps in imagination. settlements or agro allied
Agriculture i. identify steps in choosing career in ii. communication and industries.
choosing a career in agriculture. collaboration ~www.youtube.com/
agriculture. ii. discuss branches of iii. Leadership and watch?v=CelHCIeh8zY
ii. discuss field of agriculture. personal development ~www.environmentalscie
study in agriculture. -Students to role play nce.org/careers/
iii. Outline professionals in agriculture-and-forestry
agricultural agriculture e.g.
professions or veterinary doctors,
occupations. plant and animal
 iv. Give the benefits breeders, agricultural
derived for choosing economics,
a profession in climatologist,
agriculture entomologist, plant
and animal pathologist
etc.
Home Economics At the end of the 1. Student to 1. Communication and 1. Album showing
Dress Sense: (contd.) lesson, participate in class collaboration different
- Types of occasion and Students should be discussion 2. Citizenship dress for each occasion
suitable dress for each able to: 2. Students to 2. Video clips of party
occasion: 1. Enumerate demonstrate different
- Accessories different types of types of dress for each
occasion occasion
2. Describe the
suitable dress for
each occasion
3. Describe suitable
accessories for each
Occasion
4. Give reasons for
picking the right
dress for each
occasion.
Revision
11.
Revision and Examination
12-
13
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

SUBJECT: PREVOCATIONAL STUDIES CLASS: JSS 3

TERM: SECOND TERM

W TOPIC LEARNING LEARNING EMBEDED CORE LEARNING
K OBJECTIVES ACTIVITIES SKILLS RESOURCES
1 Agriculture
Revision of last term
work and resumption
test
Home Economics At the end of the lesson, 1. Students active 1. Critical thinking and 1. Examination question
Resumption students should be able participation in the problem solving Papers
Test/Revision of last to: welcome test 2. Communication and 2. Students notebook
term work 1. Recall some of the 2. Group work on collaboration
topic taught last term revision
2 Agriculture By the end of the lesson - Students in group to i. Communication and Charts of various types
Records and Book students should be able give differences collaboration. of farm records with
keeping to: between types of farm ii. Creativity and their information
- Meaning of Farm i. identify various types records. Imagination. ~www.legit.ng/1131221-
Records of farm records - Discuss importance of iii. Personal and types-farm-records-
- Importance of keeping ii. distinguish between farm records in group Leadership uses.html
Farm Records various farm records and present to the class development ~www.youtube.com/
with their uses. with the support of the watch?
iii. give reasons for teacher v=ujFaYKMLUTw
 keeping farm records - Create a farm record
iv. make entry into and demonstrate it use.
various farm records
identified.
v. keep records of the
school farm
Home Economics At the end of the lesson, 1. Class discussion 1. Communication and 1. Real objects raw
Food hygiene and safety students should be able 2. Demonstration / collaboration foodstuffs
- Meaning of food to: presentation on ways of 2.Leadership and Food warmers, plastic
hygiene 1. Explain food hygiene handling food safe Personal Development packs, cellophane or
- Reason for healthy and safety polythene bag
food handling 2. Explain the reasons 2. Chart showing stored
- Ways of handling for food
foods for safety healthy food hygiene and
safety
3. Choose hygienic ways
of
handling food safety
4. Wash their hands
before handling food
3 Agriculture By the end of the lesson -Student in group to i. Communication and Transaction receipts,
Book keeping students will be able to: discuss meaning of collaboration. sales invoice, journal:
- definition of book i. discuss meaning of book keeping ii. Citizenship. (purchase, sale.)
keeping book keeping -Students in group to iii. Personal and ~www.tipsinfluencer.co
- keeping account of ii. identify source make a presentation on Leadership m.ng/farm-records-
financial activities of an documents their financial activities development definitionuses-and-types-
enterprise iii. describe each of the -make entry on source of-farm-records-records-
- source document e.g. source document using documents and journals. and-bookkeeping/
(receipt, sales invoice) information provided by
--journal: (purchase, the teacher.
sales, return inwards, iv. make entry on source
return outwards, journal documents and journals.
 preparation) v. Give reasons for
keeping the financial
activities of the farm
Home Economics At the end of the lesson, 1. Group work 1. Communication and 1. Video clips
Food hygiene and safety students should be able 2. Class discussion collaboration 2. Charts showing a
(contd.) to: 3. Using the internet 2. Digital literacy person
- Sources of food 1. Explain the meaning create chart showing suffering from the effect
contamination and of food spoilage different spoilt food of
poisoning 2. Highlight the eating contaminated
- Sensory signs of consequences of food
spoilage and causative consuming contaminated
microorganisms foods. https;//youtu.be/-
3. Discuss sensory signs u6xNBNQ23o
of
Spoilage https;//youtu.be/
4. Give examples of 3Qv0cqhH3JA
causative micro
organisms
4 Agriculture By the end of the lesson, -Students to make entry i. Communication and Chats of various types of
Farm records and students should be able in all farm records collaboration. farm records with all the
accounts. to: - Determine simple information
-Types and uses of farm i. distinguish between profit and loss of a farm - farm diary
records various types of farm using information - inventory records
-Farm diary, farm records using provided by the teacher. - production records
inventory, input records information on each - consumption records
records. - sales record
ii. using information - profit and loss account
provided by the teacher - farm input records
to make entry on each ~www.justagric.com/
farm records types-of-farm-records/
iii. take inventory of all ~www./
the records in the school en.wikipedia.org/wiki/
 farm and at home
Home Economics At the end of the lesson,
Responsible food students should be able
management to:
- Responsibilities of 1. Identify the
food managers to the responsibilities of
consumers safety food managers
- Hygienic food 2. Differentiate between
management strategies hygienic and unhygienic
- Effect of hygienic and food
unhygienic food 3. Explain the effect of
handling to the unhygienic food
consumers. handling
on consumers
5 Agriculture At the end of the lesson,
Farm records and students should be able
accounts continue. to:
-Types and uses of farm i. determine simple
records profit or loss account of
-Farm diary, farm a farm
inventory, input records ii. use computer to make
-Sales Record entry into farm records
-profit and loss account iii. highlight the benefits
- computer aided farm of computer-aided
records and its benefit. records
iv. contrast between
book and computer-
aided records
Home Economics At the end of the lesson,
Dairy_farming
1. Fieldtrip 1. Leadership and 1. Chart showing food
2. Group work Personal safety
3. Write report development regulations
2. citizenship 2. Website
- Use computer to make i. Communication and Chats of various types of
entries of farm records. collaboration. farm records with all the
- In group debate the ii. Critical thinking information
difference between iii. digital literacy - farm diary
book and computer- iv. Personal and - inventory records
aided records Leadership - production records
development - consumption records
- sales record
- profit and loss account
- farm input records
~www.justagric.com/
types-of-farm-records/
~www./
en.wikipedia.org/wiki/
Dairy_farming
1. Class discussion 1. Communication and 1. Real object samples of
 Preparation, packaging students should be able 2. Group presentation collaboration Snacks and drinks
and marketing of food to: 2. Leadership and 2. Posters/charts
items 1. Differentiate between personal showing
- Differences between snacks and main meal development market scene
snacks and main meals 2. Choose snacks and
- Available snacks and drinks that could be
drinks in the society prepared, packaged and
- Duties of food marketed easily
providers/sellers/vendor 3. Outline the duties and
s for the public responsibilities of food
providers/sellers/vendor
for the public
6 Agriculture By the end of the lesson, -Students in group to i. Communication and Cash(money) with
Agriculture in stock students should be able discuss meaning of collaboration. different denominations.
exchange to: stock, share, ii. Critical thinking and - mini classroom money
- Meaning of stock 1. explain the meaning shareholder and problem solving. market
(buying and selling of of the following: security. iii. Personal and ~www.youtube.com/
goods and services) Stock, share, share -Students in group to Leadership watch?v=nJzx3S_K5nY
available now and in holder, security. create a classroom mini development
future ii. identify goods and stock exchange market.
-importance of stock services in stock
exchange in Nigerian exchange
Agriculture iii. methods/processes of
-Encourages contract buying and selling in
farming stock exchange.
iv. recognize the
importance of stock
exchange
Home Economics At the end of the lesson, 1. Practical 1. Communication and 1. Real object, ingredient
Preparation packaging students should be able demonstration collaboration for
and marketing of food to: 2. Group work 2. Leadership and simple snacks and fruit
items (contd.) 1. Prepare, cook and 3. Class presentation personal drinks
 - Preparation of snacks, serve
simple meal and fruit snacks, simple meal and
drinks drink
- Marketing principles 2. Enumerate marketing
Principles
3. Give reasons for
marketing
7 Mid Term Break
8 Agriculture By the end of the lesson,
Agriculture in stock students should be able
exchange continue to:
-People involved in i. identify people
stock exchange involved in stock
(buyers, sellers, farmers, exchange.
agent) ii. explain the function of
each of the people
involved in stock
exchange.
iii. outline the roles of
farmers in stock
exchange markets.
Home Economics At the end of the lesson,
Scientific study of foods students should be able
- Test and experiment to:
development 2. Recipe book
3. Creativity and
imagination
-Students to i. Communication and Students to perform roles
demonstrate the roles of collaboration. of:
the different people in ii. Critical thinking and (a) stock broker
stock exchange. problem solving. (b) jobbers
iii. Personal and (c) clerks
Leadership (d) farmers
development (e) shareholders
iii. Creativity and ~www.classhall.com/
Problem solving. lesson/agriculture-stock-
exchange/
~www.tipsinfluencer.co
m.ng/stock-exchange-
meaning-and-
importance-of-stock-
exchange-in-agriculture/
~www.thebalance.com/
what-is-a-stock-
exchange-358113
1. Group work 1. Communication and 1. Real object; chemicals
2. Group presentation collaboration for
2. Creativity and test like felign solution,
 on food nutrients e.g. 1. Identify the presence imagination millions reagent, Sudan
protein, of III iodine, food items
carbohydrates, fats and food nutrients e.g. starch 2. Video clips
oil etc. etc in food.
- Test to determine the 2. Perform simple food https;//youtu.be/
presence of nutrients of test hxsrKJ4ODZk.
food 3.
https;//youtu.be/
EiA8taT-3xo
9 Agriculture By the end of the lesson -Students in group to i. Communication and Chart showing sea ports
Export and promotion in students should be able discuss the benefit of collaboration. and export goods
Agriculture to: export promotion to the ii. Critical thinking (agricultural goods)
-Definition and i. explain the meaning of government and people iii. digital literacy ~www.classhall.com/
Objectives the following concepts of Nigeria. iv. Personal and lesson/export-
- examples of Nigeria (export, import, - Use political and Leadership promotion-agriculture/
export produce e.g. promotion of agricultural agricultural map of development ~www.edudelighttutors.c
cocoa, palm produce etc products) Nigeria to locate where om/2019/12/22/export-
-benefits of export ii. Outline the objectives each agricultural promotion-in-
promotion of export promotion in product comes from agriculture/
agriculture. Cocoa, groundnut,
iii. identify various cotton, leather, cassava,
countries for exporting rubber, palm oil.
Nigeria agricultural ~www.tipsinfluencer.co
products. m.ng/export-promotion-
iv. highlight Nigeria in-agriculture-meaning-
export produce e.g. types-examples-and-
cocoa groundnut, cotton, benefits-of-export-
leather, cassava, rubber, promotion-in-
palm oil. agriculture/
v. realize the benefits of ~www.youtube.com/
export promotion watch?v=4ApfPVrD2ww

Home Economics At the end of the lesson, 1. Practical 1. Critical thinking and 1. Real object foodstuffs
 Scientific study of foods Students should be able demonstration problem solving 2. Video clip
(contd.) to: 2. Pairs work 2. Leadership and
- Effect of dry heat on 1. understand the Personal https;//youtu.be/
food effect of heat on dry development cTjUhTquvhM
- Effect of moist heat on food
food 2. know the
effect of heat on moist
food.
3. Understand the
changes in food after
drying.
10 Agriculture By the end of the lesson i. Students to identify i. Communication and Map of Nigeria showing
Roles of Government students should be able Universities, College or collaboration. the location of all
Agencies in agriculture to: Agricultural Research ii. Personal and Nigeria University and
i. identify various Institute with the aid of Leadership research institute.
government agencies in map of Nigeria. development ~www.finelib.com/
agriculture e.g. Ministry ii. discuss functions of cities/abuja/
of Agriculture, each of agricultural government/agencies-
Agricultural Research research institute, and-parastatals/
Institute and college or university in agriculture
Faculty/College/ agriculture development ~
Department of in Nigeria. http://www.iowapbs.org/
Agriculture in Nigeria mtom/classroom/module/
Institution of Higher 14002/role-of-
learning. government-in-
ii. describe the functions agriculture
of various research ~
institute in agriculture. classhall.com/lesson/role
iii. identify through the -of-government-in-
map, location of each of agricultural-
the research institute in development/
Nigeria.
 iv. outline the roles of
these government
agencies in agriculture
Home Economics At the end of the lesson, 1. Group work 1. Communication and 1. Pictures showing
Feeding the family Students should be able 2. Class discussion collaboration different
- Nutrition needs of to: 2. Critical thinking and category of people that
family members e.g. 1. prepare food for the problem solving can
infants - Meaning of family make up a family
vegetarians 2. identify various 2. Website
- Types of vegetarians nutrition needs of family 3. Chart showing
- Suggested meal for Members e.g. infants different types of
vegetarian 3. explain the term vegetarian
vegetarian
2. enumerate different https;//youtu.be/
types of vegetarian yc8nkYgA4AM
3. Plan balanced
breakfast lunch and
dinner for vegetarians
11 Revision

12 - Revision and
13 Examination
 LAGOS STATE GOVERNMENT, MINISTRY OF EDUCATION
UNIFIED SCHEME OF WORK FOR JUNIOR SECONDARY SCHOOL

SUBJECT: PREVOCATIONAL STUDIES CLASS: JSS 3

TERM: THIRD TERM

W TOPIC
K OBJECTIVES
1 Agriculture
Revision of last terms work
Home Economics
Resumption Test/Revision
of last term work e.g.
- Food hygiene and safety
- Responsible food
management
- Preparation, packaging
and marketing of food
items
2 Agriculture
Revision of JSS I works
Home Economics
Family living and resource
management
- Pregnancy, meaning,
symptoms
- Antennal
- Baby layette
LEARNING LEARNING EMBEDED CORE LEARNING
ACTIVITIES SKILLS RESOURCES
At the end of the 1. Class discussion 1. Critical thinking 1. Past questions paper
lesson, students 2. Group work on and 2. Students notebook
should be able to: revision of last term problem solving
1. Recall some of the work 2. Communication and
topics taught collaboration
2. Answer some of
the topics very well
At the end of the 1. Role play on stages 1. Communication and 1. Real object: Baby lay
lesson, students of pregnancy collaboration effect
should be able to: 2. Group presentation 2. Leadership and 2. A chart showing a
1. Explain the on antenatal Personal development pregnant
meaning of Women
pregnancy
2. Identify the
 symptoms of
pregnancy
3. Describe the
antenatal
process
4. Outline the baby
layette
5. Enumerate uses of
baby layette
3 Agriculture
Revision of JSS II works
Home Economics At the end of the 1. Role play on care of 1. Communication and 1. Video clips
Child Development and lesson, students a child Collaboration 2. Picture showing stage of
care should be able to: 2. Class discussion on 2. Leadership and Child development
- Meaning and stages of 1. Describe the factors that personal
child meaning and influence child development https;//youtu.be/
development different stages of development 3. Citizenship njienls4Mfo
- Factors that influence child
child development
development 2. Highlight factors
- Necessary conditions for that
child influence child
Development development
3. Enumerate
necessary conditions
for child
Development
4 Agriculture
Students practical project
Home Economics At the end of the 1. Group presentation 1. Communication and 1. chart on some common
Child development and lesson, on common childhood Collaboration childhood ailment
care (contd.) students should be ailments 2. citizenship 2. posters on immunization
 - Common childhood able to: 2. Field trip to health
ailments 1. Demonstrate the centre
- Immunization for different types
children of care required by a
child
2. Explain the
common childhood
ailments
3. Enumerate the
different types of
immunization for a
Child
5 Agriculture
Revision/Excursion to
agricultural farm
Home Economics At the end of the 1. Class demonstration 1. Communication and 1. Charts of consumers in
Consumer challenges and lesson, of market scene with collaboration the
rights students should be products 2. Leadership and supermarkets or local
- Definition of consumer able to: 2. Group discussion on personal development market posters and fliers
- Right of the consumer 1. Explain consumer right and challenges of
- Challenge of the education the consumer www.businessdictionary.co
consumers 2. Recognize the m
rights of consumer
3. Discuss the https;//classhall.com
challenges faced by
consumer
6 Agriculture
Project work
Home Economics At the end of the 1. Practical 1. Communication and 1. Real object, ingredient
Consumer challenges and lesson, students demonstration collaboration for simple snacks and fruit
rights should be able to: 2. Group work 2. Leadership and drinks
(contd.) 1. Outline different 3. Class presentation personal development 2. Recipe book
 - Redress options for types of
consumers redress for the https;//www.hg.org.
- Procedure for seeking consumer
redress. 2. Discuss procedure www.nigerianlawguru.com
for
Seeking redress
7 Mid–Term Break

8 Agriculture

Home Economics At the end of the 1. Group work on 1. Creativity and 1. Sewing kit
Project work lesson, project articles imagination 2. Project materials
students should be 2. Practical 2. Critical thinking
able to: demonstration on and
1. Produce project project work problem solving
articles for
assessment
9 Agriculture

Home Economics At the end of the 1. Classroom 1. Communication and 1. Students notebook
Revision of Topics lesson, discussion on revision collaboration 2. Examination past
students should be 2. Critical thinking question
able to: and Paper
1. Recall some of the problem solving
topics earlier taught
2. Discuss
extensively some
difficult topics that
had been treated
before