THE PRESIDENT’S OFFICE-

REGIONAL ADMINISTRATION AND LOCAL GOVERNME

SCHEME OF WORK

TEACHER'S NAME:

SUBJECT: CHEMISTRY

CLASS: FORM ONE

TERM: 1st& 2nd TERM

YEAR: 2024

SUBJECT TEACHER’S SIGN: __________________________________ H/M SIGN: _____________________________________

SUBJECT TEACHER’S SIGN: __________________________________ H/M SIGN: _____________________________________
COMPETEN OBJECTIVE MAIN-TOPIC SUB- TOPIC TEACHING LEARNING T/L AIDS REFERENCE ASSESSMENT REMARKS

PERIO
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ORIENTATIO J 2
N COURSE A
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ORIENTATIO F 1
N COURSE E
B
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Y 2

SUBJECT TEACHER’S SIGN: __________________________________ H/M SIGN: _____________________________________

COMPETEN OBJECTIVE MAIN-TOPIC SUB- TOPIC TEACHING LEARNING T/L AIDS REFERENCE ASSESSMENT REMARKS

WEE

PERIO
MON
CE S ACTIVITIES ACTIVITIES
By the end of By the end of M 1 1.0 1.1 The concept of 2 To guide students to explain Students to explain the Wall charts Students to name the
the topic the the topic the A INTRODUCTION chemistry the meaning of chemistry meaning Soaps substances made by
student should student should R TO CHEMISTRY toothpaste application of chemistry
have developed be able to C Fertilizers Students to discuss the
competences in explain the H insecticides importance of chemistry
1.2 The 2 To guide students to discuss Students to explain the
using chemistry importance of how chemistry is applied in importance of chemistry in soft drinks in daily life by giving
importance of
skills and chemistry in drugs examples
chemistry in life industry and at home daily life by giving
knowledge in daily life examples
daily life
By the end of By the end of M 2 2.0 LABORATORY 2.1 Rules and 4 To guide students to explain Students to prepare a list Chemistry Students to prepare a list
the topic the the topic the A TECHNIQUES safety precautions the laboratory rules and ten rules in a chemistry laboratory mannual ten rules in a chemistry
student should student should R AND SAFETY in a chemistry outline its importance laboratory and discuss the wall charts laboratory and discuss the
have developed be able to carry C laboratory laboratory safety measures laboratory safety measures
competences in out chemistry H 3 2.2 First aid and 4 To guide students to discuss Students to discuss -A pair of scissors Students to discuss
working safely activities safely first aid kit activities which are likely to activities which are likely -adhesive tape activities which are
in chemistry and efficiently cause accidents in a to cause accidents in a -bandage likely to cause accidents
laboratory chemistry laboratory chemistry laboratory -cotton wool in a chemistry laboratory
-soap and to name every item
To guide students to name -razor blade found in a first aid kit
Students to name every
every item found in a first aid and simulate a mock use
item found in a first aid kit
kit and simulate a mock use of of each item in a first aid
and simulate a mock use of
each item in a first aid kit kit
each item in a first aid kit
and guide students on how to
render first aid in a real
situation
M 4 2.3 Basic 4 To guide students to give Students to give names of Apparatus for Students to give names
A chemistry names of different pieces of different pieces of holding things in of different pieces of
laboratory apparatus used in the apparatus used in the place apparatus used in the
R
apparatus and chemistry laboratory and chemistry laboratory and -apparatus for chemistry laboratory and
C their uses categorize them into categorize them into taking categorize them into
H apparatus for holding things, apparatus for holding measurements apparatus for holding
taking measurements of things, taking things, taking
mass, volume and measurements of mass, measurements of mass,
temperature and heating volume and temperature volume and temperature
purposes and heating purposes and heating purposes
And to practice the
uses of each of the
To guide students to Students to practice the
apparatus for measuring
practice the uses of each of uses of each of the
volumes liquids,
the apparatus for measuring apparatus for measuring
volumes of gases etc
volumes liquids, volumes of volumes liquids, volumes
gases etc of gases etc
4 2.4 Warning signs 4 To guide students to draw Students to draw simple Oxidants Students to draw simple
simple diagrams of the diagrams of the following irritants diagrams of the
following warning signs warning signs toxic, corrosive following warning signs
toxic, harmful. Irritant, harmful. Irritant, poison, poison toxic, harmful. Irritant,
poison, explosive, corrosive, explosive, corrosive, poison, explosive,
oxidant. oxidant. corrosive, oxidant.
MIDTERM TEST

SUBJECT TEACHER’S SIGN: __________________________________ H/M SIGN: _____________________________________

 MIDTERM BREAK 31TH MARCH – 08TH APRIL 2024
By the end of By the end of A 2 3.0HEAT 3.1 Heat sources 4 To guide students on how to Student to discuss on how Candle Student to discuss on
the topic the the topic the P SOURCES AND use the following heat to use the following heat spirit burner how to use the following
student should student should FLAMES source in a chemistry source in a chemistry Bunsen burner heat source in a
R
have developed be able to laboratory laboratory kerosene chemistry laboratory
competences in explain the uses I candle, spirit burner, candle, spirit burner, candle, spirit burner,
dealing with of different L kerosene, kibatari,charcoal kerosene, kibatari,charcoal kerosene,
flames types of flames burner burner kibatari,charcoal burner

To guide students to discuss Students to discuss how the

how a Bunsen burner works Bunsen burner works

3 3.2 Types of 4 To guide students to use the Students to use the burner Students to use the
Flames different types of burners to different types of burners Bunsen burner different types of
produce luminous and non- to produce luminous and kerosene burners to produce
luminous flames non-luminous flames charcoal burner luminous and non-
luminous flames
wall charts
To guide students to discuss Students to discuss how
how different flames are different flames are used
used

By the end of By the end of 3 4.0THE 4.1 Significance 4 To guide students in the Students to discuss the Wall charts Students to discuss the
the topic the the topic the SCIENTIFC of the scientific discussion about the meaning and significance meaning and
student should student should PROCEDURES procedures meaning and significance of of the scientific procedures significance of the
have developed be able to the scientific procedures scientific procedures
competences in explain the use To guide students on how Students to discuss on how
applying the of scientific the scientific procedure is the scientific procedure is
scientific procedures in used in carrying out the used in carrying out the
procedure to carrying out systematic investigations systematic investigations
carry out investigations
investigations in 4 4.2 The main steps 4 To guide students to discuss Students to discuss the Wall charts Students to discuss the
chemistry of the scientific the main steps of the main steps of the scientific main steps of the
procedure scientific procedure procedure scientific procedure

4 4.3 Application of 2 To supervise students' Students to apply the Students to apply the
the scientific project scientific procedure to carry scientific procedure to
procedure out a project on a chemistry carry out a project on a
problem chemistry problem
By the end of By the end of M1 5.0MATTER 5.1 Concept of 4 To guide students to discuss Students to discuss the Solid Students to discuss the
the topic the the topic the A matter the meaning and definition meaning and definition of liquid meaning and definition
student should student should of matter matter gases of matter
Y
have developed be able to 2 5.2 States of 4 To guide students to apply Students to apply the Maize grains Students to apply the
competences in explain the Matter the kinetic nature of matter kinetic nature of matter to bottle with lid kinetic nature of matter
dealing with difference to explain the existence of explain the existence of bottle or jar with to explain the existence
nature and between matter in the three states and matter in the three states gas of matter in the three
properties of physical and demonstrate the changes of and demonstrate the states and demonstrate
matter chemical matter form one state to changes of matter form one ice the changes of matter
change and another state to another stove form one state to another
separate various water

SUBJECT TEACHER’S SIGN: __________________________________ H/M SIGN: _____________________________________

 mixtures using To lead students to
variety of brainstorm on the
methods advantages of changing one
state of matter to another
3 5.3 Physical and 4 To lead students to discuss
chemical change the meaning and
characteristics of physical
change and guide them to
demonstrate the physical
change including melting of
ice, boiling of water, and
condensation of steam
To lead students to discuss
the meaning and
characteristics of chemical
changes and carry out the
following chemical changes.
Burning of paper,
ripening of fruit and
fermentation
TERMINAL EXAMINATIONS
TERMINAL LEAVE 31TH MAY – 01TH JULY 2024
J 4 5.4 Elements and 2 To guide the students to
U symbols discuss the meaning of an
L element as compared to
Y other substances and the
choice of alphabetical letters
and their combinations to
form the symbols of
elements
2 To guide students on how to
use the periodic table to
differentiate metal and non-
metal elements
1 5.5 Compound 2 To lead students to discuss
A and mixtures the differences between
U compounds and mixtures by
G referring to their
U characteristics and prepare a
S binary compound such as
T Fe2S
SUBJECT TEACHER’S SIGN: __________________________________
Students to brainstorm on
the advantages of changing
one state of matter to
another
Students to discuss the Sugar Students to discuss the
meaning and table salt meaning and
characteristics of physical heat source characteristics of
change and demonstrate chalk physical change and
the physical change magnet demonstrate the physical
including melting of ice, change including
boiling of water, and melting of ice, boiling of
condensation of steam water, and condensation
of steam
Students to discuss the
sugar
meaning and
fruit
characteristics of chemical
yeast
change and carry out the
paper
following chemical
match box
changes
candle
Burning of paper,
ripening of fruit and
fermentation
Students to discuss the Copper Students to discuss the
meaning of an element as sodium meaning of an element
compared to other periodic table as compared to other
substances and the choice zinc substances and the
of alphabetical letters and iron choice of alphabetical
their combinations to form sulphur letters and their
the symbols of elements hydrogen combinations to form
the symbols of elements
Students to discuss on how
to use the periodic table to
differentiate metal elements
and non-metal elements
Students to discuss the Copper Students to discuss the
differences between sodium differences between
compounds and mixtures periodic table compounds and mixtures
by referring to their zinc by referring to their
characteristics and prepare iron characteristics and
a binary compound such as sulphur prepare a binary
Fe2S hydrogen compound such as Fe2S
milk
H/M SIGN: _____________________________________
 1 To lead students to discuss
the properties of a
compound in comparison to
the properties of its
constituents elements
Students to discuss the clay soil to discuss the properties
properties of a compound water of a compound in
in comparison to the margarine comparison to the
properties of its ethanol properties of its
constituents elements chalk powder constituents elements

1 To guide students to discuss Students to discuss the to discuss the meaning of

the meaning of mixtures , meaning of mixtures , mixtures , properties of
properties of solutions, properties of solutions, solutions, suspensions,
suspensions, emulsions and suspensions, emulsions and emulsions and give their
give their examples give their examples examples

A 2 5.6 Separation of 4 To guide students to discuss Students to discuss the Wall charts Students to discuss the
U mixture the procedures for carrying procedures for carrying out procedures for carrying
out the named processes of the named processes of sugar out the named processes
G
separation of mixtures separation of mixtures heat source of separation of mixtures
U kerosene
S table salt to brainstorm on the
T 4 To guide students to Students to brainstorm on iron fillings importance of obtaining
3 brainstorm on the the importance of obtaining separate components of a
importance of obtaining separate components of a mixture
separate components of a mixture
mixture to demonstrate the
separation of different
4 To guide students to Students to demonstrate the mixtures by applying
demonstrate the separation separation of different different separation
4 of different mixtures by mixtures by applying methods
applying different different separation
separation methods methods

MIDTERM TEST
MIDTERM BREAK 30TH AUGOST – 16TH SEPTEMBER 2024
By the end of By the end of 4 6.0 6.1 Composition 4 To lead students to discuss Students to discuss the Wall charts Students to discuss the
the topic the the topic the S AIR, of air the proportions of different proportions of different lime water proportions of different
student should student should E COMBUSTION gases in air and demonstrate gases in air and bell jar gases in air and
have developed be able to AND FIRE the presence of the carbon- demonstrate the presence water demonstrate the presence
P
competences in control fire and FIGHTING dioxide and oxygen in the of the carbon-dioxide and trough of the carbon-dioxide and
dealing with iron rusting T air oxygen in the air candle oxygen in the air
fires and rust E phosphorus
M To facilitate students to Students to carry out an
B carry out an experiment to experiment to determine
E determine the percentage of the percentage of oxygen in
R oxygen in air air

O 6.2 Combustion 2 To facilitate students to Students to students to Piece of paper Students to students to
C 1 discuss the meaning and discuss the meaning and discuss the meaning and
significance of combustion significance of combustion candle significance of
T
of the different substances of the different substances charcoal combustion of the
O spirit different substances

SUBJECT TEACHER’S SIGN: __________________________________ H/M SIGN: _____________________________________

 B To guide students to
E determine the products of
2 complete combustion of the
R
kerosene, paper, charcoal,
candle and spirit in air and
describe the application of
combustion in real life
Students to determine the Students to determine the
products of complete products of complete
combustion of the combustion of the
kerosene, paper, charcoal, kerosene, paper, charcoal,
candle and spirit in air and candle and spirit in air
describe the application of and describe the
combustion in real life application of
combustion in real life

O 6.2 Fire Fighting 4 To guide students to discuss
C 2 the fire caused by petroleum
products, electricity, wood
T
and charcoal, paper and
O identify different types of
B fire extinguishers
E charcoal
R
3 4 To lead students to discuss
the role played by fuel and
oxygen in a fire and
classification of fire
extinguishers
Students to discuss the fire Sand bucket Students to discuss the
caused by petroleum fire caused by petroleum
products, electricity, wood products, electricity,
and charcoal, paper and water hose wood and charcoal, paper
identify different types of and identify different
fire extinguishers types of fire extinguishers
Students to discuss the role Students to discuss the
played by fuel and oxygen spirit role played by fuel and
in a fire and classification oxygen in a fire and
of fire extinguishers classification of fire
candle
extinguishers

4 4 To guide students to prepare Students to prepare a small Students to prepare a

a small fire carefully and fire carefully and small fire carefully and
extinguish it extinguish it extinguish it

N1 6.4 Rusting 8 To guide students to discuss Students to discuss the Iron filings Students to discuss the
the meaning of rusting and meaning of rusting and its steel wool meaning of rusting and
O its economic importance economic importance water its economic importance
V& cotton wool
E grease
M To design an activity for Students to demonstrate the
heat source
to demonstrate the
students to demonstrate the conditions necessary for conditions necessary for
B 2 conditions necessary for iron to rust magnesium ribbon iron to rust
E oil
iron to rust
R
To guide students to Students to carry out to carry out experiments
summarize and discuss the experiments on different on different methods of
experimental findings methods of preventing iron preventing iron from
from rusting rusting

REVISION

ANNUAL EXAM
ANNUAL HOLIDAY

SUBJECT TEACHER’S SIGN: __________________________________ H/M SIGN: _____________________________________

SUBJECT TEACHER’S SIGN: __________________________________ H/M SIGN: _____________________________________