BASIC SC. PLAN JSS2 3rd Term

PROPOSED LESSON PLAN FOR WEEK 1 (3rd TERM 2021/2022)
Subject
Date
Lesson length 40 mins of 2 periods each
Age 10-12yrs
Class Grade 8
Number of Learners 17
Type of Learners Mixed
Learning Environment Indoor/Lab.
Aim(s) To enhance students’ understanding on chemicals
Topic Chemicals
Teaching objective The teacher demonstrates and explains to the students:
 the meaning of chemicals
 characteristics of chemical substances
 classes of chemicals
 safety measures when using chemicals
Learning objective By the end of the lesson, students will be able to:
 define chemicals
 describe he characteristics of chemical substances
 explain the classes of chemicals
 state safety measures when using chemicals
Anticipation Students have already studied safety
progression Continue with the lesson
Reference  Nigerian Basic science project 2 (STAN)
 Effective Basic Science for Junior Secondary 2 (EVANS)
 WABP Basic Science JS2
Teaching Aid(s) A chart on laboratory dos and don’ts
where they see chemicals while been supervised.
Chemicals
Chemicals are substances in solid, liquid or gaseous state which can be useful or hazardous in their
original state or when combined with other chemicals to form new substances.
Characteristics or properties of chemical substances

1. It cannot be separated into component by physical separation methods
2. It can be solid, liquid or gas
3. Chemical substances are often called pure to set them apart from other mixtures
4. It is a form of matter that has constant chemical composition
Classes of chemicals
Based on quantity produced

1. Heavy chemicals; these are chemicals which are produced in large quantities. Examples are;
i. H2SO4; in making soap
ii. NaOH; in making fertilizer
iii. NH3; in making explosives
2. Fine chemicals; these are chemicals (drugs) that are produced in relatively small amount
and to a very high degree of purity
Based on n uses
1. Pharmaceuticals; these are chemicals used for drugs such as antibiotics
2. Cosmetics; these are chemical used in production of material for improving beauty such as
soap, creams etc
3. Nuclear; these are chemicals required in nuclear reaction
4. Agro chemical; these are chemicals used in production of substances for improving soil
fertility and controlling pest and diseases
5. Industrial; these are chemicals used as a raw material for the production of other
substances such as glass, paint etc.
6. Laboratory; these are chemicals that are used for research and production of some other
chemicals in solid. Liquid and gaseous forms.
Based on hazardous nature
1. Highly hazardous and toxic chemicals; are chemicals that cause Harm when touched or
ingested. Examples are HCL, NaOH
2. Moderately hazardous chemicals; causes harm when taken for a long time. Eg, Ammonia
3. Non hazardous chemicals; causes no harm. Eg, Water and mmon salt
Safety measures when using chemicals
1. Comply with manufacturers safety precautions
2. Follow safety guidelines for chemical storage and handling
3. Observe safety signs
4. Ensure proper labelling
5. Use safety and personal protective equipment.
Interactive pattern Individual/pairing
Cross curricular link Chemistry; Chemicals
Assessment  Define chemicals
 State a pure chemical
Biblical principle John 6: 35 I am the bread of life
Organisation Whole class /individual activity.
Differentiation Further explanation for the up and coming, extra work for the
highfliers
Evaluation Mention classes of chemicals based on;
i. Quantity produced
ii. Various uses
iii. Hazardous nature
Outcome
Reflection
Summary
Conclusion
Homework
Subject Basic Science

Date
Age 10-12yrs
Class Grade 8
Aim(s) To enhance students’ understanding on Sense organ
Topic NERVOUS SYSTEM AND SENSE ORGANS
 uses of sense organs
 the central nervous system
 simple reflex action
 eye defects
Learning objective By the end of the lesson, the students will do the following:
 identify the sense organs
 state the uses of sense organ
 demonstrate a simple reflex action
 explain long and short sightedness
Anticipation Students have already learnt sense organs
Progression Continue with the lesson
 Effective Basic Science for Junior Secondary2 (EVANS)
 https://www.betterhealth.vic.gov.au/health/
conditionsandtreatments/reproductive-system
Teaching Aid(s)  Colours
 Perfume
 Matches
 Salt, paracetamol and sweet
Step 1: Entry behaviour: The teacher begins the lesson by using the teaching aids to
demonstrate nervous system
Step 2: NERVOUS SYSTEM AND SENSE ORGAN
The five sense organs possessed by human beings and their functions are presented in the table
below:
Sense organ Function
Eye Perception of objects, colour, distance,
movement, depth
Nose Perception of smell
Ear Perception of sound, direction
Tongue Perception of taste ( sweet, bitter, sour, salt)
Skin Perception of touch, heat/cool, pressure,
shape, size.
These organs have sensory cells, which are located in specific parts of the organs. They are
designed to perceive stimuli. A stimulus is an external signal in our environment that we perceive
and respond to. The sensory cells and the nervous system work together to make us feel and
respond to stimuli. Most time, we respond to stimuli without even thinking about it.
The eye
The organ that is concerned with the seeing is the eye. It is a ball like structure that is made up
the front opening called the pupil and other features. An object first appears to the eye as a
small and inverted image. The brain then interprets it by producing the external picture of the
object. We can then see the object in its proper image.
The nose
The process of perception of smell by the nose is as follows:
 particles of a substance pass into the air
 the air carries the particles to the nose
 the particles dissolve in the moisture on the surface of the nostrils
 the solution on the surface of the nostrils stimulates the sensitive cells
 the sensitive cells send nervous sensations to the brain
 the brain interprets the sensations; the nose respond to the chemical impulses
The ear
The ear is an organ that receives the stimulus for sound. It’s made of More complicated
structures than what we see and commonly refer to as ear. The ear consist of the outer, the
middle, and the inner ear. The pinna collects the sound waves and directs them into the outer ear
canal. The waves make the ear drum vibrate. The vibration are then passed to the ossicles(middle
ear bones), where the vibrations art made more intense to the chochlea fluid. From there, the
vibrations reach the nerve endings of the chochlea walls. The vibrations eventually get to the
brain via the auditory nerves, where they’re interpreted to make us hear the original sound.
The tongue
This is a muscular organ that receives and recognises the stimulus for taste. The tongue has
taste sensitive cells called taste buds. The taste buds are responsible for detecting four types
of taste, which are salty, sweet, bitter and sour. The taste buds for each of these type of taste
are concentrated in different parts of the tongue. A taste bud is a collection of sensory cells that
receive the stimulus for taste on the tongue and pass the nervous impulse to the brain to
interpret and send back the right response.
The skin
It perceives the stimulus of touch, pain, heat, and cold. This is made possible because the skin
contains sensory cells that are connected to nerves fibres that carry the information to brain.
The central nervous system (CNS)

The central nervous system consists of the brain and the spinal cord. The brain is housed in a
cage of bones called the cranium
The brain consists of cerebrum, cerebellum and the medulla oblongata. The nerve cells that make
up the brain help to send information from and to the different parts of the body. A stimulus is
communicated from the receptor to the spinal cord via sensory neuron. The spinal cord then
interprets and sends another electric signal to the effector muscle via the motor neuron.
Simple reflex action
It is also involuntary action which occurs without one intended or thinking about it. When your
hand touches fire accidentally, what do you do? You immediately withdrawn your hand from the
fire. The withdrawal is an example of a reflex action. When the stimulus is received by the sense
organ or receptor, it is sent to the CNS via the sensory neurons. The sensory neuron are referred
to as sensory nerve cells and they carry the information to the CNS. The message is returned
from the CNS to the effectors through the motor neurons. The body is served from unexpected
danger by simple reflex actions.
Eye defects
1. Short sight eye defect is that in which near objects are recognized while objects that are far
off are not recognizable by the eye. The image of the object that is supposed to be formed on
the retina is formed in front of the retina. It can be corrected by the use of concave lenses
2. Long sight defect is that in which images of objects are formed beyond the retina. Long
sighted people can see far objects but not object that is closed. Long sighted is corrected by
the use of convex lenses.
3. Astigmatism; thus defects occurs when the rays do not all come to a single focal point on the
retina
4. Glaucoma; an increasing dimness of vision
Interactive pattern Group/Individual
Cross curricular link Physics: Optics

Assessment  identify the sense organs
 state the uses of sense organ
 demonstrate a simple reflex action
 explain long and short sightedness
Biblical principle Psalm 34:8 Oh taste and see the LORD is good
Differentiation Further explanation for the up and coming, extra work for the highfliers
Evaluation 1. state two eye defects
2. explain the major function of the brain
Outcome
Reflection
Summary
Conclusion
Homework
PROPOSED LESSON PLAN FOR WEEK 3 (3rdTERM 2021/2022)

Date
Lesson length 40 mins of2 periods each
Age 10-12yrs
Class Grade 8
Aim(s) To enhance learners understanding on living things
Topic RESOURCES FROM LIVING THINGS
 resources from living things
 resources based on their sources
 importance of these resources to self-development and social
development
Learning objective By the end of the lesson, the students will be able to:
 identify resources from living things
 group resources based on their sources
 explain the importance of these resources to self-development
and social development
Anticipation Students have already learnt living things
Teaching Aid(s)  Groundnut, cotton wool, hide material, milk
Step 1: Entry behaviour: The teacher begins the lesson by asking students to mention
the agricultural products and classify them as plant or animal products
Step 2:
Resources from living things
Resources are important things we get from plants and animals.
Types of resources
Plant resources
Plant resources are important things we can get from plants.
Plant resources can be divided into five major groups. These are;
a. Food crops;
b. Crops for textiles
c. Wood crops
d. Medicinal crops
e. Cash crops
Animal resources
Animal resources are products we get from animals that are of economic importance.
Animal resources include:
 Hides and skins, which are used to make shoes, bags, belts, leather jackets, luxury
chairs and car seat covers. Conversion of hide and skin to leather takes place in a
tannery such as we have in Kano.
 Dairy products, which include butter, cheese and yoghurt.
 Poultry products, which include eggs, chicken and Turkey meat. Hides and skin, milk
and poultry products may be exported to earn money.
 Bones; used for making plates, combs and glues
 Horn and tusk; used in decorative design and as musical instruments
 Feathers and shells; used for decoration and pillow making
 Transportation
 Sports
 Security
 Pet
Importance of resources to self-development

 Plant and animal resources provide employment for individuals
 They provide food, which maintains health
 They also provide wealth
Importance of resources to societal development

 Production of plant and animal resources provide raw materials for manufacturing
industries
 Plants and animal resources maybe exported to earn money
 They lead to national wealth development
 Wealth engenders peace in a nation.
Cross curricular link Agriculture
Assessment  identify resources from living things

Biblical principle Genesis : 1-24 Then God said, Let the earth bring forth living
creatures after their kind. Cattle and creeping things , and it was so.
highfliers
Evaluation  identify resources from living things
Outcome
Reflection
Summary
Homework
PROPOSED LESSON PLAN FOR WEEK 4 (3RD TERM 2021 /2022)

Date
Age 10-12yrs
Class Grade 8
Aim(s) To enhance pupils understanding on Non living things
Topic Resources from non-living things
 types of soil
 components of soil
 uses of solid minerals
 places where minerals are found in Nigeria
 define resources from non-living things and minerals
 differentiate between natural and mineral resources
 state the uses of various mineral resources found in Nigeria
 explain the contribution of mineral resources to the economy of
Nigeria
 mention places where minerals are found around the world
Anticipation Students have already learnt resources
 WABP Basic Science Book 2. Pg 91-92
Teaching Aid(s) Coal, Stones, Rock particles
Step 1: Entry Behaviour: The teacher begins the lesson by revising the previous topic with the
learnt.
Step 2: Resources from Non-living things
These are the benefits we derive from using certain non-living things. .
Natural and Mineral Resources
Natural resources are free gifts of nature that exit in our natural and physical environment.
They include mountains, valleys, air, stream and mineral resources.
Mineral resources are useful materials which are available under the ground. Examples are
petroleum, natural gas, tin ore, iron ore, columbite, limestone etc
Solid Minerals
A mineral is a natural occurring substance that is solid and stable at room temperature.
Solid minerals abound in Nigeria. They include limestone, coal, gold, tin, sand and bitumen. We
also have kaolin, iron, salt, lead and zinc.
Location of mineral resources in Nigeria
Solid Location/state
mineral
Limestone Ewekoro(Ogun State), Nkalagu(Enugu State),
Ukpilla(Edo State)
Tin Kuru(Plateau State)
Iron Itape(Kogi State)
Salt Uburu(Ebonyi State)
Coal Udihil(Enugu State)
Gold Ilesha(Osun State ) Bida(Niger State)
Bitumen Ondo State
Sand Portharcourt (Rivers State)
Lead/zinc Ebonyi state
Kaolin Umuahia(Abia state)
Uses of mineral resources

1. Limestone for making cement
2. Iron ore for manufacturing of iron sheets, rods and weights
3. Salt for food
4. Coal used in generating fuel
5. Gold in making jewellery and decoration
6. Sand in making glass
7. Bitumen for tarring road surfaces
8. Lead in making car batteries
9. Zinc for making roofing sheets
10. Kaolin in making WC products and plate.
Contribution of Mineral Resources to the Economy of Nigeria

1. It provides foreign exchange for the country
2. It provides employment and job opportunities
3. It provides raw materials for local industries
4. It provides petrochemicals for the country
Mineral Resources of the World

Mineral Location Uses
Petroleum Russia, USA, Venezuela, petrochemicals
Kuwait
Iron ore USA, France, Sweden, Guinea, manufacturing heavy duty
Nigeria, Brazil machines and equipment
Gold South Africa, Canada, jewellery and gold stands for
Nigeria, Ghana accurate systems
Tin Nigeria, Congo, Malaysia, tin plating, paints and dyes
Thialand
Copper USA, Russia, Zambia, Chile, Electrical materials. Alloys

Canada
Coal China, Russia, USA, UK, Chile, fuel, chemicals for drugs and
Nigeria plastics
Aluminium USA, Germany, Norway, Italy aircraft construction and
railing coaches

Cross curricular link Chemistry : organic chemistry
Assessment  identify types of soil
 describe the components of soil
 list the uses of solid minerals
 mention places where minerals are found in Nigeria
Biblical principle Luke 7: 19 But on the that Lot went out from Sodom it rained fire and
brimstone from heaven and destroy them all
highfliers
Evaluation  define resources from non-living things and minerals
 differentiate between natural and mineral resources
 state the uses of various mineral resources found in Nigeria
 explain the contribution of mineral resources to the economy of
Nigeria
Outcome
Reflection
Summary
Conclusion
Homework
PROPOSED LESSON PLAN FOR WEEK 5 (3RDTERM 2021/2022)

Date
Age 10-12yrs
Class Grade 8
Learning Indoor/Lab.
Environment
Aim(s) To enhance learners understanding on work, energy and power
Topic Work, Energy and Power
 the meaning of work, energy and power
 the forms of energy
 calculation on potential and kinetic energy
 define work, energy and power
 calculate work done, power, potential and kinetic energy
 apply the formula of power = work done/time taken
 identify energy transfers which occurs when work is done
Anticipation Students have already learnt energy
Teaching Aid(s) A chart of the formula of work and power
Step 1: Entry Behaviour: The teacher begins the lesson by revising energy with the
learners
Work
Work can be defined as the force applied in moving an object over a distance.
Work done on an object = force x distance taken
The S.I unit for work done is joules(J), Force is Newton and distance is Meters
Energy
Energy can be defined as the capacity or ability of a body to do work.
The amount of work that is done tells us how much energy has been transferred from one form
to another
Work done= Energy transferred
Forms of energy
The forms of energy are;
1. Electrical energy
2. Chemical energy
3. Nuclear energy
4. Heat energy
5. Solar energy
6. Sound energy
7. Mechanical energy
Mechanical energy is divided into two forms;
1. Potential energy; it is the amount of work a body would do if it were to move from its current
position to another.
The formula for potential energy is; P.E = mgh
Where;
M= mass of the body
G= acceleration due to gravity
H= the height or depth of the body
2. Kinetic energy; this is the amount of energy a body can do before being brought to rest. The
formula for kinetic energy is;
K.E= ½ MV2
Where;
M= mass of the body
V= Velocity
Power
Power is defined as the rate at which work is done. Power is calculated as;
Power = work done/ time taken
The S.I unit for power is Watts.
Applying the power
Calculate the power of a 100kg man who jumps from a building 10m high in 10seconds, given that
acceleration due to gravity is 10m/s
Solution
Power = work done/ time taken
M= 100kg
D= 10m
T=10secs
Work done/time taken =
Recall; Work done = force x distance
Force= m x a
Power = m x a x d/ time taken
100x 10x 10/10 = 1000 watts

Cross curricular link Physics ; Energy
Assessment  define power, work and energy
 calculate the work done by a ball of mass 40g which falls freely
from a height 0.8m above the ground. (take g = 10m/s2)
Biblical principle
Evaluation 1. A coconut fruit of mass 2kg is 5m high from the ground on a
coconut tree. Calculate the work done as it falls down.
2. State five forms of energy
3. Differentiate between kinetic and potential energy
Outcome
Reflection
Summary
Conclusion
Homework

Date
Age 10-12yrs
Class Grade 8
Aim(s) To enhance pupils understanding on Non-living things
Topic Element, Compound and Mixture
 element, compound and mixture
 properties of element, compound and mixture
 valency
 how to write symbols of elements
 how to write formula of compound
 describe element, compound and mixture
 state the properties of element
 state the combining power of element
 write formula of common compounds
Anticipation Students have already learnt elements in Jss1
 Effective Basic Science for Junior Secondary 2(EVANS)
Teaching Aid(s)  Video clip on atomic number and mass of elements
 Periodic table
Step 1: Entry behaviour: The teacher begins the lesson by presenting period table to the
students
Elements, Compounds and Mixtures

An element is a simple chemical substance that cannot be split into simpler substances. Examples
are oxygen, nitrogen, Copper, silver and gold.
A compound is a substance that can be separated only by chemical means into substances
composing it. Examples of chemical compounds are common salt, water, carbon dioxide and
ammonia.
A substance that can be separated into two or more substances by physical means is a mixture.
An example is sea water.
Properties of elements, compound and mixture
 An element cannot be separated into other substances
 A compound can be separated only by chemical means
 A mixture can be separated by physical means.
Uses of common elements, compounds and mixtures

Elements, compounds and mixtures are very useful in every day life. Common elements used in
everyday life include oxygen, gold, silver, copper and aluminum.
1. Oxygen sustain life
2. Gold and silver are used for making jewelry.
3. Copper is a good conductor of both heat and electricity.
4. Aluminum is used as making roofing sheets.
5. Water is needed for drinking and washing.
6. Common Salt is needed for making food tasty .
Atoms
Matter is made up of minute, indivisible particles, called atoms. In 1806 John Dalton, a British
scientist put forward a number of statements about atoms, which made up what was called
Dalton’s atomic theory. He stated his ideas as follows
 Matter is made up of minute indivisible particles called atom
 Atoms cannot be created nor destroyed
 All atoms of an element are alike and different from atoms of other elements
 Chemical combination takes place between small numbers of atoms of different elements.
Dalton’s atomic theory has been modified over the years, in the light of new scientific
knowledge. However it did help scientists to understand what happens when substances react.
Symbols
A symbol is usually a letter, which represents an atom of an element. The first letter, which
represents an atom of an element. The first letter of the name of the element is usually used as
the symbol of that element and is written in capital letter.
Elemen Symbol
t
Hydrog H
en
Oxyge O
n
Sulphu S
r
Nitrog N
en
Carbon C
There are two exceptions to the normal practice of using the first letter of the name of an
element as its symbol.
 When several elements begin with the same letter. In this case, two letters are used as the
symbol for each of them.
Copper Cu
Carbon C
Cadmium Cd
Magnesiu Mg
m Mn
Mangane S
se Se
Sulphur Si
Selenium
Silicon
 Symbols derived from Latin names of elements
Sodium Natrium Na
Potassium Kalium K
Tin Stannum Sn
Lead Plumbum Pb
Copper Cuprum Cu
Silver Argentum Ag
Gold Aurum Au
Symbols of the 1st twentieth Elements

Sn Element Symbol
1 Hydrogen H
2 Helium He
3 Lithium Li
4 Beryllium Be
5 Boron B
6 Carbon C
7 Nitrogen N
8 Oxygen O
9 Fluorine F
10 Neon Ne
11 Sodium Na
12 Magnesium Mg
13 Aluminium Al
14 Silicon Si
15 Phosphorus P
16 Sulphur S
17 Chlorine Cl
18 Argon Ar
19 Potassium K
20 Calcium Ca
Molecules
A molecule is the smallest group of combined atoms of either an element or a compound that can
exist independently in nature
Formulae
A formula is a shorthand representation, which shows the number and kinds of atoms in one
molecule of an element or compound. In the molecule of an element, the atoms are alike. For
instance, one molecule of oxygen contains two atoms of oxygen. Therefore, the formula for
oxygen is O2.
Valency bb
Atom of different elements has different combining powers or valancies. The valency of an
element is the number of hydrogen atoms that one atom of the element can combined with.
Elements Valency Formula of compound
Oxygen and hydrogen Hydrogen 1 H2O
Oxygen 2
Chlorine and Hydrogen Hydrogen 1 HCL
Chlorine 1
Sulphur and hydrogen Hydrogen 1 H2S
Sulphur 2
Calcium and oxygen Oxygen 2 CaO
Calcium 2
Valencies of some elements

Valency 1 Valency 2 Valency 3 Valency 4 Valency 5
H O Al C N
Na S Fe Si P
K Ca
Fl Mg
Cl Pb
Br Mn
I Zn
Cross curricular link Chemistry : Elements
Assessment  describe element, compound and mixture

 state the properties of element
 state the combining power of element
 write formula of common compounds
Biblical principle Exodus 28: 18 coal and diamond
Genesis 19 : 24 sulphur
Exodus 15:10 Lead
Evaluation 1. in a tabular form, differentiate mixture, compound and elements
2. how many elements can be found in;
1. CaCO3
2. NaOH
3. NH3
4. H2SO4
5. HNO3
Outcome
Reflection
Summary
Conclusion
Homework

Date
Age 10-12yrs
Class Grade 8
Aim(s) To enhance learners understanding on science and development
Topic Skill Acquisition
 the meaning of skill acquisition
 reasons for skill acquisition
 importance for skill acquisition
 explain the meaning of skill acquisition
 state the reasons for skill acquisition
 enumerate the importance for skill acquisition
Anticipation Students have already learnt different skill acquisition in Home
economics
Teaching Aid(s)  Phone
 Camera
 Needle and thread
Step 1: Entry behaviour: The teacher begins the lesson by asking learners and present
any talent of theirs
Skills
A skill is a special ability acquired or developed as a result of training to do something well.
Some people take photographs for pleasure, i.e. as a hobby. Such people may not have much
skill in photography. Those who take photography as a profession for example, have gone for a
special training and therefore have skill in it. This is what skill acquisition is.
Reasons for skill acquisition
 For the purpose of employment
 To be self employed
Types of skill
There are a number of skills one can acquire. They include
 Farming
 Photography
 Book binding
 Catering
 Computer literacy
 Publishing
 Automobile repairs
 Carpentry
 Electrical installations and maintenance
 Plumbing
 Fashion design
 Fine art
 Bricklaying
 Welding
 Hair dressing
 Painting
 Panel beating
Importance of skill acquisition

Skills enable us to
 Secure employment
 Improve our quality of life
 Enjoy our lives, e. g. photography and soccer
 Save lives e. g first aid
 Provide services to other people
 Communicate with other people
 Improve our knowledge.
Cross curricular link Home economics: Tailoring

Engineering : construction
Assessment  explain the meaning of skill acquisition
 state the reasons for skill acquisition
 state the importance for skill acquisition
Biblical principle Proverbs 22: 29 Do you see a man skilled in his work? He will stand
before kings
highfliers
Evaluation
1. discuss reason why skills are important in our society today
2. state reason why skills are seen as lesser jobs
3. provide ways a skill can be modernized to be attractive.
Outcome
Reflection
Summary
Conclusion
Homework

Date
Age 10-12yrs
Class Grade 8
Aim(s) To enhance pupils understanding on heat transfer
Topic Thermal energy
 meaning of thermal energy
 ways of heat transfer
 practical application of heat transfer
 classify different materials into heat conductors and insulators
 describe convection, conduction and radiation
 identify objects as good or poor absorbers of radiant heat
 describe how a refrigerator works
Anticipation Students have already learnt energy
Teaching Aid(s) A practical section showing radiation, convection and conduction
Step 1: Entry behaviour: The teacher begins the lesson by revising the reproductive
system with the learners.
Thermal energy
The kinetic energy of molecule is called thermal energy.
Transfer of Thermal Energy

1. Conduction; this is the transfer of thermal energy through a soild body due to molecular
interaction. Solid materials can be grouped into two, based on their heat conductivity.
These are;
a. Conductor; these are materials that allow heat to pass through them eg metal wire,
metal sheet.
b. Insulators; these are materials that do not allow heat to pass through them eg wood,
rubber
2. Convection; this is the transfer of thermal energy from one part of a fluid or gas to
another by the actual movements of the fluid/gas from the hotter to the colder part.
3. Radiation; this is the transfer of thermal energy from one object to another through
space by electro-magnetic waves
Practical Uses of Convection of Heat
a. Domestic Hot-water supply
b. Chimneys
c. Radiators
Practical Use Of Radiation of Heat
a. Thermos flask
b. Refrigeration and Air-conditioning
Cross curricular link Biology: Reproduction

Assessment Define thermal energy
Biblical principle 1 cor. 6: 20 You were bought at a price, therefore honour God with
your body
highfliers
Evaluation  classify different materials into heat conductors and insulators
 describe convection, conduction and radiation
 identify objects as good or poor absorbers of radiant heat
 describe how a refrigerator works
Outcome
Reflection
Summary
Conclusion
Homework

Date
Age 10-12yrs
Class Grade 8
Aim(s) To enhance learners understanding on science and development
Topic Ethical issues in science and development
 the right and the wrong application of science
 implication of the right and wrong application of science
 provide examples of right and wrong application of science
 state two implications each of the right and application of science
Anticipation Students have already learnt science and technology
Teaching Aid(s)  Pictures of some things produced by science and technology
Step 1: Entry behaviour: The teacher begins the lesson by asking students classify some
gadgets produced by science and technology as good or bad
Ethical issues in science and development

Practices of science
Practices of science include production of fertilizer, poison gas, hydrogen bombs, insecticide and
surgical equipment. Scientist also produce harvesters, grenades, airplanes, booby traps, cars and
missiles. Other practices of science include purification of water and giving treatment and care
to the sick.
Some of these practices may be described as good while others maybe described as bad.
Right and wrong application of science
Right and wrong application may arise from good and bad practices of Science. The right
application of science is in bringing development and Comfort to humanity. The wrong application
of science is in its use as a means of destruction of human
Step 3: Implications of right application of science
 Use of Medical science to prevent disease and cure ailments
 Use of agricultural science for bountiful harvest
 Employment of technology to produce the computer, internet, cell phone, television and
washing machine.
Implications of wrong application of science

 Use of medical science to carry out abortion, and mercy killing
 Use of technology in producing nuclear weapons and gun.
Cross curricular link Atomic Physics
Assessment  provide examples of right and wrong application of science

Biblical principle Psalm 111: Great are the works of the lord, they are studied by all who
delight in them.
highfliers
Evaluation  provide two examples of right and wrong application of science
Outcome
Reflection
Summary
Conclusion
Homework

BASIC SC. PLAN JSS2 3rd Term

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BASIC SC. PLAN JSS2 3rd Term

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PROPOSED LESSON PLAN FOR WEEK 1 (3rd TERM 2021/2022)

Characteristics or properties of chemical substances

Based on quantity produced

Subject Basic Science

The central nervous system (CNS)

Interactive pattern Group/Individual

Cross curricular link Physics: Optics

Subject Basic Science

Importance of resources to self-development

Importance of resources to societal development

Interactive pattern Individual/pairing

Cross curricular link Agriculture

Assessment  identify resources from living things

Subject Basic Science

Natural and Mineral Resources

Uses of mineral resources

Contribution of Mineral Resources to the Economy of Nigeria

Mineral Resources of the World

Copper USA, Russia, Zambia, Chile, Electrical materials. Alloys

Interactive pattern Individual/pairing

Subject Basic Science

Interactive pattern Individual/pairing

Subject Basic Science

Elements, Compounds and Mixtures

Uses of common elements, compounds and mixtures

 Symbols derived from Latin names of elements

Symbols of the 1st twentieth Elements

Valencies of some elements

Interactive pattern Individual/pairing

Cross curricular link Chemistry : Elements

Assessment  describe element, compound and mixture

PROPOSED LESSON PLAN FOR WEEK 8 (3rdTERM 2021/2022)

Importance of skill acquisition

Interactive pattern Individual/pairing

Cross curricular link Home economics: Tailoring

Subject Basic Science

The kinetic energy of molecule is called thermal energy.

Transfer of Thermal Energy

Practical Use Of Radiation of Heat

Interactive pattern Individual/pairing

Cross curricular link Biology: Reproduction

Subject Basic Science

Ethical issues in science and development

Implications of wrong application of science

Interactive pattern Individual/pairing

Cross curricular link Atomic Physics

Assessment  provide examples of right and wrong application of science

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