Current Curriculum

Intermediate Science JSS 1 First Term

Week	Topic	Performance objectives	Content	Teacher's Activities	Student's Activities	Teaching &Learning Material	Evaluation Guide
1	Nature of Science	By the end of the lesson, students should be able to: ➧ Define science ➧ List at least 3 importance of science ➧ Identify branches of science	1. Meaning of Science 2. Importance of Science in Everyday Life 3. Branches of Science	➧ Greets students and creates a friendly atmosphere ➧ Asks questions like: “What is science?” and “Where do we see science in daily life?” ➧ Links responses to the lesson topic ➧ Explains the meaning of science ➧ Writes definition on the board ➧ Gives simple examples (e.g., boiling water, plant growth) ➧ Explains importance of science in daily life (health, transport, communication, etc.) ➧ Uses real-life examples (phones, hospitals) ➧ Introduces branches of science (Biology, Chemistry, Physics, etc.) ➧ Explains each branch with examples ➧ Uses charts/diagrams if available ➧ Asks questions throughout the lesson ➧ Encourages participation ➧ Asks oral/written questions: • What is science? • Mention two importance of science • List branches of science ➧ Summarizes key points of the lesson ➧ Emphasizes that science is part of everyday life	➧ Respond to greetings ➧ Answer questions based on prior knowledge ➧ Give examples from their environment ➧ Listen attentively ➧ Copy notes ➧ Ask questions for clarification ➧ Listen and observe examples ➧ Contribute examples from their daily life ➧ Take notes ➧ Identify and repeat branches ➧ Give examples of each branch ➧ Copy notes ➧ Answer questions ➧ Participate actively in discussions ➧ Respond to questions ➧ Write answers in classwork ➧ Listen and reflect ➧ Ask final questions if needed	➧ Charts and diagrams ➧ Science textbooks ➧ Real-life objects (e.g., phone, thermometer) ➧ Chalkboard/whiteboard	➧ What is science? ➧ Mention two importance of science ➧ Name three branches of science

2	The Laboratory	By the end of the lesson, students should be able to: ➧ Define a laboratory ➧ Identify common laboratory apparatus ➧ State functions of laboratory apparatus ➧ Explain laboratory rules and safety precautions	1. Meaning of a Laboratory 2. Common Laboratory Apparatus 3. Laboratory Rules and Safety Precautions	➧ Asks questions to introduce topic ➧ Explains laboratory meaning ➧ Displays apparatus ➧ Explains safety rules ➧ Summarizes lesson	➧ Respond to questions ➧ Listen and write notes ➧ Observe and identify ➧ Listen and repeat ➧ Ask and answer questions	➧ Real laboratory apparatus or charts ➧ Pictures/posters of lab equipment ➧ Whiteboard and marker	➧ What is a laboratory? ➧ Mention four laboratory apparatus ➧ State two uses of a beaker ➧ List three laboratory safety rules ➧ Why is safety important in the laboratory?

3	Scientific Method	By the end of the lesson, students should be able to: ➧ Define scientific method ➧ List the steps of the scientific method ➧ Explain each step ➧ Apply the steps to simple situations	1. Meaning of Scientific Method 2. Steps in the Scientific Method 3. Importance of Scientific Method 4. Simple Example of Scientific Method	➧ Explains meaning of observation with examples ➧ Defines hypothesis ➧ Demonstrates simple experiment ➧ Explains how to draw conclusion	➧ Listen and give examples ➧ Suggest ideas ➧ Observe and participate ➧ Respond to questions	➧ Charts showing scientific method steps ➧ Simple experiment materials (plants, water, cups) ➧ Chalkboard/whiteboard ➧ Notebook and pen	➧ What is scientific method? ➧ List the steps of scientific method ➧ Define hypothesis ➧ What is experimentation? ➧ Give one example of a conclusion

4	Measurement in Science	By the end of the lesson, students should be able to: ➧ Define measurement ➧ State SI units ➧ Identify measuring instruments ➧ Explain accuracy and errors	1. Meaning of Measurement 2. SI Units (International System of Units) 3. Instruments for Measurement (length, mass, time, temperature) 4. Accuracy and Errors	➧ Introduces topic using real-life examples ➧ Explains meaning of measurement ➧ Lists SI units on the board ➧ Demonstrates instruments (ruler, balance, thermometer) ➧ Explains accuracy and types of errors ➧ Gives examples and class exercises	➧ Listen and respond ➧ Take notes ➧ Copy and ask questions ➧ Observe and identify ➧ Participate in discussion ➧ Attempt questions	➧ Ruler ➧ Thermometer ➧ Stopwatch ➧ Beam balance ➧ Charts	➧ What is measurement? ➧ List four SI units ➧ Name two instruments used to measure: • Length • Mass ➧ Define accuracy ➧ Mention two types of errors

5	Matter	By the end of the lesson, students should be able to: ➧ Define matter ➧ Identify the three states of matter ➧ State properties of solids, liquids, and gases ➧ Give examples of each state	1. Meaning of Matter 2. States of Matter (solids, liquids, gases) 3. Properties of Matter 4. Differences Between States of Matter	➧ Asks questions ➧ Explains matter ➧ Shows examples ➧ Writes notes ➧ Evaluates students	➧ Respond to questions ➧ Listen attentively ➧ Observe materials ➧ Copy notes ➧ Answer questions	➧ Water ➧ Stone ➧ Balloon ➧ Chart ➧ Container	➧ What is matter? ➧ Name the three states of matter ➧ State one property of a gas ➧ Give two examples of liquids

6	Changes in Matter	By the end of the lesson, students should be able to: ➧ Define changes in matter ➧ Explain physical changes ➧ Explain chemical changes ➧ Give examples of both changes ➧ Differentiate between physical and chemical changes	1. Meaning of Changes in Matter 2. Physical changes (e.g. melting, boiling) 3. Chemical changes (e.g. burning, rusting) 4. Differences Between Physical and Chemical Changes 5. Importance of Changes in Matter	➧ Asks questions ➧ Demonstrates experiments ➧ Explains concepts ➧ Writes on board ➧ Gives examples	➧ Respond to questions ➧ Observe and describe ➧ Listen and take notes ➧ Copy notes ➧ Provide examples	➧ Ice block ➧ Candle and matches ➧ Metal (iron nail) ➧ Water ➧ Charts/pictures	➧ What is a physical change? ➧ Give two examples of physical change ➧ What is a chemical change? ➧ Give two examples of chemical change ➧ State two differences between physical and chemical changes

7	Mixtures and Separation	By the end of the lesson, students should be able to: ➧ Define a mixture ➧ Identify types of mixtures ➧ Explain simple separation techniques ➧ Demonstrate filtration, evaporation, and decantation	1. Meaning of Mixture 2. Types of Mixtures 3. Separation of Mixtures (filtration, evaporation, decantation) 4. Simple Separation Techniques 5. Importance of Separation	➧ Asks questions about mixing substances ➧ Explains mixtures and types ➧ Demonstrates filtration, evaporation, decantation ➧ Guides students to try simple separation ➧ Summarizes lesson	➧ Respond and give examples ➧ Listen and take notes ➧ Observe and participate ➧ Perform activities ➧ Ask questions	➧ Sand ➧ Water ➧ Salt ➧ Funnel and filter paper ➧ Beaker ➧ Evaporating dish ➧ Heat source	➧ What is a mixture? ➧ Give two examples of mixtures ➧ What is filtration? ➧ State one use of evaporation ➧ Explain decantation

8	Practical Activities	By the end of the lesson, students should be able to: ➧ Perform simple experiments on physical and chemical changes. ➧ Identify whether a change is physical or chemical. ➧ State observations from experiments. ➧ Differentiate between physical and chemical changes using practical examples.	Simple experiments to demonstrate physical and chemical changes	➧ Reviews previous lesson on changes in matter and introduces practical activities ➧ Demonstrates physical change experiments (melting ice, dissolving salt, tearing paper) ➧ Demonstrates chemical change experiments (burning candle, heating sugar, rusting) ➧ Explains differences between physical and chemical changes ➧ Asks questions based on experiments ➧ Summarizes lesson and gives assignment	➧ Respond to questions and listen ➧ Observe and participate ➧ Observe and record observations ➧ Contribute answers and ask questions ➧ Answer questions ➧ Listen and take notes	➧ Candle and matches ➧ Ice block ➧ Salt or sugar ➧ Water ➧ Transparent containers ➧ Spoon ➧ Paper ➧ Heat source (e.g., Bunsen burner or stove)	➧ What is a physical change? ➧ Mention two experiments showing physical change. ➧ What is a chemical change? ➧ Give two examples of chemical change from the experiments. ➧ State one difference between physical and chemical changes.

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