Basic Science Plan Notes of Lesson Basic 7 (JSS1) 2nd Term

E-Lesson Notes Basic 7 (JSS1) Second term. Basic Science Plan Junior Secondary School. HIV/ AIDS , Energy, Elements and symbols, Compounds.

SECOND TERM BASIC SCIENCE SCHEME OF WORK BASIC 7

WEEKS	TOPICS	LEARNING OBJECTIVES: At the end of the lesson the students should be able to:
1	Elements and symbols	Define elements, state symbols and identify
2	Compounds	Define the meaning of compound, things around , prototype compounds
3	Pollution	Define the meaning of Pollution, State types of pollution, state causes of pollution , purification
4	Air and Noise Pollution	Explain the meaning , state causes , state effects of air and noise pollution
5	Sexually Transmitted Infections STI’s	Explain the meaning, state the examples, state mode of transmission, state signs and symptoms , state effects
6	HIV/ AIDS (I)	Explain the meaning, state difference between HIV and AIDS,  State modes of transmission, state preventions
7	MID TERM BREAK	Midterm- Test
8	HIV/ AIDS (II)	State Counselling and testing, care, support for people living with HIV/AIDS. State myths or facts about HIV/AIDS
9	Energy	Explain meaning of energy, state sources of energy , state forms of energy , examples and conversion of energy
10	AIR	Explain meaning of AIR, state components , state usefulness of components of air
11	Revision
12	Examination

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WEEK:        1                 DAY:                              SUBJECT:

DATE:                            TOPIC:  

SUBTOPIC:                    PERIODS:                      DURATIONS:

LEARNING OBJECTIVES:  At the end of the lesson, learners will be able to

• Define elements, mixtures and compounds
• Write out the chemical symbols of the twenty elements
• List methods of separating mixtures.

KEY VOCABULARY WORDS: aluminium , oxygen, substances, elements, copper, environment, indestructible, atom, molecule, decomposes

INSTRUCTIONAL MATERIALS:

CONTENT:

ELEMENTS AND SYMBOLS

Introduction

In our environment, we see iron nails, sulphur roll, copper wire, aluminium sheets, etc. we also breathe in oxygen (air) to stay alive. These substances: iron, sulphur, copper and oxygen, are referred to as elements.

Elements

Elements are substances that cannot be separated into simpler substances.

Any substance that contains only one kind of an atom is known as an element. Salt is made up of the elements sodium and chloride. Water is made up of the elements hydrogen and oxygen.

Each element is represented by a unique symbol. The notation for each element can be found on the periodic table of elements.

The elements can be divided into three categories that have characteristic properties: metals, nonmetals, and semimetals. Most elements are metals, which are found on the left and toward the bottom of the periodic table. A handful of nonmetals are clustered in the upper right corner of the periodic table. The semimetals can be found along the dividing line between the metals and the nonmetals.

Elements are made up of atoms, the smallest particle that has any of the properties of the element. John Dalton, in 1803, proposed a modern theory of the atom based on the following assumptions.

1. Matter is made up of atoms that are indivisible and indestructible.

2. All atoms of an element are identical.

3. Atoms of different elements have different weights and different chemical properties.

4. Atoms of different elements combine in simple whole numbers to form compounds.

5. Atoms cannot be created or destroyed. When a compound decomposes, the atoms are recovered unchanged.

The first 20 elements and their symbols

These are the first 20 elements and their symbols, listed in order:

1 – H – Hydrogen
2 – He – Helium
3 – Li – Lithium
4 – Be – Beryllium
5 – B – Boron
6 – C – Carbon
7 – N – Nitrogen
8 – O – Oxygen
9 – F – Fluorine
10 – Ne – Neon
11 – Na – Sodium
12 – Mg – Magnesium
13 – Al – Aluminum
14 – Si – Silicon
15 – P – Phosphorus
16 – S – Sulfur
17 – Cl – Chlorine
18 – Ar – Argon
19 – K – Potassium
20 – Ca – Calcium

Chemists use one or two letters to represent elements. The symbol for aluminum is Al. The symbol for oxygen is O. The symbol for oxygen is O. “O” stands for one atom of oxygen. Oxygen atoms are joined in pairs. To write a pair of oxygen atoms using symbols, we use the symbol O and the number 2. Oxygen would be (O₂). A pair of oxygen atoms is a molecule of oxygen. A molecule is the smallest particle of a substance that exists independently. Molecules of most elements are made up of only one of atom of that element. Oxygen, along with nitrogen, hydrogen, and chlorine are made up of two atoms. The two balls represents the two oxygen molecules.

Compound

A compound is a substance formed when two or more elements are chemically joined. Water, salt, and sugar are examples of compounds. When the elements are joined, the atoms lose their individual properties and have different properties from the elements they are composed of. A chemical formula is used a quick way to show the composition of compounds. Letters, numbers, and symbols are used to represent elements and the number of elements in each compound.

Elements combine to form chemical compounds that are often divided into two categories.

• Metals often react with nonmetals to form ionic compounds. These compounds are composed of positive and negative ions formed by adding or subtracting electrons from neutral atoms and molecules.
• Nonmetals combine with each other to form covalent compounds, which exist as neutral molecules.

By convention, no subscript is written when a molecule contains only one atom of an element. Thus, water is H₂O and carbon dioxide is CO₂.

Mixtures

Mixtures are two or more substances that are mixed together but not chemically joined. In other word, a mixture contains two or more substances which can easily be separated by physical means. The constituents can be elements or compounds or both. In a given mixture, the constituents which may be present in different proportions retain their individual identities (properties). This is because their physical and chemical properties are not changed by simple mixing. Examples of mixtures are air, urine, blood, milk, coca-cola, petroleum, etc. forming a mixture does not involve chemical change. For instance, a mixture of common salt and water can easily be separated, with each other’s component retaining its properties.

Methods of separating mixtures

The different substances in mixtures are usually easily separated from one another. The method you use depends upon the type of mixture you have.

Chromatography

This is good for separating dissolved substances that have different colours, such as inks and plant dyes. It works because some of the coloured substances dissolve in the liquid better than others, so they travel further up the paper.

Separating dissolved substances

Filtration

Filtration is good for separating an insoluble solid from a liquid. (An insoluble substance is one that does not dissolve).

Sand, for example, can be separated from a mixture of sand and water using filtration. That’s because sand does not dissolve in water.

Separating insoluble solids

Evaporation

This is good for separating a soluble solid from a liquid (a soluble substance does dissolve, to form a solution).

For example copper sulphate crystals can be separated from copper sulphate solution using evaporation. Remember that it is the water that evaporates away, not the solution.

Separating a soluble solid

Simple distillation

This is good for separating a liquid from a solution. For example, water can be separated from salty water by simple distillation. This method works because the water evaporates from the solution, but is then cooled and condensed into a separate container. The salt does not evaporate and so it stays behind.

Separating a liquid from a solution

Fractional distillation

This is good for separating two or more liquids from each other. For example, ethanol (alcohol) can be separated from a mixture of ethanol and water by fractional distillation. This method works because the two liquids have different boiling points.

Separating funnel

If two liquids are immiscible, then a separating funnel is used.

For example: If you pour a mixture of oil and water into the funnel, the oil floats on top of the water. All that is left to do is for the tap to be opened to allow the water to pour through. The tap is closed once all the water has passed.

Evaluation

1. Define Elements?
2. Elements can be divided into three categories, what are they?
3. Give 4 examples of elements
4. Mention three division or categories of elements
5. What is an atom
6. Write out the 20 elements and their chemical symbols
7. What is a compound?
8. Write out 2 differences between elements and compounds.
9. What are mixtures?
10. What is chromatography?

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WEEK:        2                 DAY:                              SUBJECT:

DATE:                            TOPIC:  

SUBTOPIC:                    PERIODS:                      DURATIONS:

LEARNING OBJECTIVES:

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS:

CONTENT: 

COMPOUNDS

COMPOUND: A substance formed by the chemical combination of the atoms of different elements is a compound. Examples are Sodium chloride (salt), water, kaolin, carbon (iv), oxide, sand, etc.

PROPERTIES OF COMPOUNDS

(a) Physical Properties:

• Most compounds formed from the chemical combination of metals and non-metals are soluble in water but not in organic solvents like kerosene.
• Compounds formed from the chemical combination of non-metals are soluble in organic solvents like kerosene and petrol.
• Compounds have definite melting and boiling points.

             (b) Chemical Properties

(i)  Some chemicals react chemically with acids to form a new compound e.g. sodium

hydroxide and hydrochloric acid react chemically to form sodium chloride and

water.

(ii)  Some compounds decompose on heating e.g. calcium trioxocarbonate (iv) on

heating produces calcium oxide and carbon (iv) oxide.

MIXTURES: Physical Properties:

• Mixtures can be separated by physical means.
• Mixtures do not have definite boiling or melting points.
• The colour of individual constituents is visible.

USES OF COMPOUNDS

• (a) Kaolin is used in the manufacture of fine porcelain and china ware; pottery, stoneware and bricks; as a filler for pigments and manufacture of  paper.
• (b) Salt is used as a seasoning; as preservative for meats; in dyeing and in manufacture of soap and glass. Table salt is combined with small quantities of iodide to prevent occurrence of goiter. Industrially salt is a source of chlorine and sodium. Chlorine is used in manufacture of hydrochloric acid, chloroform and bleaching powder. Sodium is used for sodium carbonate, baking soda and sodium hydroxide.

EVALUATION

1. Define the following terms and give two examples of each (a) element  (c) compound (d) mixture
2. Mention two things each example can be used for.
3. Enumerate three differences between elements, compounds and mixtures

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WEEK:        3                 DAY:                              SUBJECT:

DATE:                            TOPIC:  

SUBTOPIC:                    PERIODS:                      DURATIONS:

LEARNING OBJECTIVES:       At the end of lesson, pupils should be able to:

• Define pollution water pollution
• List common   causes of water pollution .
• Say the effects of water pollution .
• Explain the possible solution to water pollution
• Define Land pollution
• Know the Causes/sources of Land pollution
• Know the Effect of Land pollution
• Mention ways of Preventing Land pollution.

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Whiteboard/ Chalkboard , Explanatory posters/pictures showing Water and Land Pollution, Explanatory videos on Water and Land pollution.

CONTENT:

 POLLUTION (WATER AND LAND)

What is the meaning of Pollution ?

To pollute mean to defile , to contaminate, to adulterate or make unfit for both animal and  human use . When you spill oil on water, the oil will float on the water because oil is lighter than water.

Definition of pollution

Pollution is the contamination of our environment with dirty, poisonous and dangerous or hazardous substances. It is also defined as the release of waste products or materials into the environment that is harmful to life.

These dirty, poisonous and dangerous or hazardous substances are called pollutants

Types of pollution

1. Water pollution
2. Land pollution

WATER POLLUTION

Water pollution is the contamination of water bodies with poisonous substances. This is usually as a result of both domestic and industrial activities. These pollutants are

1. Refuse and sewage e.g. leftover food, urine, feaces, etc.
2. Industrial and agricultural waste e.g. chemicals, fertilizers, insecticides, etc.
3. Oil spillage e.g. breaking of oil pipe
4. Thermal or heat source

What are water pollutants : Water pollutants are objects or things that cause pollution or defilement to water and make water unusable or unfit or unsafe for plant and animals

Examples of water pollutants are 

• Oil
• Salt
• Clay
• Sewage
• Erosion
• Industrial waste
• Leakages from pipes
• Soap

What are the Harmful effects of Water Pollution? 

• Water pollutants make water to become hard water
• Polluted water is not good for cooking
• Toxic chemicals in polluted water kill creatures in the sea or ocean.
• Polluted water may cause vomiting or stomach upset when it is drunk or used for cooking

The possible solutions to water pollution 

• Water for domestic uses must be treated before use.
• Distillation must be used if the option is available.
• Sewage must be disposed off properly.
• Leakages in oil pipes must be fixed.

Presentation: The topic is presented step by step

Step 1: The class teacher revises the previous topics

Step 2. The teacher introduces the new topic

Step 3: The class teacher allows the pupils to give their own examples and he corrects them when the needs arise

Conclusion

The class teacher wraps up or conclude the lesson by giving out short note to summarize the topic that he or she has just taught.

The class teacher also goes round to make sure that the notes are well copied or well written by the pupils.

He or she does the necessary corrections when and where  the needs arise.

Evaluation

• What is pollution
• Mention is water pollution
• Mention two water  pollutants
• Mention effects  water pollutants
• Mention two ways of solving water pollution

Pollution are Waste matter that contaminates the water, Land or soil. It make our environment unsafe for plant and animals. Pollutant are in solid, liquid and gaseous forms.

LAND POLLUTION

Land pollution is the discharge of waste matter into the Land.

CAUSES AND SOURCES OF LAND POLLUTION

1. Spilling of oil on the land.
2. Dumping of dead animals
3. Dumping of human faeces.
4. Burning of tyres.
5. Dumping of refuse
6. Bush burning
7. Indiscriminate waste dumping

Effect of Land Pollution

• It exposes human beings to diseases.’
• It deforms the environment.
• Solid waste occupies space.
• Human and domestic waste make our surroundings unsafe.
• Object dumped causes accidents
• Chemicals kill farm crops.
• Some fertilizers kill living organisms in the soil.
• Dumps refuse give out an unpleasant odour.

CONTROL OF LAND POLLUTION

1. Proper disposal of refuse should be encourage.
2. Dumping of solid and liquid wastes anywhere should be discouraged.
3. Dumping of faeces should be avoided.
4. Dumping of dead animals should be avoided.
5. Application of fertilizers should be applied with caution.
6. Incinerators should be used to  burn refuse.
7. Enlightenment of the public about having a clean environment should be  avoided.
8. Waste recycling should be encouraged.
9. Bad refuse disposal methods should be discourage.
10. Policies on land protection should be enacted by the government.

LEARNERS ACTIVITIES: Learners participate in the class discussion

LESSON EVALUATION: Teacher ask the learners to:

1. Define Land pollution.
2. Causes/sources of Land pollution
3. List three Effect of Land pollution.
4. State three ways to Prevent Land pollution.

CONCLUSION: The teacher summarizes the lesson.

ASSIGNMENT

SECTION A

1. The following are pollutants except? (a) dust (b) trees (c) carbon monoxide (d) smoke
2. the organization in Nigeria responsible for the protection of the environment is (a) NAFDAC (b) FEPA (c) NDLEA (d) ICPC
3. Which of these brings about pollution? (a) burning (b) recycling refuse (c) landfill (d) reuse refuse
4. The following are air pollutants except (a) dust (b) exhaust from cars (c) oil spillage (d) bush burning
5. Agricultural waste can cause what kind of pollution? (a) noise (b) air (c) land (d) none of the above

SECTION B

1. What are pollutants?
2. How many types of pollution do we have? Mention them

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WEEK:        4                 DAY:                              SUBJECT:

DATE:                            TOPIC:  

SUBTOPIC:                    PERIODS:                      DURATIONS:

LEARNING OBJECTIVES:       At the end of this lesson, Pupils should be able to:

1. Define Air pollution
2. Know the Causes/sources of Air pollution
3. Know the Effect of Air pollution
4. Mention ways of Preventing Air pollution.
5. Define Noise pollution
6. Know the Causes/sources of Noise pollution
7. Know the Effect of Noise pollution
8. Mention ways of Preventing Noise pollution.

KEY VOCABULARY WORDS: contaminates, Poisonous, ventilation, environment.

INSTRUCTIONAL MATERIALS: Whiteboard/ Chalkboard , Explanatory posters/pictures showing Air and Noise Pollution, Explanatory videos on Air and  Noise pollution.

CONTENT: 

AIR POLLUTION, NOISE POLLUTION

Pollution are Waste matter that contaminates the water, air or soil. It makes our environment unsafe for plant and animals. Pollutant are in solid, liquid and gaseous forms.

AIR POLLUTION:  Air pollution is the discharge of waste matter into the air.

CONSTITUENTS OF AIR

The air naturally comprises of 78% of nitrogen, 21% of oxygen, 0.9% of oxide gases and 0.1% of inert gases. When this balance is disturbed, it causes disruptions of severe proportions

CAUSES AND SOURCES OF AIR POLLUTION

1. Poisonous chemicals
2. Cigarette and tobacco smokers
3. Bush burning
4. Urinating outside the toilet
5. Excreting outside the toilet
6. Smokes from vehicles, firewood, cooking stoves.
7. Coughing without covering the mouth
8. Sneezing without covering the mouth
9. Fumes from factories released into the air
10. Fumes from vehicle exhaust pipe
11. Bad odor from rotting waste.

Effect of Air Pollution

• Lead to running nose.
• Causes skin diseases.
• Cause eye problem.
• Causes headache.
• Causes deafness
• Lead to lung diseases.
• Cause plant diseases.
• Lead to suffocation if inhaled.
• Leads to Global warming
• Causes irritation of the respiratory tract.

CONTROL OF AIR POLLUTION

1. Use of water system or pit latrine instead of defecating on a bare ground.
2. People should be educated on maintaining adequate ventilation in their environment.
3. Encouraging the Recycling of waste.

1. Industries should be located far away from where people live and take care of dirty things produced.
2. Land lords should be encouraged to provide modern toilet facilities in their houses.
3. Practice regular environmental sanitation.
4. The government should provide Good drinking water for the people.
5. The government should encourage farmers to go into the business of making fish pond.
6. Government intervention through Laws and public awareness programmes.
7. Government should make laws to prevent the military from using explosives.

LEARNERS ACTIVITIES:           Learners participate in the class discussion

LESSON EVALUATION: Teacher asks the learners to:

1. Define Air pollution.
2. Causes/sources of Air pollution
3. List three Effect of Air pollution.
4. State three ways to Prevent Air pollution.

CONCLUSION: The teacher summarizes the lesson.

NOISE POLLUTION

Noise pollution are unwanted sound that is generally considered harmful. It annoys, distracts or even harms people.

CAUSES AND SOURCES OF NOISE POLLUTION

· Household

· Social

· Commercial

Effect of Noise Pollution

• Deafness

CONTROL OF NOISE POLLUTION

1. Raising public awareness about the effect of noise pollution.
2. Keeping sound volume of music low

LESSON EVALUATION: Teacher ask the learners to:

1. Define Noise pollution.
2. Causes/sources of Noise pollution
3. List three Effect of Noise pollution.
4. State three ways to Prevent Noise pollution.

CONCLUSION: The teacher summarizes the lesson.

ASSIGNMENT

SECTION A

1. Which of this is a cause of water pollution (a) oil pipeline vandalization (b) weathering (c) erosion (d) rainfall
2. Which of these is not a control of soil pollution (a) There should be refuse recycling (b) effective fertilizer use (c) proper refuse and sewage disposal (d) urinating in the toilet
3. Educating the public on the danger of pollution can bring about a control of pollution (a) true (b) not sure (c) false (d) don’t agree
4. Which of these animals is not effect when there is water pollution? (a) crabs (b) crayfish (c) fish (d) none of the above
5. The following are causes of water pollution except (a) feaces (b) oxygen (c) sewage (d) agricultural waste

SECTION B

1. State three control of soil pollution
2. Enumerate three effect of air pollution

E-Lesson Notes Basic 7 (JSS1) Second term. Basic Science Plan Junior Secondary School. HIV/ AIDS , Energy, Elements and symbols, Compounds.

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WEEK:        5                 DAY:                              SUBJECT:

DATE:                            TOPIC:  

SUBTOPIC:                    PERIODS:                      DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, students should be able to: Define, State, Explain

• Definition Sexually Transmitted Infections (STIs)
• Sexually Transmitted Infections (STIs)
• Signs and symptoms Sexually Transmitted Infections (STIs)
• Effects Sexually Transmitted Infections (STIs)
• Prevention of Sexually Transmitted Infections (STIs)

KEY VOCABULARY WORDS: transmitted, infections, effects, prevention, diseases, intercourse, infected

INSTRUCTIONAL MATERIALS:

CONTENT:

SEXUALLY TRANSMITTED INFECTIONS ( STI’s)

Definition Sexually Transmitted Infections (STIs)

Sexually transmitted infections (diseases) are infections that can be spread from one person to another through sexual intercourse with an infected person. 

Examples, Causative agents and symptoms Sexually Transmitted Infections (STIs)

	EXAMPLES OF STIs	CAUSATIVE AGENT	TRANSMISSION		SYMPTOM	PREVENTION
1	Gonorrhea	Bacterium (Neisseria gonorrheae)	– Sexual intercourse – At delivery through infected mother to baby		– In women, it causes painful urination and increasing amount of discharge from the vagina – In men, it causes painful urination and discharge during urination	– Abstinence – Regular medical test – In case of infection, see the doctor – Regular use of condom
2	Chlamydia	Bacterium (Chlamydia trachomais)	– Sexual intercourse		In women, there can be abnormal vaginal discharge, burning feeling during urination, lower abdominal pain, pain during intercourse or bleeding between menstruation In men, there can be discharge from the penis, burning/itching around the penis opening or pain and swelling in the testes	– Abstinence – In case of unusual sore or burning effect of urination, see the doctor – Regular use of condom
3	Syphilis	Bacterium (Treponema palladium)	– Direct contact with sore  (in the vagina, anus or lips) – Sexual intercourse – From pregnant women to babies	– chancres (primary stage) – rashes (secondary stage) – damage to the nervous system (latent stage) – damage to tissues and organs (tertiary stage)		– Abstinence – Seek for medical attention when infection is suspected

Effects Sexually Transmitted Infections (STIs)

1. It can damage the reproductive organs
2. It can break down the immune system
3. It can be associated with cancer of the reproductive organs
4. Premature labour or still birth (gonorrhea)
5. Blindness and birth defects in new babies (syphilis and gonorrhea)

Prevention of Sexually Transmitted Infections (STIs)

1. Public enlightenment
2. Abstinence
3. Early treatment in identified cases
4. Strengthening the immune system
5. Avoid multiple sexual partners 

CLASSWORK

1. Give the full meaning of STIs
2. Mention three STIs that you know
3. Highlight three methods of preventing STIs

ASSIGNMENT: SECTION A

1. The following are not examples of STIs except (a) stomachache (b) bleeding the nose (c) chylamydia (d) catarrh
2. Which of the following is the effect of sexually transmitted infections (a) breathing problem (b) death (c) loss of appetite (d) healthy body
3. Behavior that put people at the risk of contracting STIs includes the following except….. (a) unprotected sex with an infected person (b) multiple sex partner (c) abstinence (d) contact with infected blood
4. Which of these is a causative agent of STIs (a) Neisseria gonorrheae (b) mosquito (c) AIDS (d) sexual intercourse
5. Which of these is a means of contacting STIs (a) Neisseria gonorrheae (b) anopheles mosquito (c) AIDS (d) sexual intercourse

SECTION B

1. Mention four effects of sexual transmitted infections
2. Give four ways of preventing STIs

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WEEK:        6                 DAY:                              SUBJECT:

DATE:                            TOPIC:  

SUBTOPIC:                    PERIODS:                      DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, students should be able to: Define, State, Explain

• Meaning of HIV and AIDS
• Differences between HIV and AIDS
• Mode of transmission of HIV and AIDS
• Prevention of HIV and AIDS

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS:

CONTENT:

 HIV / AIDS (I)

Meaning of HIV and AIDS

HIV means Human Immunodeficiency Virus while AIDS means Acquired Immune Deficiency Syndrome. HIV/AIDS is a deadly disease which has no cure yet. The virus, HIV is the cause of AIDS. This virus attacks the body immune defense system and breaks it down.

DIFFERENCES BETWEEN HIV AND AIDS

HIV is the virus that causes AIDS. A person with AIDS is said to be HIV positive while a person who is HIV negative does not have the disease, AIDS. Thus, HIV is the causative agent of the disease called AIDS.

MODE OF TRANSMISSION OF HIV AND AIDS

The following are some of the ways by which HIV/AIDS can be transmitted:

1. Sexual intercourse
2. Use of contaminated sharp objects
3. Transfusion of infected blood
4. Use of infected injection needles and syringes
5. Piercing the body (e.g. ear-piercing, circumcision, tribal mark etc.)
6. From infected mother to baby

SIGNS OF HIV AND AIDS

1. Weight loss
2. Fever
3. Frequent tiredness
4. Diarrhoeal
5. Cold sores all over the body
6. Swollen glands

Prevention of HIV and AIDS

1. Abstinence
2. Avoid sharing sharp objects
3. Don’t have unprotected sex
4. Having multiple sexual partner

CLASSWORK 5

1. Give the full meaning of the following:
2. HIV
3. AIDS
4. Differentiate between HIV and AIDS

ASSIGNMENT: SECTION A

1. Which of these options fully depict the meaning of HIV? (a) Human Immunodeficiency Virus (b) Human Infection Virus (c) High Immune Virus (d) Human Immutability Virtue
2. Children cannot easily contact HIV even when they have contact with the blood of an infected person (a) weakly disagree (b) false (c) maybe (d) true
3. AIDS can be cured medically(a) weakly disagree (b) false (c) maybe (d) true
4. Which of these is not a medium by which on can contract HIV/AIDS (a) sharing blade (b) engaging in sexual intercourse(c) abstinence (d) blood transfusion
5. Validate this statement “AIDS is an example of STI” (a) weakly disagree (b) false (c) untrue (d) true

SECTION B

1. Highlight four modes of transmitting HIV/AIDS
2. List three signs of a person with HIV/AIDS

WEEK: 7 MID-TERM BREAK – MID-TERM TEST

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WEEK:        8                 DAY:                              SUBJECT:

DATE:                            TOPIC:  

SUBTOPIC:                    PERIODS:                      DURATIONS:

LEARNING OBJECTIVES:  At the end of the lesson, students should be able to: Define, State, Explain

• Counselling and Testing
• Care and support
• Myths and facts about HIV/AIDS

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS:

CONTENT:

HID/AIDS (II)

COUNSELING AND TESTING

Places to go for counselling and medical tests are:

1. School guidance and counsellor
2. Health centers
3. Specialized institutions
4. Youth center
5. Adolescent-focused  NGOs

CARE AND SUPPORT

The support and care that can be given to people living with HIV/AIDS are:

1. Compassion and understanding which create a sense of love and build self confidence
2. Emotional support and nurturing which is important in maintaining positive sense of self
3. Familiar surrounding with loved ones which create sense of security and thus break isolation

MYTHS AND ABOUT HIV/AIDS

Myths are beliefs that are not true or scientifically proven. These include:

1. HIV/AIDS can be contacted by hugging and infected person
2. It can be cured
3. HIV/AIDS can be contacted by sharing comb and hairbrush
4. HIV/AIDS patients can be facially detected
5. HIV/AIDS can be contacted through mosquito bites
6. It can be contacted by sharing the same toilet with an infected person
7. Some birth control pills can prevent HIV transmission

FACTS ABOUT HIV/AIDS

1. AIDS is real and medically proven
2. Anyone can contact HIV/AIDs
3. Most people who get AIDS die
4. AIDS is caused by a virus
5. Having sexual intercourse with many people increases the chance of getting HIV
6. HIV is not transmitted by casual contact
7. At present, there is no cure for AIDS

CLASSWORK

1. Mention 4 places a student can go for counselling on AIDS
2. Highlight three myths about HIV/AIDS

ASSIGNMENT: SECTION A

1. Which of these people is recommended to see for counselling on HIV/AIDS (a) your boyfriend (b) your classmate (c) school counsellor (d) the security guards
2. HIV is not transmitted by casual contact(a) true (b) false (c) barely untrue (d) indifferent
3. Students can visit the following paces for counsel on HIV/AIDS except…. (a) Market (b) specialized institutions (c) youth center (d) adolescent-focused NGOs
4. HIV/AIDS can be contacted by sharing comb and hairbrush (a) true (b) false (c) barely untrue (d) indifferent
5. Which of these virus can cause AIDS (a) Human Immunodeficiency Virus (b) Human Immune-efficiency Virus (c) Human Immutable Virus (d) Human Immune-duo Virus

SECTION B

1. Highlight three ways of care and support for HIV/AIDS patient
2. Enumerate four means of transmitting HIV/AIDS

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WEEK:        9                 DAY:                              SUBJECT:

DATE:                            TOPIC:  

SUBTOPIC:                    PERIODS:                      DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, students should be able to: Define, State, Explain

• Meaning of Energy
• Sources of Energy
• Forms of Energy
• Transformation of Energy
• Uses of Energy

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS:

CONTENT: 

ENERGY

Meaning of Energy

Energy is defined as the ability or capacity to do work. The unit of energy is Joules (J)

Sources of Energy

There are two main sources of energy, the natural and the artificial sources of energy.

1. The natural sources of energy are:
2. Sun
3. Food
4. Natural gas
5. Coal
6. Wind
7. Crude oil
8. Wood
9. Water
10. The artificial sources of energy are:
11. Batteries
12. Electrical generator
13. Petroleum products (e.g. diesel, kerosene etc.)

Forms of Energy

1. Light energy
2. Sound energy
3. Heat energy
4. Chemical energy
5. Electrical energy
6. Mechanical energy (potential and kinetic energy)

Transformation of Energy

Energy can be converted or transformed from one form to another. This is governed by the law of conservation of energy. The law of conservation of energy states that, energy can neither be created nor destroyed but can be converted from one form to the other.

Examples of energy conversion includes

1. Electrical energy to heat energy – pressing iron, boiling ring, etc.
2. Electrical energy to light energy – bulb, television, etc.
3. Chemical to electrical energy – battery, etc.
4. Electrical to kinetic energy – fan,
5. Electrical to sound energy – electric bell, telephone ear piece, etc.
6. Mechanical to light energy – bicycle dynamo
7.  Sound to electrical energy to sound energy – telephone

Uses of Energy

The following are some of the uses of energy

1. Walking
2. Cooking
3. Playing
4. Operating appliances
5. Running
6. Household work

CLASSWORK

1. Define energy?
2. Mention five forms of energy

ASSIGNMENT: SECTION A

1. The energy conversion in phone is ….. (a) sound – electrical – sound (b) electrical – sound – sound (c) sound – electrical – electrical (d) electrical – electrical – sound
2. The bicycle dynamo converts ….. energy to ….. energy (a) electrical – chemical (b) electrical – light (c) light – mechanical (d) mechanical – light
3. Energy is the …….. to do work  (a) power (b) ability (c) vision (d) hope
4. The following are artificial sources of energy except ….. (a) wood (b) batteries (c) electrical generator (d) petroleum product
5. The foods we eat contain which form energy? (a) chemical energy (b) mechanical energy (c) kinetic energy (d) potential energy

SECTION B

1.  State the law of conservation of energy
2. Highlight four uses of energy
3. Mention four devices and the energy conversion in their usage

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WEEK:        10                DAY:                              SUBJECT:

DATE:                            TOPIC:  

SUBTOPIC:                    PERIODS:                      DURATIONS:

LEARNING OBJECTIVES: By the end of the lesson, the pupils should have attained the following objectives –

1. Explain the meaning of air and air pressure.

2. State the properties and uses of air.

3. List the application of air pressure.

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: The teacher will teach the lesson with the aid of:

Water tumbler ,Cardboard, Cell phone, Balloons, Bicycle tyre, Pumps, Football, Paper, String, Kites, Water basin

Sticks, Gum, Picture or model of a Wind Mill

CONTENT:

AIR, USEFULNESS AND COMPONENTS OF AIR

INTRODUCTORY QUESTIONS 

1. What goes in when we breathe in? Air

2. What comes out when we breathe out? Air

3. The air we breathe in is called _____. Oxygen

4. The air we breathe out is called _____.   Carbon dioxide

5. State 5 objects that contain air.  Ball, balloon, tyre, etc.

Air is the mixture of  gases . It  is made up of gases of like argon, oxygen , nitrogen , carbon dioxide and some other trace gases hydrogen, helium , Methane, Sulfur dioxide , Ammonia etc .

Air also contains some element of water , dust particles , and some impurities .

Air Pressure

Air Pressure is the strength or  power of the air . It is the ability of the air to push things in all direction . The presence of air pressure is easily noticed when air pushes pieces of paper in all direction .

Air pressure is also easily noticed when trees are forced to take a bow during heavy wind rampage or storm . Air pressure may be so violent that roofs of houses are blown off

Evident of Air Pressure in our daily lives

• Movement of pieces of paper  that is blown by air
• Air pressure makes us to move
• Floating of balloons is made possible because of air pressure
• Air Pressure makes Aeroplane to move in the sky
• When a glass cup is filled with water and it is covered with a piece of cardboard . When the cup is turned upside down , the air pressure keep the piece of cardboard intact without falling off

 

Uses of Air Pressure

1.    Air pressure enables vehicles to move as more advanced and tubeless tyres are made to reduce friction

2.    Air pressure is seen when pupils makes air bubbles with soap and the bubbles float in the air

3.    Air pressure makes us to move without skidding off balance because the amount of the atmospheric air pressure around us is equivalent to the atmospheric pressure around us

4.    Air aids the pollination of pollen grains as seeds are transferred from one plant to another . Air is one of the agents of pollination

5.    Air pressure also support air transportation as this enables aeroplane to fly in the air without crash landing .

6.    Air pressure is also useful when generating electricity when we construct windmills that is powered by air pressure to generate electricity .Air pressure makes it possible it possible to spray insecticides or chemicals.

Conclusion

The class teacher wraps up or conclude the lesson by giving out short note to summarize the topic that he or she has just taught.

The class teacher also goes round to make sure that the notes are well copied or well written by the pupils.

He or she does the necessary corrections when and where  the needs arise.

Evaluation / Assignment

• What is a windmill
• What is air pressure
• Write out four properties of air
• Write out four uses of air pressure
• What is air

WEEK:      11      REVISION

WEEK:      12      EXAMINATION