A PROPOSED LESSON PLAN ON BASIC SCIENCE FOR WEEK 1, 1st TERM

2021/2022 SESSION.

Date
Length of time 2 Periods of 35 minutes each
Class Grade 9
Age 12 - 14 years
Ability Range Mixed
Learning Environment Indoor/outdoor
Topic Light Energy
Aim (s) To educate learners on the concept of light energy
Personal Aim (s) To ensure that learners are able to carry out experiments to understand how
light travels.
Teaching objective(s) The teacher should be able to:
 explain the meaning of light
 describe the properties of light
 carry out experiments to explain the concept of reflection, refraction and
eclipse
Learning objective(s) By the end of the lesson, the learners should be able to:
 define light
 state the properties of light
 explain the refraction and reflection
 create a prototype of a pinhole camera
Assumption The learners are familiar with the forms of energy
Possible solution The teacher begins the lesson by explaining the meaning of magnet
Biblical principle

Reference Learn Africa Basic Science for Junior Secondary Schools 3, WAPB Basic Science
Book 3
Keywords Light, Reflection, Refraction
Teaching Aid A rectangular prism, mirrors, torch, glass
Procedure

Entry Behavior: The teacher begins the lesson by carrying out an experiment set up in a dark corner. A torch
is kept on; learners are then asked to identify the rays of light.

Step 1;
Light is anything that makes us see. The organ used for seeing is the eyes. (A quick revision is made on the
eye).
Properties of light
1. light has a wave like nature
 2. when light falls on a smooth and polished surface, it is reflected
3. when light falls on a rough and dark/dull surface, it is scattered while some are absorbed.
4. When light moves from one medium to another of different density
5. When light passes through a narrow opening, it spreads out on the other side of the edges, forming
curved shapes
6. Light undergoes interference, which is the over lapping of two light waves when they meet.

Reflection
This is the sending back or throwing back of light rays to the same medium but in opposite direction when it
falls on a smooth and polished surface.
Laws of reflection
1. The incident ray, the reflected ray and the normal at the point of incidence all lie on the same plane.
2. The angle of incidence is equal to the angle of reflection.

Refraction

Refraction is the bending of a wave when it passes from one medium to another. The bending is caused due to
the differences in density between the two substances.

Laws of Refraction of Light

Laws of refraction state that:

 The incident ray refracted ray, and the normal to the interface of two media at the point of incidence
all lie on the same plane.
 The ratio of the sine of the angle of incidence to the sine of the angle of refraction is a constant. This
is also known as Snell’s law of refraction.

sinisinr=constant sini sinr=constant

 Rays and Beams
A ray of light is the direction or path taken by light. A beam of light is the collection of rays of light.

Types of beams of light

1. Parallel rays; these are rays of light in which one is parallel to the other in the same direction and they
do not meet one another.
2. Convergent beam; these are rays of light from different directions but meet at a particular point.
3. Divergent beam; these rays of light leave the same point to different directions.

A pin-hole camera
A pin-hole camera consists of a closed box with a pin-hole on one side to allow light get to a light sensitive film
or screen on the other side where the image is formed. The pin-hole camera makes use of the principle of
rectilinear propagation of light which states that light travels in a straight line.
Characteristics of imaged produced in a pin –hole camera
1. The image is always the same
2. If the pin-hole is larger, the size of the image is the same, brighter and blurred due to the overlapping
3. If the distance between the hole and the screen is increased, the image is larger but no so bright
4. The image formed in the pin-hole camera is real and inverted
Lenses
A lens is a piece of clear material that refracts light passing through it.
Types of lenses
1. A convex or converging lens; this is thicker in the middle than the edges. It converges a beam of light
to focus behind the lens
2. A concave or diverging lens is thinner at the middle than the edges. It diverges beam of light to a focus
in front of the lens.

Spectrum
A spectrum is a band of colors produced by white light when it is passed through a prism.
Dispersion
This is the separation of white light into its component colors. It is due to the different speeds of all the
colors in the glass.
Prism
Prisms are rectangular blocks of shapes which change the direction of a light ray when it passes through them
from another medium.

Shadows
A shadow is formed when an object is placed in the path of light. The type of shadow depends on the source of
light and the object placed on the path of light.
Types of shadows
1. Total shadow(umbra); this is the product from a point source of light
2. Partial shadow (Penumbra); this is produced from an extended source of light, eg the sun.

On Going Assessment  State the properties of light

Organization Individual and group activity
Differentiation Up and coming learners would be able to define light
Middle rangers would be able to describe a pin hole camera
High flyers would be able to construct a pin hole camera
Evaluation 1. Define light
2. State three properties of light
3. Explain refraction and reflection

Outcome

Reflection

Summary

Conclusion By the end of the lesson, the teacher gives and marks notes. The best creation of
a pin hole camera is also awarded marks.

Homework 1. What causes the change in direction that can occur when light passes from
one material into another?
2. Why are microwaves used for satellite communication
 A PROPOSED LESSON PLAN ON BASIC SCIENCE FOR WEEK 2 1st TERM 2021/2022
SESSION.

Date
Length of time 3 Periods of40 minutes each
Class Grade 9
Age 12-14 years
Ability Range Mixed
Learning Environment Indoor
Topic Metals and non –metals
Aim (s) To introduce learners to the properties of metals and non-metals
Personal Aim (s) To educate learners on the importance of metals and non-metals
Teaching objective(s) The teacher should be able to:
 explain the meaning of metals and non-metals
 demonstrate the properties of metals and non-metals
 describe the importance of metals and non-metals

Learning objective(s) By the end of the lesson, the learners should be able to:
 define metals and non-metals
 state the properties of metals and non-metals
 differentiate between metals and non-metals
 identify the importance of metals and non-metals
Assumption The learners are able to identify objects made of metals.
Progression The teacher progresses with the lesson.
Biblical principle

Cross curricular Physics- Magnetism

Reference Learn Africa Basic Science for Junior Secondary Schools 3
Keywords Metals, Non-metals, Ions , Atoms
Teaching Aid An iron rod , wood
Procedure

Entry Behavior: the teacher begins the lesson by placing a rod and a wood on the table. Using the
properties of metals and non-metals, learners are made to identify if it is a metal or non-metal.

Step 1; Metals
Metals are elements which react chemically in nature by losing electrons to form cations.

Physical properties of metals

1. they are good conductors of heat and electricity
2. they are lustrous
3. they are sonorous
4. they generally have high melting and boiling point except mercury, sodium and potassium that have
low melting and boiling point.
5. They are ductile
6. They are malleable
7. They generally have high densities except sodium and potassium that are soft

Chemical properties of metals

1. The ions produced are positively charged
2. Metals which are higher than hydrogen in the activity series, displace hydrogen from acids to form
salts
3. Metals lose electrons making them reducing agents
Examples of metals
Gold, Silver, Zinc, Iron, Copper etc

Step 2; Non-metals
Non- metals are elements which react chemically by gaining electrons to form anions.

Physical properties of non-metals

1. They are non conductors of heat and electricity
2. They are dull in appearance
3. They are not sonorous
4. They have lower melting point except silicon and carbon in the form of diamond
5. They are not ductile
6. They could be soild, liquid or gaseous in room temperature
7. They are soft and brittle
8. They generally have low densities
Chemical properties of non-metals
1. The ions produced are negatively charged
2. They do not displace hydrogen from acids to form salts
3. They gain electrons from metals in a chemical reaction, thus acting as reducing agents
4. They burn in oxygen to produce acidic oxides.

Examples of non-metals
Phosphrous, Oxygen, Carbon, Hydrogen, Chlorine, Nitrogen, Silicon etc

Differences between metals and non- metals

Metals Non-metals
They are lustrous They are dull
They burn in oxygen to produce They burn in oxygen to produce
basic oxides acidic oxides
They lose electrons They gain electrons
They have high densities They have low densities
The produce positively charged They produce negatively
ions charged ions
They are ductile They are not ductile
They are malleable They are not malleable
On Going Assessment  What are metals?
Organization Individual and group activity
Differentiation Up and coming learners would be able to define metals and non-metals
Middle rangers would be able to state the properties of metals and non-
metals
High flyers would be able to differentiate metals and non-metals chemically
Evaluation Outcome:

Reflection:
Outcome

Reflection

Summary/Conclusion

Homework Identify the metals and non-metals in the first twenty elements.
 A PROPOSED LESSON PLAN ON BASIC SCIENCE FOR WEEK 3, 1st TERM
2021/2022 SESSION.

Date
Length of time 2 Periods of 40 minutes each
Class Grade 9
Age 12-14 years
Ability Range Mixed
Learning Environment Indoor
Topic Metals; Tin
Aim (s) To educate the learners about the process involved in the extraction of
tin.
Personal Aim (s) To enlighten the learners on the importance of tin in our every day life
Teaching objective(s) The teacher should be able to;
 explain how tin is extracted
 project a video on the extraction of tin from its ores
 expose learners to the importance of tin
Learning objective(s) By the end of the lesson, the learners should be able to:
 identify where tin is found in Nigeria
 describe the manufacturing process of tin
 state the importance of tin
Assumption The learner is familiar with metals
Progression The teacher progresses with the lesson.
Biblical principle

Reference Learn Africa Basic Science for Junior Secondary Schools 3

Keywords Tin, Stannous fluoride
Cross curricular Physics ; Magnetism
Teaching Aid Tooth paste, fuse wires, a video clip on the extraction of tin
Procedure

Entry Behavior: The teacher introduces the topic by revising the previous lesson learnt and projecting a
video on the extraction of tin.

Step 1; Extraction of tin from its ores

Tin is one of the basic chemical elements. It is found in Jos, Plateau State and Kano State, Nigeria. The
main ore is tin ore is tin stone or cassiterite. When refined it is silvery –white metal known for its
resistance to corrosion and its ability to coat other metals.

The manufacturing process

The process of extraction tin from its ores varies according according to the source of the ore deposits
and the amount of impurities found in the ore.
Steps used to process ore
1. mining of the ore
when the gravel deposits are located at or below the water level in the stream, they are brought up by a
floating dredge, operating in an artificial pond crated along the stream bed. The dredge excavates the
ravel using a long boom fitted either with chain –driven buckets or with a submerged rotating cutter head
and suction pipe. The gravel passes through a series of revolving screens and shaker tables on board the
dredge to separate the soil, sand and stones from the tin ore. The remaining ore is then collected and
transferred ashore for further processing.
2. The concentration of the ore
The ore venters the cleaning or dressing shed adjacent to the mining operation. First, it passes through
several vibrating screens to separate coarser foreign materials. It may then pass through a classifying
tank filled with water, where the ore sinks to the bottom while the very small silt particles are carried
away. It may also pass through a floatation tank, where certain chemicals are added to make the tin
particles rise to the surface and overflow into trough. Finally, the ore is dried, screened again, and passed
through a magnetic separator to remove any iron particles. The resulting tin concentrate is now about 70-
77% tin by weight and consists of almost pure cassiterite.
3. Smelting of the ore
This is carried out in the reverberatory furnace. In the furnace , the concentrated ore is heated with coke
or anthracite at a temperature of 1200 celius. This reduces the tin(v)oxide to tin metal.
4. Refining and purification of the ore
The crude tin from the first furnace is placed in a low temperature furnace along with the crude tin
recovered from the slag plus the hard head. Since tin has a melting temperature much lower than most
metals. It is possible to carefully raise the temperature of the furnace so that only the tin melts, leaving
any other metals as solids. The melted tin runs down an inclined surface and is collected in a poling kettle,
while the other materials remain behind. This process is called liquidation and its effectively removes much
of the iron, arsenic, copper and antimony that may be present. The molten tin in the poling kettle is grated
with steam, compressed air, or poles of green wood. Most of the remaining impurities rise to the durface
to form scum which is removed. The refined tin is now about 99.8%. pure.

Uses of tin
1. It is made into tin foils or tin sheets used in wrapping
2. It is used in making packaging cans
3. It is used in making solder and fuse wires
4. It is used in making a type of metal used in printing machines
5. It is used in making ball bearing materials metals which are used in machines
6. A tin compound, stannous fluoride is often added to toothpaste as a source of fluoride to prevent
tooth decay.
On Going Assessment 1. Where is tin found?
Organization Individual activity
Differentiation Up and coming learners would be able to identify tin as a metal
Middle rangers would be able to state the uses of tin
High flyers would be able to explain the extraction of tin
Evaluation 1. Describe the extraction of tin
2. State five uses of tin

Outcome

Reflection

Summary/Conclusion

Homework i. Illustrate a set up for the extraction of tin

 A PROPOSED LESSON PLAN ON BASIC SCIENCE FOR WEEK 4, 1st TERM
2021/2022 SESSION.

Date
Length of time 2 Periods of 35 minutes each
Class Grade 9
Age 12 - 14 years
Ability Range Mixed
Learning Environment Indoor
Topic Metals; Iron and Steel
Aim (s) To educate the learners on the extraction of iron and steel
Personal Aim (s) To ensure that learners are able to understand the importance of iron
and steel in construction purposes.
Teaching objective(s) The teacher should be able to:
 describe the extraction of iron and steel
 project a video on the extraction of iron and steel
 explain the importance of iron and steel.
Learning objective(s) By the end of the lesson, the learners should be able to:
 highlight the process in the extraction of iron and steel
 explain the types of steel
 state the uses of iron and steel
Assumption The learners are familiar with metals
Progression The teacher progresses with the lesson
Biblical principle

Reference Basic Science JS3, Learn Africa.

Keywords Extraction, Metals, Iron, Ore, Steel
Teaching Aids A video on the extraction of iron and steel
Procedure
Entry behavior: The teacher introduces the topic by projecting the extraction on iron and steel.

Step 1; Extraction of iron from its ores

Iron ores are rocks and minerals from which metallic iron can be economically extracted. The ores are
usually rich in iron oxides and vary in color from dark grey , bright yellow n, deep purple to rusty
red.

A large deposit of iron can be found in Itakpe hills near Okene, Kogi State.

Raw materials for extracting iron ore

1. limestone (calciumcarbonate)
2. burnt magnetite (iron(iii)oxide)
3. fluorspar (calciumfluoride)
4. bentonite
5. coke (gas)

Removal of impurities

Limestone decomposes into calcium oxide and carbon(iv)oxide when heated. The main impurity of iron
is sand (silicon(iv)oxide). The calcium oxide reacts with the silicon(iv)oxide to form
calciumtrioxosilicate(iv) known as slag. The slag is lighter than the molten pure iron. The iron from
the last furnace is pig iron. Pig iron contains a high proportion of carbon and as a result , it is brittle
but when it is melted and heated to reduce carbon , its quality is improved. Cast iron is produced
when pig iron is furthet heated and the carbon content is above 40%. When cast iron is re-heated to
reduce its carbon content, wrought iron is produced.

Uses of iron

1. cast iron is used for making water pipes, railings, lamp posts and burner bases.
2. Wrought iron is used in making iron nails, iron sheets, agricultural implements, window
protectors and in constructing iron gates
3. Pig iron is hard and brittle and is used in the manufacture of steel

Step 2; Extraction of steel

Family traits are characteristics that run in the family line from one generation to another. It is a
genetic likeness.

Some traits are inherited while others are learned. Inherited traits are passed from parents to
offspring.

Types of traits

1. physical traits; they are inherited and include shape of head, nose, colour of hair, eyes skin,
height, albinism
2. health traits; sickle cell aneamia, heart diesases, mental illness
3. behavioural traits; they are learned; running, dancing, speaking, etc.
4. blood type; blood group (A,B,AB,O), genotype (AA, AS, SS) and the rhesus factor(Positive and
negative).

Terminologies in genetics

1. Gene

A gene is the hereditary factor and it consists of a continuous segment of the DNA

2. Genotype

This is the genetic makeup of an organism

3. Phenotype

This the physical appearance of an organism

4. Dominance

This is the ability of an allele to express itself physically

5. Recessive

This is the inability of an allele to manifest its phenotype in heterozygous condition

6. Hybridization

The progeny of hybridization is called hybrid

7. Genetics
 The study of heredity
On Going Assessment  Define the terms below
 Heredity
 Gene
 Cell
 Dominance
 Recessive

Organization Individual activity

Differentiation Up and coming learners should be able to define family traits
Middle rangers should be able to mention examples of learned and
inherited traits
High flyers should be able to explain the importance of family traits.
Evaluation Outcome:

Reflection:
A PROPOSED LESSON PLAN ON BASIC SCIENCE FOR WEEK 5, 2NDTERM 2020/2021
SESSION.

Date 5th – 9th April, 2021.

Length of 2 Periods of 35 minutes each
time
Class Grade 9
Age 12-14 years
Ability Range Mixed
Learning Indoor
Environment
Topic FAMILY TRAITS
Aim (s) To inform learners on heredity.
Personal Aim To ensure that learners are able to draw their family tree
(s)
Teaching The teacher should be able to:
objective(s)  explain Mendel’s experiment
 show cross breeding examples
 discuss how traits are transmitted in humans
 analyze the importance of knowing family genealogy
Learning By the end of the lesson, the pupil should be able to:
objective(s)  define heredity, genetics, genes, alleles and family traits
 differentiate between phenotype and genotype
 construct their family tree
 state the importance of knowing ones family genealogy
Assumption The learners are familiar with the genetics
Progression The teacher progresses with the lesson
Biblical Ecclesiastes 10:15, the labor of fools wearies them, for they do not even
principle know how to go to the city.
Reference Basic Science JS3. Learn Africa.
Keywords Genotype, Phenotype, Genes, Traits etc.
Teaching Aid A chart on family tree
Procedure Entry Behavior: the teacher introduces the topic by revising the
previous lesson.
STEP 1
What is heredity
The nucleus of a cell contains chromosomes. The chromosome contains
genes which determine the characteristics.
Heredity is the transmission of characteristics or traits from parents to
offspring.
Genetics is the study of variations and heredity. The first well known
scientist to study genetics is Gregor Mendel. He carried out his study in
the garden of a monastery using garden pea plant.
Reasons for using the garden pea for experiment
Mendel chose the garden pea plant of all plants to carry out his
experiment because;
1. he had observed that the garden pea plant shows seven pairs of
contrasting traits such as;
i. tall or short stem heights
ii. yellow or green seed color
iii. purple or white flower colour
iv. round or wrinkled seed shape
v. constricted or smooth pod
vi. terminal or axial flower position on leaf
vii. green or yellow cotyledon colour
2. he observed short growth period
3. he observed that the plant grew in large quantities
4. he observed that the plant is normally self –pollinated

Mendel’s experiment on height traits

Dominant and recessive traits
Dominant traits are overshadowing traits and recessive traits are
suppressed traits.
Phenotype
A phenotype is the composite of an organism’s observable
characteristics or traits such as its morphology development and
physiological properties.
Genotype
The genotype of an organism is the inherited instructions or the sum
total of the genes inherited from both parents.
HOW TRAITS ARE TRASMITTED IN HUMAN BEINGS
Humans have two sets of 23 chromosomes. At the conception of a new
individual, the egg carrying 23 chromosome joins with a sperm carrying
23 chromosomes to form a zygote, the zygote carries 2 sets of 23
chromosomes.
Importance of family traits
1. family traits are employed to trace family members
2. to control hereditary diseases
3. crime detection
4. detection of degree of intelligence among family members

SEX DETERMINATION
The male partner or donor determines the final sex of a child this
because the female has only XX chromosome while the male is varaited
XY. Only the fusion of X and Y chromosome brings up the male child.

Importance of knowing genealogy

1. validate family stories
2. famous people
3. historical event
4. trace medical conditions
5. trace family inheritance
6. trace land ownership
7. find birth parents
8. community history

Example of a family tree

On Going  What is genotype
Assessment  Identify two importance of Mendel’s experiment to genetics
 Explain the following terms:
I. alleles
II. variations
Organization Individual activity; Trace your family geneology.
Differentiatio Up and coming learners would be able to define genotype
n Middle rangers would be able to explain variations and alleles
High flyers would be able to identify the importance of Mendel’s
experiment to genetics
Evaluation Outcome:

Reflection:
A PROPOSED LESSON PLAN ON BASIC SCIENCE FOR WEEK 1, 2ND TERM
2020/2021 SESSION.

Date 8th – 12th March, 2021.

Length of time 2 Periods of 35 minutes each
Class Grade 8
Age 12-14 years
Ability Range Mixed
Learning Environment Indoor
Topic CIRCULATORY SYSTEM
Aim (s) To educate the learners about the circulatory system
Personal Aim (s) To enlighten the learners on the function of the heart
Teaching objective(s) The teacher should be able to explain;
 the circulatory system
 parts of the circulatory system
 simple structures and functions of the heart and blood vessels

Learning objective(s) By the end of the lesson, the students should be able to:
  define circulatory system
 identify the organs of the circulatory system
 recognize how the organs work and relate to other systems
 describe the main functions of the heart
Assumption The learners are aware of the function of their heart.
Progression The teacher progresses with the lesson.
Biblical principle
Reference Basic Science JS2, Learn Africa.
Keywords Blood. Artery, veins, system
Cross curricular Biology: The Circulatory system
Teaching Aid A chart illustrating the circulatory system
Procedure Entry Behavior: The teacher begins the topic by showing the
learners a video clip of the circulatory system
The circulatory system is system that permits blood to circulate
and transport nutrients, oxygen, carbon(IV) oxide, hormones and
blood cells to and from cells in the body.
The parts of the circulatory system includes;
1. the blood
2. the heart
3. the blood vessels

The blood
The blood is a liquid medium that carries materials around the body.
Materials transported by the blood are;
1. oxygen from the lungs
2. digested food substances, amino acids, glucose, mineral salts
etc.
3. excess salts, urea

Components of the blood

1. plasma

the plasma is the most abundant component of the blood. It carries

metabolic wastes, circulates hormones and maintains the acid base
balance of blood
2. White blood cells (WBC)
The white blood cells are of different shapes and sizes. The
table below is a study tool.
3. Red blood cells (RBC)
They are small and circular in shape. The contain
haemoglobin. The main function of the RBC is the
transportation of Oxygen. The RBC are also known as
Erythrocytes
4. Platelets
They are the lightest and smallest component of the blood.
The major role is in clot retraction, formation and repairing
injured blood vessels.
Functions of the blood
1. Stabilization of body temperature
2. Acts a delivery system
 3. Regulate blood temperature
4. Defense against pathogens
5. Collection of metabolic wastes

The human heart

The human heart is muscular, shaped like a cone and made up of
four chambers.

Functions of the heart

1. Pumping oxygenated blood to the other body parts.
2. Pumping hormones and other vital substances to different parts
of the body.
3. Receiving deoxygenated blood and carrying metabolic waste
products from the body and pumping it to the lungs for
oxygenation.
4. Maintaining blood pressure.

On Going Assessment  Define circulatory system

 Outline the functions of the heart
 Discuss the functions of the components of the blood
Organization Individual activity
Differentiation Up and coming learners would be able to define the circulatory
system
Middle rangers would be able to outline the functions of the heart
High flyers would be able to discuss the components of the blood
Evaluation Outcome:
Reflection: