HOME SCIENCE SCHEMES OF WORK
FORM ONE
TERM I
REFERENCES:
- Secondary Home Science KLB
- Focus on Home Science
| WK | LSN | TOPIC/S-TOPIC | OBJECTIVES | L/ACTIVITIES | L/T AIDS | REFERENCE | REMARKS |
| 1-4 | REPORTING | ||||||
| 5 | 1-2 | Introduction to Home science -Definition -Importance | By the end of the lesson, the learner should be able to Define home science Explain the importance of home science to: An individual Community Nation | Charts Books Writing materials | Teacher-pupil discussion -Note taking | KLB F1 page 1 | |
| 3-4 | Personal hygiene definition good grooming care of the body the skin. | By the end of the lesson, the learner should be able to Define personal hygiene Explain good grooming Draw and label the structure of the human skin Explain the functions of different parts of the skin | Charts Books Writing materials | Identification using chart Discussions Note taking | KLB F1 pg 6 | ||
| 6 | 1-2 | Care of different parts of the body face hands and nails eyes feet | By the end of the lesson, the learner should be able to Explain the care of hair, face, hands and nails, feet and eyes. | Books Writing materials | Teacher/pupil discussion note taking | KLB F1 pg 10 | |
| 3-4 | Care of the teeth structure of the tooth care of the teeth | By the end of the lesson the learner should be able to draw and label the structure of the tooth state dental rules | Chart on structure books writing materials | Demonstrations Teacher pupil discussions -note taking -drawing | KLB F1 pg 13 | ||
| 7 | 1-2 | Enhancing personal appearance care of personal items handkerchiefs combs and hair brushes towels | State ways of enhancing personal appearance -Explain the care of handkerchiefs, towels, combs and hair brushes | Assorted items books writing materials | -Note taking -demonstrations | KLB F1 pg 16 | |
| 3-4 | Figure types care of shoes leather canvas care of clothes | Explain the care of clothes and shoes Identify figure types | Pictures books | Discussion -Note taking | KLB BK 1 pg 20 | ||
| 8 | 1-2 | Choice and use of clothes and accessories factors to note | By the end of the lesson learners should be able to State factors in choice of clothes and accessories Identify own figure type- | Learners pair up and identify partner’s figure type | Other learners pictures | H/science F1 KLB pg19 | |
| 3-4 | Cosmetics types choice use misuse | By the end of the lesson, the learner should be able to Identify various types and examples of cosmetics Explain choice and use and misuse of cosmetics | Identification of assorted cosmetics discussions | Assorted cosmetics books | H/science F1 by KLB pg 23 | ||
| 9 | 1-2 | Adolescence changes in adolescence physical changes in boys and girls | By the end of the lesson, the learner should be able to State changes that occur to boys and girls during adolescence | Group discussions | Books chalks B.B | H/science F1 pg 24 | |
| 3-4 | Emotional changes social changes Safety in the home and first aid common accidents common causes of accidents | By the end of the lesson, the learner should be able to identify common accidents in the home State common causes of accidents | Teacher-pupil discussions | Text books Chalk board -B.B | H/science by EAEP pg 26 | ||
| 10 | 1-2 | First aid definition contents of a first aid kit and their uses | By the end of the lesson, the learner should be able to Define first aid Assemble a first aid kit | Assembling of a first aid kit | Contents of a first aid kit -empty box | H/science by EAEP pg 26 | |
| 3-4 | Common accidents, their first aid prevention. burns and scalds cuts and bruises suffocation | Explain the cause, prevention and first aid for: Burns and scalds Cuts and bruises Suffocation | Demonstrations Group practical | First aid kit | H/science KLB PG 28 | ||
| 11 | 1-2
3-4 | choking fracture shock fainting | By the end of the lesson, the learner should be able to state causes, prevention and first aid for choking, fractures, shock and fainting | Demonstration practice in groups -discussions | First aid box books | H/science pg 30 | |
| 12 | 1-2 | Foreign bodies in the eyes, ears and nose | By the end of the lesson, the learner should be able to Explain first aid for entry of foreign bodies into the eye, ear and nose. | Discussions practice in groups
| First aid box | Focus on H/science pg 35 | |
| 3-4 | Nose bleeding drowning insect sting and bites | By the end of the lesson, the learner should be able to Explain first aid and prevention of nose bleeding, drowning insect stings and bites | Practice in groups discussions | First aid box | Focus F2 pg 37 | ||
| 13 | 1-2 | Medicine use misuse
| By the end off the lesson, the learner should be able to explain the correct way to use medicine explain ways in which medicine is misused and abused. | Teacher-pupil discussion | Assorted medicine and drugs -text books | KLB pg 50-51 | |
| 3-4 | Housing the family Types of houses essential areas and their placement methods of providing shelter -actors to consider | By the end of the lesson, the learner should be able to Name types of houses explain the essential areas in a house state factors to consider | Practical identification in the compound/vicinity discussions | Pictures compound and environs books | Focus H/science pg 59 | ||
| 14 | 1-2
3-4 | Bonding advantages disadvantages room interrelationship buying renting | By the end of the lesson, the learner should be able to State advantage s and disadvantages of renting, building and buying shelter. explain room inter relationship in a house | Discussion study examples of house plans draw house plans
| Pictures, text books, chalk, B.B | Focus on H/science pg 55 | |
| 15 | END OF TERM EXAMINATIONS | ||||||
HOME SCIENCE SCHEMES OF WORK
FORM ONE
TERM II
REFERENCES:
- Secondary Home Science KLB
- Focus on Home Science
| WK | LSN | TOPIC/S-TOPIC | OBJECTIVES | L/ACTIVITIES | L/T AIDS | REFERENCE | REMARKS | ||
| 1 | 1-4 | REPORTING AND REVISION OF LAST TERM’S EXAMS | |||||||
| 2 | 1-2 | Housing the family Common types of houses Modern house plans/designs | By the end of the lesson the learner should be able to: Identify common types of houses State the advantages and disadvantages of modern house designs. | Teacher- pupil discussions Identifications | School compound & surroundings Books | KLB Form 1 pg 52-59 |
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| 3&4 | Essential areas and their placement in the house | By the end of the lesson, the learner should be able to Identify essential areas in a house Explain the placement of essential areas in a house | Teacher-Pupil discussions | Books Chalk Board pictures | KLB Form 1 pg 59-64 | ||||
| 3 | 1
2&3 | Methods of providing family shelter factors to put in mind specific methods building | State general factors to consider when providing family shelter State factors to consider when building State advantages & disadvantages of building explain room interrelationship | study of house plans drawing of plans Group discussions & presentations | Books pictures Chalk Board | KLB Form 1 Pg 65-67 | |||
| 4 | Buying of houses Renting | By the end of the lesson, the learner should be able to: State factors to consider when buying/renting a house State the advantages & disadvantages of buying/renting | Teacher –pupil discussions Group discussions Presentations | Books Chalk Board | Focus on H/Science Form 1 KLB Form 1 Pg 67-69 | ||||
| 4 | 1-4 | Care of the Home Classification of dirt Basic cleaning equipment & materials | By the end of the lesson, the learner should be able to Classify dirt State factors to consider in choice and cover of cleaning equipment & materials
| Group Discussions & presentations Teacher- pupil discussions | Assorted cleaning equipment & materials | KLB Form 1 H/Science Pg 80-82
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| 5 | 1 | Improvising cleaning equipment & materials | By the end of the lesson, the learner should be able to Improvising various cleaning equipment & materials | Practical improvising of equipment & materials Discussions | Assorted equipment Raw materials Books | KLB Form 1 H/Science Pg 80-82 | |||
| 2&3
4 | Reasons for cleaning a house
Methods of removing dirt surfaces Sweeping Dusting | By the end of the lesson, the learner should be able to State reasons for cleaning a house Identify methods of removing dirt Explain sweeping and dusting | Teacher-pupil discussion Demonstration | Brooms Dusters/ Clothes Books | KLB Form 1 Pg 83-85 | ||||
| 6 | 1-4 | Suction Scrubbing Wiping Cleaning different rooms in the house Writing of methods | By the end of the lesson the learner should be able to Explain suction, scrubbing and wiping Write down the methods of cleaning different rooms | Teacher- pupil discussions © Education Plus Agencies Note taking | Books Chalk Board
| KLB Form 1 Pg 85-105 | |||
| 7 | 1-4 | MID TERM BREAK | |||||||
| 8 | 1
2&3 | Kitchen equipment Classification General points to consider in choice Large equipment
| Classify kitchen equipment State general points to consider in choice of equipment Explain the care and use of large equipment | Teacher – pupil discussions -Identification | Assorted large kitchen equipment | H/Science KLB form I pg 106-112 | |||
| 4 | Small kitchen equipment General points to consider when buying small equipment Choice, use and care | State points in choice of small kitchen equipment Choice, use and care for various small equipment | Identification Teacher- pupil discussions | Assorted small kitchen equipment and tools | H/Science KLB form I pg 113 | ||||
| 9 | 1-2 | Time and labour saving kitchen equipment
-Choice, use and care | By the end of the lesson the learner should be able to State the choice, use and care of kitchen equipment (labour saving) | Teacher-pupil discussions Identification | Assorted labour saving equipment | KLB form I pg 125-127
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| 3&4 | Kitchen equipment made from Plastic | Identify types of plastics Care and clean plastic equipment | Identification Discussions | Assorted plastic equipment | KLB form I pg 127-128 | ||||
| 10 | 1
2&3 | Common metals used to make kitchen equipment Stainless steel Aluminum Iron Enamel | Identify equipment made from stainless steel, aluminum and iron State points in care and cleaning of stainless steel, aluminum and iron | Identification Discussions | Assorted kitchen equipment | KLB form I pg 129-131 | |||
| 4 | Wood | Identify equipment made from enamel and wood Mention various ways of finishing wooden equipment Care for wooden equipment
| Identifications Teacher – pupil discussions | Assorted kitchen equipment | KLB form I pg 131-136 | ||||
| 11 | 1
2&3
4 | Glass Earthenware / ceramics Calabashes / gourds Practical cleaning of equipment | By the end of the lesson the learner should be able to; Explain the use, care and cleaning of glass, earthenware and calabashes Glass Ceramics
| Identification Teacher- pupil discussions Demonstration and cleaning in groups | KLB form I pg 136-139
| Assorted equipment Books
Assorted cleaning equipment | |||
| 12 | 1-4 | Safety precautions and rules when handling kitchen equipment
| State rules and precautions to observe when handling kitchen equipment
| Teacher-pupil discussions Demonstrations and practice Identification of available improvised equipment practical improvisation of equipment( making) | Assorted kitchen equipment ant tools Books Assorted equipment and materials | KLB form I pg 140 -142
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| 13 | 1-4 | Improvising kitchen equipment | By the end of the lesson, the learner should be able to Improvise kitchen equipment and tool | Teacher-pupil discussions Demonstrations and practice Identification of available improvised equipment practical improvisation of equipment( making) | Assorted kitchen equipment ant tools Books Assorted equipment and materials | KLB form I pg 140 -142
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| 14 | END OF TERM EXAMS | ||||||||
HOME SCIENCE SCHEMES OF WORK
FORM ONE
TERM III
REFERENCES:
- Secondary Home Science KLB
- Focus on Home Science
| WK | LSN | TOPIC/S-TOPIC | OBJECTIVES | L/ACTIVITIES | L/T AIDS | REFERENCE | REMARKS |
| 1 | 1-4 | REPORTNG AND REVISION OF LAST TERM’S EXAMS | |||||
| 2 | 1 | Sewing equipment and tools Classification
| By the end of the lesson the learner should be able to; Identify equipment Classify sewing tools | Identification Teacher-pupil discussions | Assorted sewing equipment ant tools | H/scie fm I by EAEP pg 113 | |
| 2-3 | Choice use and care of small equipment | State the choice, use and care of small equipment and tools | Teacher-pupil discussions | Assorted small equipment Books
| KLB fm 1 pg 183 | ||
| 4 | Large sewing equipment Sewing machine Parts of a sewing machine | By the end of the lesson the learner should be able to Draw and label the parts of a sewing machine
| Identification Drawing Demonstration | -Sewing machine -Other large equipment | H/sc by EAEP pg 118 KLB fm 1 H/scie | ||
| 3 | 1 | Use of a sewing machine | Wind and thread a sewing machine
| Demonstration Practice in groups | Sewing machines Threads and needles | KLB fm 1 pg 193-195 | |
| 2-3 | By the end of the lesson the learner should be able to; Stitch using a sewing machine | -Practice the use of a sewing machine | Sewing machine Fabrics
| KLB fm 1 H/scie pg 192 | |||
| 4 | Faults in use of a sewing machine | By the end of the lesson the learner should be able to; State causes of problems and their remedies | Teacher-pupil discussion | Charts Books | H/scie KLB fm1 pg 196 | ||
| 4 | 1-2 | Stitches -Classification | By the end of the lesson the learner should be able to; Classify stitches Name different stitches | -Identification Discussions | Samples Books | H/scie by EAEP pg 124 | |
| 3-4 | Stitches Working of different stitches Temporary | By the end of the lesson the learner should be able to; Work temporally stitches | Demonstration Working of samples | Fabrics Sewing threads and needles | H/scie by EAEP pg 124 | ||
| 5 | 1 | Working of temporary stitches | By the end of the lesson the learner should be able to; Work assorted stitches | Demonstration Working of samples | Fabrics Needles Threads | H/scie KLB pg 200 | |
| 2-4 | Stitches Working of different stitches Permanent stitches
| By the end of the lesson the learner should be able to; Work permanent stitches
| Demonstration Working of samples | Fabrics Sewing threads and needles | H/scie by EAEP pg 126 | ||
| 6 | 1-3 | Stitches -Working of different stitches -Embroidery stitches
| By the end of the lesson the learner should be able to; -Work embroidery stitches
| -Demonstration -Working of samples | -Fabrics -Sewing threads and needles | H/scie by EAEP pg 127 | |
| 4 | Mid term break
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| 7 | 1 | Mid term break
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| 2-3 | Environmental hygiene Disposal of house hold refuse Drainage Free open
| By the end of the lesson the learner should be able to; Define environmental hygiene Explain proper disposal of house hold refuse Explain free and open drainage | Discussions Observation/ identification | School compound Books Chalk Board | KLB fm 2 pg 1-4 | ||
| 4 | Drainage Concealed drains Disposal of sewage | Explain concealed drains State advantages and disadvantages of concealed drains | Discussions Note taking | Books Chalk Board | KLB fm 2 pg 4-9 | ||
| 8 | 1 | Sanitation Definition Causes of poor sanitation Dangers of poor sanitation | By the end of the lesson the learner should be able to; Define sanitation State causes and dangers of poor sanitation | Teacher-pupil discussions Note taking | Books Chalk Board | KLB fm 2 pg 9-11 | |
| 2-3 | Common communicable diseases and typhoid, malaria, cholera, dysentery | By the end of the lesson the learner should be able to; -State causes, symptoms and management of each disease | Group discussions and presentations Note taking | Note books Writing materials -ext books | KLB H/scie pg 11-15 | ||
| 9 | 1 | T.B Scabies Bilharzia | By the end of the lesson the learner should be able to; State causes, symptoms and management of each disease
| Group discussions and presentations Note taking | Note books Writing materials Text books | KLB H/scie pg 11-15 | |
| 2-3 | Worm infestation | By the end of the lesson the learner should be able to; State causes, symptoms and management of each disease | Group discussions and presentations Note taking | Note books Writing materials Text books | KLB fm 1 pg 17 | ||
| 4 | Food nutrients Definition Terms Classification of nutrients | By the end of the lesson the learner should be able to; Define terms related to food nutrients Classify nutrients
| Teacher-pupil discussions Note taking | Charts Books | Focus on H/scie pg 65 | ||
| 10 | 1 | Carbohydrates | By the end of the lesson the learner should be able to; State functions and classes of CHO’s | Teacher-pupil discussions -Note taking | Charts Books Assorted foods
| KLB fm 2 pg 112 | |
| 2-3 | Lipids Proteins Water | By the end of the lesson the learner should be able to; State functions of each nutrient Identify food sources of lipids, water and proteins | Teacher-pupil discussions
| Pictures Charts Books Food sources | Focus on H/scie fm 2 pg 67 | ||
| 4 | Micro-nutrients Vitamins – B complex
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| 11 | 1-2 | Micro-nutrients Vitamins B complex Vitamin C
| By the end of the lesson the learner should be able to; Identify water soluble vitamins State functions of vitamin D and C Identify food sources of vitamin B and C | Identification of food sources Discussions | Pictures Charts Books Board | Focus on H/scie pg 71 | |
| 3-4 | Vitamins A, D, E and K | By the end of the lesson the learner should be able to; State sources of each vitamin State functions of each of the vitamins | Teacher-pupil discussions Identification of food sources Note taking | Pictures Charts Books Food sources | Focus on H/scie pg 74 | ||
| 12 | 1-4 | Minerals Calcium Phosphorous Iron Iodine Fluorine Sodium Potassium | By the end of the lesson the learner should be able to; Identify source of minerals State functions of minerals | Teacher-pupil discussions Note taking
| Pictures Charts Books Board | Focus on H/scie fm 2 pg 75 | |