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 |
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| 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 |
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| 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 |
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| 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 | |