JUNIOR HIGH SCHOOL 1

SECTION 1: INTRODUCTION TO SCIENCE

General Objectives: The pupil will

1. develop awareness of the relationship between various scientific fields and their interconnectedness.
2. develop scientific approach to problem solving.
3. be aware of the influence of Science and Technology on the development of society.
4. recognize the need for humans to quantify their interaction with the environment.
5. show an appreciation of scientific attitudes such as precision, and accuracy in making measurement.
6. recognize the need for humans to quantify their interactions with the environment through estimation and accurate
measurement of physical quantities

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The pupil will be able to: Let pupils:

INTRODUCTION TO 1.1.1 explain what is meant by Meaning of Science Brainstorm to bring out the meaning of the term Explain the term
the term science. science. science.
INTEGRATED
SCIENCE 1.1.2 outline the subjects that Natural Science: List and discuss some fields of Natural Science and
make up natural science Biology, Physics, Chemistry, applied science in terms of what they do.
and applied science. Geology, Astronomy and
Meteorology

Applied Science:
Engineering, Medicine, Agriculture,
Pharmacy, Electronics, ICT and
Material science

1.1.3 explain the term Meaning of Integrated Science Explain integrated science as a subject that
integrated science. involves teaching and learning several fields of
science in a holistic manner.

1.1.4 describe how Scientist How Scientists work: Discuss the skills of observing, experimenting,
work.  Observing analysing and making inferences as some of the
 Experimenting procedures used by scientists in their work.
 Analysing data
 Making conclusions Teacher to engage pupils in activities that will make
them observe, experiment, analyse and make
inferences/conclusions.

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 SPECIFIC
UNIT OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1(CONT’D) The pupil will be able to: Let pupils:

INTRODUCTION For example

TO 1. Pupils bring leaves to class. In groups, pupils observe the
leaves and come out with the differences among them.
INTEGRATED
SCIENCE 2. Pupils to do simple experiment by filtering water containing
solid particles using filter paper/cotton wool and suitable State one problem
glassware and compare the filtered water and unfiltered facing your
water. Pupils to also differentiate between residue and filtrate. community and
outline the steps
3. Analyse data on number of pupils who were in basic schools scientists will go
in four regions in Ghana 2009 and make through to solve the
inferences/conclusions. problem.

Region Girls Boys

Greater Accra 132,814 124,356
Ashanti 258,621 268,375
Northern 180,753 212,567
Volta 131,272 144,110

Find out which region had the largest number of pupils and the
total number of boys in the four regions.

1.1.5 distinguish Differences between science and Brainstorm and come out with the meaning of technology.
between science technology State the differences
Discuss the differences between science and technology.
and technology. between science and
technology.

1.1.6 explain how Effects of science and technology on Brainstorm to come out with some improvements that science State four areas of
science and society in areas such as, health, and technology have brought into health, education, life where science
technology affect education, communication and communication and provision of agrochemicals for agriculture. and technology have
society. provision of agrochemicals for brought
agriculture. improvements.

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OBJECTIVES
The pupil will be able to : Let pupils:
UNIT 1(CONT’D)
INTRODUCTION TO 1.1.7 outline some Negative use of science and Discuss how science and technology are negatively used e.g. warfare
INTEGRATED negative uses of technology e.g. warfare and and computer fraud.
science and computer fraud
SCIENCE
technology.

UNIT 2
MEASUREMENT 1.2.1 list some common Physical Quantities: Explore different ways in which human interactions with the Name the
physical quantities. Mass, Length, Time and environment have been quantified into mass, length, time and instruments you
Temperature temperature. would need to
measure each of
1.2.2 identify and use Instruments for measuring Teacher to engage students in hands-on activities that involve the following:
appropriate physical quantities: handling and use of measuring instruments (electronic balance, beam
instruments to Electronic balance/beam balance, metre rule, tape measure, stop watch, digital and analogue 1. Length of table
measure different balance, metre rule/tape thermometers) to measure physical quantities accurately. 2. Volume of
physical quantities measure, stop watch, digital and cement block
accurately. analogue thermometers Show appreciation of scientific attitudes such as precision, and 3. Volume of a
accuracy in making measurement, liquid
4. Volume of a
1.2.3 identify and use the Units of measurement: Use the appropriate units for length, mass, time, and temperature. stone
appropriate units for Length – metre (m) 5. Temperature of
different physical Mass – kilogram (kg) Note: A physical quantity is made up of two parts: a number or human body
quantities. Time – second (s) quantity and a unit. 6. Time taken by
Temperature – degree celsius an athlete to
o
( C) complete a
race.
1.2.4 relate and use the Other units of length: Interpret and use the appropriate prefixes milli-, centi- and kilo- in
appropriate Millimetre, centimetre and relation to the units of mass and length.
prefixes, milli-, kilometre
centi-, or kilo- in Measure lengths, in metres and convert them into centimetres,
relation to the units Other units of mass: millimetres and kilometres. .
of length and mass. Milligram, Gram and Ton
Measure length in centimetres and convert into metres and kilometres.
Estimate distances in kilometres.

Measure masses of objects in kilograms and convert into tons, gram,

and milligrams and vice-versa.

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OBJECTIVES
The pupil will be able to : Let pupils:
UNIT 2
MEASUREMENT 1.2.5 measure area and Area of regular two dimensional Measure the length and calculate the area of two dimensional A rectangular field
volume of objects. figures: objects in their environment which have square, rectangular, has a length of
(CONT’D)
 square triangular or circular shape. 120m and a width of
2 2
 rectangle Use appropriate units(cm or m ) for area. 80m. Calculate the
 triangle area of the field.
 circle

Volume of regular objects In groups use some common but appropriate laboratory instruments
to determine the volume of regular objects.
3 3
Determining and assigning units Use appropriate units (cm or m ) for volume.
for the derived quantities, area
and volume
Note: Encourage students to value teamwork and individual effort.

1.2.6 read volume of Reading Volume of liquids in Note: Teacher to engage students in hands-on activities that
liquids in graduated graduated containers require students to read volume of liquids in different graduated
containers containers e.g. measuring cylinder and conical flask.
accurately.
Verify volume of liquids. For example, one sachet of water is
supposed to be 500ml. Verify this by pouring the content of one
sachet of water into a 600ml measuring cylinder. Comment on your
observation.
Repeat this exercise for a variety of soft drinks.

1.2.7 determine the Determining the volume of Determine the volume of irregular solids using appropriate Describe how you
volume of irregular irregular solids laboratory apparatus (e.g. graduated cylinder) and assign correct would determine the
solids using units volume of an
appropriate irregularly shaped
instruments. Students should also determine the volume of irregular solids using stone.
ungraduated cylinder whose internal diameter is given.

Note: Assist students to acquire the skills for using graduated

cylinder, metre rule, measuring tape, electronic balance, beam
balance, stop clock or stop watch and thermometers accurately.

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OBJECTIVES
The pupil will be able to : Let pupils:
UNIT 2
MEASUREMENT 1.2.8 measure Measurement of In groups, measure their body temperatures using digital thermometer
temperature using temperature using a and record.
(cont’d) a thermometer. thermometer Compare their body temperatures to the standard body temperature
o
(37 C) and make comments.

Teacher to provide pupils with warm water and ask them to determine the
temperature of the water using laboratory thermometer.

1.2.9 measure time Measuring time using Take a quick walk around the school park and record the time using
using watches watches and/or clocks watches and clocks. Make a report in class.
and/or clocks.
Drop a tablet of an Alka Seltzer/Andrews Liver salt in water. Determine
the time it takes for all the bubbles to leave the solution.

1.2.10 determine the Density of regular and Brainstorm to come out with the meaning of the term density. Describe how you
densities of irregular objects find the density of a
regular and Write the mathematical expression to show the relationship between 1. rectangular
irregular objects. mass, density and volume and perform simple calculations using the wooden block
expression. and
2. a stone.
Fill three containers of the same weight and volume to the brim with
water, sand and sawdust respectively. Weigh them separately and
compare their weights. Give reasons for their observation.

Measure the masses of rectangular blocks of various materials:

aluminium, cork, iron, lead, rubber, wood. Determine their volumes and
calculate their densities.

Determine mass of irregular objects. Determine their volumes through the

displacement of water and calculate their densities.

Apply the concept of density to explain why objects sink or float.

Explain why volume, density and area are referred to as derived

quantities.

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 JUNIOR HIGH SCHOOL 1
SECTION 2: DIVERSITY OF MATTER
General Objectives: The pupil will:

1. recognise the variety of living and non-living things in nature and their connectedness
2. develop scientific approach to problem solving.
3. understand the nature of matter in its various forms
4. be aware of the physical properties of soil in relation to its uses.
5. be aware of hazards in the communities and the teaching/learning of science

UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

OBJECTIVES

UNIT 1 The pupil will be able to : Let pupils:

MATTER
2.1.1 explain the term Matter Brainstorm to bring out the meaning of the term matter. Build models of atoms
matter and molecules.

2.1.2 describe the Nature of matter Use models/ charts or digital content to explain that matter is made up of What particles
nature and states small particles called atoms, molecules and ions. constitute matter? Give
of matter. the differences between
States of matter Describe the three states of matter. the particles.
Collect various substances and group them into solid, liquid and gas.

Make sketches to show the arrangement of particles in solids, liquids

and gases.

2.1.3 outline the Characteristics of the states of Compare solid, liquid and gas on the following characteristics:
characteristics of matter Arrangement of particles, shape, volume, fluidity and compressibility
the states of Describe how matter
matter. changes from one state
to another
2.1.4 demonstrate how Changing the state of matter: Use water or any suitable materials to demonstrate the change of state
matter is changed Melting, Evaporation, Boiling, of matter.
from one state to Solidification/freezing,
another. Condensation, Sublimation,
deposition

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 SPECIFIC
UNIT OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
The pupil will be able to: Let pupils:
UNIT 1
MATTER 2.1.5 distinguish Plant and animal cells: Explain what a living cell is. Examine a plant and
between plant and - Cell structure Observe models and charts of plant and animal cells. animal cell under a
animal cells. - Components of the cells microscope and
- Functions of components/parts of the Observe prepared slides of plant cell (onion cell) and state four
typical cell animal cell (cheek cell) under the light microscope. differences between
Draw the cells as seen under the light microscope. them.

Teacher to assist pupils to draw and label typical plant and

animal cells.

State the functions of the parts of the cell labelled in the

drawing.

Comparing plant and animal cells Compare plant and animal cells in terms of shape,
thickness of the outer wall, size of the spaces in the cell,
presence of green pigment, nucleus, cytoplasm and cell
membrane.

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The pupil will be able to: Let pupils:
UNIT 2
2.2.1 describe the nature of Meaning, composition and soil Brainstorm to explain the term soil.
soil. types Perform experiments to show that soil is made up of air, List the components of
NATURE
water and living organisms. soils.
OF SOIL Demonstrate to show that soil is made up of particles of
different sizes.

2.2.2 outline the uses of soil. Uses of soil Discuss the uses of soil in terms of the following:
 Supports plant growth Supporting plant growth; as sources of water, for
 Source of water construction of buildings, roads, bridges and as habitat for
 Construction of buildings, roads, some living organisms. Collect living organisms
bridges and as habitat for some from the soil and
living organisms preserve them.

2.2.3 describe the physical Physical properties of soils and Compare sandy, loamy and clayey soils based on their
properties of soil. their importance: soil texture and physical properties:
structure, soil air, soil water, soil Texture, structure, air content, water holding capacity,
temperature and soil organic matter capillarity and organic matter content.

Outline the effects of physical properties of soils on maize

cultivation.

2.2.4 explain the importance of Soil Profile, meaning, description Dig a pit or visit a dug out pit, examine and identify the Describe each horizon of
soil profile in crop and importance. different horizons{ organic matter layer (A), the top soil (B), a soil profile under the
production. the sub soil (C) and parent rock (D)} of the soil profile. following headings:
Colour, Texture, Porosity,
Describe each horizon under the following headings: Depth, and Organic
Colour, Texture, Porosity, Depth, and Organic Matter Matter Content.
Content.
Note: Limit instruction to these four layer profile only. Outline the importance of
the soil profile in crop
Discuss the importance of the soil profile in crop production. production.

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UNIT 3 The pupil will be able to: Let pupils:

HAZARDS 2.3.1 explain the term hazard. Meaning of hazard Brainstorm to bring out the meaning of the term Name and discuss three
hazard. hazards that can occur
Hazards encountered in teaching in teaching and learning
and learning of science: Give examples of hazards encountered in the science. How do you
Toxic, inflammable, corrosive teaching and learning of science. prevent the hazards?
substances, broken glassware,
faulty electrical gadgets, slippery Teacher to use charts to display safety and warning
floor, expired chemicals and signs for pupils to observe
volatile chemicals
Explain why hazards are dangerous.

2.3.2 identify and interpret Warning and safety signs in the Identify and interpret safety and warning signs in their
warning and safety signs community and laboratory community. Prepare a table of safety
in the community and and warning signs and
laboratory. Identify and interpret safety and warning signs on their meaning on a card
chemical containers, glassware and electrical gadgets for a community display.
found in the home and school.

2.3.3 identify safety precautions Safety precautions against Brainstorm to come out with precautions to be
to prevent accidents in the accidents adopted to prevent accidents from occurring.
home and school. Discuss ways to prevent accidents from occurring.

Role-play accident situation in the laboratory and

actions taken by pupils to rush the victims to hospital
or clinic.

Discuss the effects of accidents on victims.

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 JUNIOR HIGH SCHOOL 1
SECTION 3: CYCLES

General Objectives: The pupil will:

1. recognise that there are repeated patterns of change in nature and understand how these patterns arise
2. develop an understanding that agricultural production is cyclic in nature
3. appreciate the cyclic nature of the life of plants and its importance in crop production.
4. develop skills in vegetable crop production
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 1 The pupil will be able to: Let pupils:

LIFE CYCLE OF 3.1.1 describe the life cycle of Stages in the life cycle of Brainstorm to list the stages flowering plants go Arrange the stages in
FLOWERING PLANTS flowering plants flowering plants: through from pollination, through fertilization to the life cycle of a
Pollination, Flowering, seed germination. flowering plant as they
Fertilization, Fruit/Seed formation occur in nature
Seed dispersal and Seed Arrange the stages in the life cycle of a
germination flowering plant as they occur in nature.

How would you verify

3.1.2 demonstrate the conditions Conditions for germination: Set up an experiment to demonstrate the one of the conditions
necessary for germination Air (Oxygen), water/moisture, conditions for germination. necessary for
of a seed. suitable temperature and viability germination through an
of the seed. experiment?

3.1.3 explain how knowledge Life cycle of flowering plants and Explain how the knowledge about the life cycle
about life cycle of flowering vegetable crop production of flowering plants is used in vegetable crop
plants is important in production.
vegetable crop production.

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OBJECTIVES CONTENT

UNIT 2 The pupil will be able to: Let pupils:

VEGETABLE 3.2.1 describe the Principles in crop Outline the principles in vegetable crop production: land
principles in crop production selection, selection of varieties, method of propagation, cultural
CROP
production. practices, pests and disease control, harvesting, processing and
PRODUCTION marketing.

Note: Detailed treatment of each principle not required.

3.2.2 explain the term Meaning of vegetable crop Brainstorm to bring out the meaning of vegetable crop.
vegetable crop.

3.2.3 explain the factors Factors in vegetable crop Discuss the factors in vegetable crop production: climatic Explain the effects of
influencing vegetable production factors, soil factors, nearness to source of water and nearness three factors considered
crop production. to market. in vegetable crop
production.
NOTE: Teacher to explain to pupils that a successful vegetable
crop production process takes into consideration all the stages
and factors affecting the life cycle of a particular crop.

Project:
In groups, grow a named vegetable crop (tomato or cabbage)
and care for it by weeding, watering, applying fertilizer and
controlling pest from seed to harvesting.

3.2.4 perform cultural Cultural practices in tomato Undertake field trips to farms to observe and participate in Describe four cultural
practices in and cabbage production cultural practices like weeding, watering, fertilizer application practices in the
vegetable and pest control in vegetable crop production. cultivation of a named
production. vegetable crop.

3.2.5 outline the uses of Importance of vegetables Brainstorm to bring out the importance of vegetable crops to State four benefits of
vegetable crops. crops to humans humans. vegetables to humans.

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 JUNIOR HIGH SCHOOL 1
SECTION 4: SYSTEMS

General Objectives: The pupil will

1. recognise that a system is a whole, consisting of parts that work together to perform a function
2. show an understanding of the role of the respiratory system of humans
3. appreciate the basic principles underlying various farming systems.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The pupil will be able to: Let pupils:

FARMING SYSTEMS 4.1.1 differentiate between various Farming Systems: Discuss the various farming systems and Distinguish between the
farming systems.  Land Rotation note the differences among them. following pairs of farming
 Crop Rotation systems:
 Mixed Cropping Organise visits to farms where the various
 Mixed Farming farming systems are practised. You may 1. Mixed cropping and
 Organic Farming use pictures and films to explain the land rotation.
concepts of each farming system.
2. Mixed farming and
Discuss the advantages and disadvantages mixed cropping.
of each farming system.
3. Organic farming and
crop rotation
4.1.2 draw a plan for a crop rotation Crop Rotation In groups, draw up a 3-year rotation
programme. programme using the crops that grow in
their locality and discuss e.g. yam, maize,
millet, tomatoes and cowpea.

Mount work for inspection and discussion.

Teacher to guide pupils to implement the

programme.

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 TEACHING AND LEARNING ACTIVITIES EVALUATION
UNIT SPECIFIC OBJECTIVES CONTENT

UNIT 2 The pupil will be able to: Let pupils:

RESPIRATORY 4.2.1 explain what is meant by the Respiration Brainstorm to bring out the meaning of the term
term respiration respiration.
SYSTEM OF HUMANS
4.2.2 draw and label the human Structure of the respiratory Identify the organs (nose, larynx, trachea, bronchus and
respiratory system. system lungs) that form the respiratory system using
charts/models.

Draw and label the respiratory system.

Distinguish
NOTE: Detailed structure of individual organs not between aerobic
required respiration and
anaerobic
4.2.3 distinguish between the two Types of respiration: Use digital content/CD-ROM, Video for the discussion of respiration.
types of respiration in terms of  Aerobic respiration types of respiration.
the use of oxygen.  Anaerobic respiration
Write word equation for aerobic respiration e.g.
Glucose + Oxygen → Carbon dioxide + Water + Energy

Note: 1. Air gets into the body through the process of

breathing.
2. Discussion should be limited to aerobic
respiration only.

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 JUNIOR HIGH SCHOOL 1
SECTION 5: ENERGY

General Objectives: The pupil will

1. recognise that energy has a source, can be transformed into various forms
2. be aware of renewable and non renewable sources of energy.
3. understand the transformation pathways of various sources of energy.
4. understand the mechanics of and the use of LEDs, diodes, resistors and capacitors
5. be aware of some of the characteristics and uses of light energy.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The pupil will be able to: Let pupils:

SOURCES OF ENERGY 5.1.1 explain the term energy Energy Brainstorm to bring out the meaning of the term List four sources of
energy and assign its unit. energy that can be
replenished.
5.1.2 describe renewable and Renewable and Non renewable Brainstorm to come out with the explanation for
non renewable sources of sources of energy renewable and non renewable sources of
energy. Wind, Coal, Hydro-, Crude oil, Natural energy.
gas, Solar and Biogas
brainstorm and list various sources of energy
and classify them as renewable or non
renewable

5.1.3 demonstrate the Production of energy from a Project:

production of energy from renewable source Design and construct any of the following:
a renewable source. i. Biogas Digester
ii. Solar Heater
iii. Wind Mill for pumping water

UNIT 2
CONVERSION AND 5.2.1 list the various forms of Forms of energy: List various forms of energy to include Potential,
CONSERVATION OF energy. Potential, Kinetic, Heat, Sound, Solar, Kinetic, Heat, Sound, Solar, Electrical, Nuclear
ENERGY Electrical, Nuclear, Chemical and chemical and light energy,
Light

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 SPECIFIC
UNIT OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The pupil will be able to: Let pupils:

5.2.2 explain potential and Potential and Kinetic Brainstorm to come out with the meaning of Potential and Kinetic Why has the issue of
kinetic energy. energy energy and give examples. energy conservation
Discuss mathematical expressions for potential and kinetic energy and assumed greater
perform simple calculations using the expression. importance in Ghana?

5.2.3 demonstrate how Energy transformation Explain the energy transformation as shown by the following activities:
various forms of i. Using flashlight battery to produce light in a bulb Give examples of
energy are ii. Using electric iron devices and processes
transformed. ii. Using public address system in everyday life which
iii. Dissolving Calcium Carbide/Calcium oxide/ pellets of sodium use energy and
hydroxide in water describe the change in
the form of energy.
5.2.4 give reasons for Conserving energy Discuss the effects of increase in human population on the demand for
conserving energy. energy.
Discuss various ways of conserving energy. What energy change is
Discuss the effects of using old electrical gadgets on energy involved in dissolving
conservation. calcium carbide in
water?

UNIT 3
LIGHT ENERGY 5.3.1 demonstrate that light Rectilinear propagation Arrange three card boards, each with a hole in the centre so that their Name three sources of
travels in a straight of light holes are aligned. Place a lighted candle behind the cards and observe Light.
line. the light through the holes.
Move one of the cardboards slightly to misalign its hole to the others
and observe again. Record and discuss their observations.
Draw a diagram to
5.3.2 describe the operation Operation of the Pinhole Observe a model of the Pinhole camera and describe how it works to show that light travels
of the Pinhole Camera Camera. form an inverted image. in a straight line.

5.3.3 describe the formation Formation of shadows Place an opaque object between a small source of light and a screen. Project:
of shadows Record and discuss their observation. Pupils to construct a
identify umbra and penumbra from the demonstration above Pinhole Camera and
use the camera to take
5.3.4 demonstrate the Formation of eclipse Use the globe or tennis ball and flashlight to demonstrate the formation the picture of an object
formation of eclipse of eclipse. and compare with a
picture of the object
Note: Discuss eclipse of the Sun and that of the Moon. Annular eclipse taken with a modern
excluded. camera.

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 SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
UNIT OBJECTIVES

UNIT 3 The pupil will be able to: Let pupils:

LIGHT 5.3.5 demonstrate the Reflection of light Arrange a light source, plane mirror and screen to demonstrate reflection of In groups, demonstrate
reflection of light light. that the angle of
ENERGY
Identify the incident and reflected rays and draw their paths. incidence is equal to
(CONT’D) Discuss the characteristics of images formed by a plane mirror. the angle of reflection.

NOTE: Discussion should include distinction between real and virtual images.

Compare reflection of light from polished flat surfaces to rough surfaces.

5.3.6 demonstrate the Refraction of light Demonstrate the change in path of light as it travels from one medium to
refraction of light. another e.g. glass and water.
Explain why an object at the bottom of a pond appears closer to the surface.

State some uses of reflection and refraction in real life situations e.g. in
periscopes, eye glasses, cameras and telescopes.

UNIT 4
BASIC
ELECTRONICS 5.4.1 explain the term Electronics Discuss what electronics is.
electronics.

5.4.2 demonstrate the Components in an Examine various types of LEDs, P-N Junction diodes, colour code resistors
behavior of discrete electronic circuit: and capacitors.
components in a LED Use pictures/video clip to observe various electronic components.
d.c. electronic P-N Junction
circuit. diode Draw circuit symbols of the components as listed in the content.
Resistor
Capacitor Identify the Positive (P) region and Negative (N) region of the P-N junction
diode. Connect a simple electronic circuit comprising a 3V battery made of
two dry cells in series with a switch and an LED as shown below. Close the
switch and observe what happens to the LED. Open the switch and observe
what happens.

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UNIT OBJECTIVES

UNIT 4 The pupil will be able to: Let pupils:

BASIC
ELECTRONICS Connect a 3V battery, a switch, P-N junction diode and an LED in series. Close What are the
(CONT’D) the switch and observe what happens to the LED. Reverse the P-N junction functions of the
diode connection. Close the switch and observe what happens. following components
in an electronic
Explain the terms Forward Bias and Reverse Bias circuit?
1. LED
Connect a 330 Ω resistor in place of the P-N junction diode in the series circuit 2. P-N junction diode
above. Close the switch and observe what happens to the LED. 3. Resistor
4. capacitor
Replace the 330 Ω resistor with a higher resistance of 3,300 Ω . Observe what
happens to the brightness of the LED.
Draw the circuit
Replace the 3,300 Ω resistor with a capacitor. Close the switch and observe what symbols of the
happens to the LED. Open the switch. Let the terminals of the capacitor touch following:
1. P-N junction diode
together and separate them. Close the switch again and observe what happens
2. LED
to the LED. 3. Capacitor.

5.4.3 demonstrate the Charging and Connect the circuit according to the schematic diagram shown below. Press the
charging and Discharging action switch and observe what happens to the LED. Open the switch and observe what
discharging action of a Capacitor. happens to the LED. Explain the charging and discharging action of the capacitor
of a capacitor. in the circuit.

Discuss the application of the charging and discharging action of the capacitor,
e.g. to slowly light and darken a room in a movie theatre.

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 JUNIOR HIGH SCHOOL 1
SECTION 6: INTERACTIONS OF MATTER

General Objectives: The pupil will

1. appreciate that interactions between and within matter helps humans to better understand the environment and their role in it.
2. show understanding of ecosystems.
3. trace the interdependency of organisms in an ecosystem.
4. develop skills of managing waste in the environment.
5. show understanding of both physical chemical processes in everyday life.
6. appreciate that air is an important type of matter that can be polluted as a result human activities.
UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
OBJECTIVES

UNIT 1 The pupil will be able to: Let pupils:

ECOSYSTEM 6.1.1 explain the term Meaning of ecosystem Brainstorm to bring out the meaning of the term ecosystem. What is an
ecosystem. ecosystem?

6.1.2 explain the term Meaning of habitat Brainstorm to bring out the meaning of habitat and give examples. State two
habitat. differences between
an ecosystem and a
6.1.3 describe how Meaning of adaptation Brainstorm to bring out the meaning of adaptation. habitat.
organisms adapt to
their environment. Adaptation of organisms to the Examine these organisms (Tilapia, cactus plant and weaver bird) and Give reasons why a
environment discuss how they are adapted to their environments. fish from the sea
NOTE: Use only body structure modifications for discussions. may not survive in a
fresh water
6.1.4 describe how the Energy transfer in an ecosystem Explain the following terms: producer, primary consumer, secondary environment.
energy derived from consumer, tertiary consumer, food chain and food web as applied to
the sun is used by energy transfer in an ecosystem.
organisms in an
ecosystem. Demonstrate through a food chain and food web how energy from the
sun is used in an ecosystem.

6.1.5 describe the Threats to ecosystem: Discuss how earthquake, volcanic eruptions, hunting, farming, mining, Explain how the
activities that Earthquake, Volcanic eruption pollution, pesticides and bush burning affect the ecosystem. balance in nature
disrupt the balance Hunting, Farming, Mining, can be maintained.
in the ecosystem. Pollution, Pesticides and Bush Discuss ways to maintain balance in nature.
burning

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 EVALUATION
UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES
OBJECTIVES

The pupil will be able to: Let pupils:

UNIT 2
AIR POLLUTION 6.2.1 state the names Air Pollutants: Brainstorm to come out with the names of some common air pollutants e.g. State two human
and sources of  Carbon monoxide carbon monoxide, sulphur dioxide and nitrogen dioxide. activities that lead
common air  Sulphur dioxide to air pollution.
pollutants.  Nitrogen dioxide

6.2.2 List the possible Harmful effects of air Discuss and come out with a list of some possible effects of air pollutants List two possible
harmful effects of Pollutants introduced into the atmosphere through human activities. effects of air
air pollutants. Possible harmful effects include acid rain, green house effects and smoke pollution.
haze from forest fires.
Discuss some ways to reduce air pollution.
UNIT 3

PHYSICAL AND 6.3.1 explain the process Physical Change Brainstorm to come out with the meaning of the term physical change. Explain physical
CHEMICAL physical change. change.
CHANGE Perform the following activities to demonstrate physical change:
1. melting and freezing of ice
2. crumpling a piece of paper Give four
3. stretching an elastic material examples of
4. inflating and deflating a bicycle tyre or football physical changes
that take place in
Brainstorm to come out with the characteristics of physical change. your environment.

Infer that a physical change does not yield any new substances.

6.3.2 explain the process Chemical change Brainstorm to come out with the meaning of the term chemical change. Explain chemical
chemical change. Perform the following activities to demonstrate chemical change: change
1. boiling of egg/foodstuff
2. burning a paper Give four
3. lighting a match examples of
4. rusting of iron chemical changes
that take place in
Brainstorm to bring out the characteristics of chemical change. your environment.

Infer that chemical changes yield new substances.

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 JUNIOR HIGH SCHOOL 2
SECTION 1: DIVERSITY OF MATTER

General Objectives: The pupil will

1. recognise the variety of living and non-living things in nature and their connectedness
2. understand elements, compounds and mixtures, their differences, their formation and uses.
3. be aware of the differences between metals and non metals.
4. use the knowledge of corrosion to take care of metallic objects.
5. show an awareness of the basic principles involved in some separation techniques
6. show an appreciation that water is precious resource and the need to conserve it.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The pupil will be able to: Let pupils:

ELEMENTS, 1.1.1. explain the terms Meaning of element, Brainstorm to bring out the meaning of the terms element, Classify the following
element, compound and compound and mixture compound and mixture materials into
COMPOUNDS AND
mixture. elements, compounds
MIXTURES and mixtures:
1.1.2 classify materials into Classifying materials into Gather different materials from the environment and Water, salt, iron filings,
elements, compounds elements, compounds and classify them as elements, compounds or mixtures. salt water.
and mixtures. mixtures
Design a periodic table
1.1.3 write the chemical Chemical elements and their Write chemical symbols of the first twenty elements of the showing the first twenty
symbols for the first symbols e.g. periodic table. elements.
twenty elements of the
periodic table. Sodium - Na Use models or charts to describe the structure of an atom.
Calcium – Ca Draw the structures of the atoms of H, C, N, O, Ne, Na, Cl
Potassium - K and Ca.
Nitrogen-N
Phosphorus-P Discuss the uses of the elements, nitrogen(N),
phosphorus(P) and potassium(K) in crop production Draw the sodium atom
and show the
1.1.4 draw and label the The atomic structure showing Mention the sub-atomic particles found in the atom and distribution of electrons
structure of an atom. the K, L, M and N shells indicate their location in the atom. in its shells.

Draw the distribution of electrons (electron configuration) in

the atoms of the following elements: H, C, N, O, Ne, Na, Cl
and Ca.
NOTE: Detailed electron configuration not required.

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OBJECTIVES

UNIT 1 CONT’D) The pupil will be able to: Let pupils:

ELEMENTS, 1.1.5 state the electrical Particle Charge State the electrical charges on the proton, neutron and electron.
charges on the sub- Proton Positive (+) Explain that atoms are electrically neutral.
COMPOUNDS
atomic particles. Neutron Neutral
AND MIXTURES
Electron Negative (-)

1.1.6 describe the Formation of ions Explain how atoms become negatively and positively charged.
formation of ions.

UNIT 2
METALS AND 1.2.1 describe the Characteristics of metals and Discuss the characteristics of metals and non-metals under the List four physical
NON METALS characteristics of non-metals following: conductivity, malleability, ductility, lustre, hardness, properties of metals.
metals and non- melting and boiling points.
metals.

1.2.2 group the first twenty Metals and non-metals Classify the first twenty elements on the periodic table as metals
elements of the or non-metals based on their characteristic properties.
periodic table into Note that Silicon occupies a region between metals and non-
metals and non- metals and it is called a semi-metal.
metals.

1.2.3 outline some Chemical Properties of metals Drop a small piece of zinc metal into a dilute solution of
chemical properties Metal + dilute acid hydrochloric acid or vinegar and observe what happens.
of metals. Metal(Na) + water
Metal + oxygen Drop a small piece of sodium metal into water and observe what
Metal(Ag) + water happens.

Note: This activity should be demonstrated by the teacher.

Drop a piece of silver metal into a dilute solution of hydrochloric

acid or vinegar and observe what happens. Explain why non-
Compare your observation with that of zinc reaction above. reactive metals are
preferred to reactive
Burn a piece of magnesium ribbon and observe what happens. metals in making
ornaments and
Infer that metals that react with other substances are called jewellery.
reactive metals and those that do not easily react with other
substances are called non-reactive metals.

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 SPECIFIC
UNIT OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 (CONT’D) The pupil will be able to: Let pupils:

METALS AND Examples of reactive metals are K, Na, Zn, Ca, Fe, Mg. Name three metals
NON-METALS Examples of non-reactive metals are Ag, Au, Cu. that are:
i. reactive
1.2.4 explain the term alloy Meaning of alloy Discuss and come out with the meaning of an alloy. ii. non-reactive

1.2.5 outline the Composition of alloys: Discuss the composition of some common alloys e.g. steel,
composition of some Steel – iron and carbon stainless steel, brass and bronze. Name four alloys and
common alloys and Brass- copper and zinc NOTE: An alloy may contain two or more metals only or a state their composition
their uses. Bronze- copper and tin metal and a non-metal. and uses.
Stainless steel - iron, carbon, Discuss uses of alloys stated in the content.
chromium and
nickel
Explain the effects of
1.2.6 Outline the causes of Causes of corrosion of metals Discuss the causes of corrosion of metals. E.g. corrosion of metals in
corrosion of metals. Acid rain Acid rain, Electrolyte in old dry cells, Salt solution, Moisture buildings.
Electrolyte in old dry cells and oxygen.
Salt solution
Moisture and oxygen

1.2.7 outline the effects of Effects of corrosion on metals Discuss the effects of corrosion on metals.
corrosion on metals.

1.2.8 describe ways for Prevention of rusting: Oiling/ Perform activities to demonstrate the conditions necessary Explain how rusting
preventing rusting. Greasing, Painting, Plating for rusting to occur. takes place.
(Zinc/Chromium/tin coating).
Discuss the effect of rusting on objects.
Demonstrate how to prevent iron from rusting. Explain how oiling
prevents rusting.
Teacher uses concept mapping to sum up the discussions
on metals and non-metals.

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UNIT 3 The pupil will be able to: Let pupils:

CHEMICAL 1.3.1 explain the term Chemical compound Brainstorm to come out with the meaning of the term,
COMPOUNDS compound compound.

1.3.2 write the formulae of Formula of some simple binary List and discuss the composition of some simple binary
simple binary compounds: compounds. Write the formulae of
compounds. NaCl, H2O, MgO, CaO, CaCl2 , NH3 Write the formula of some simple binary compounds three simple
and CO2 e.g. Water, Sodium chloride, Magnesium oxide, Calcium compounds.
oxide, Calcium chloride, Ammonia and Carbon dioxide.

1.3.3 write the systematic Names of some simple binary Discuss the systematic names of simple binary
names of simple binary compounds compounds. E.g. NaCl, H2O, MgO, CaO, CaCl2 , NH3
compounds. and CO2.

1.3.4 write word equations for Word equations for some simple Write word equations for some simple chemical
some simple chemical reactions reactions. E.g. reaction between
reactions.  Sodium and Chlorine
 Oxygen and Hydrogen
 Magnesium and Oxygen
 Nitrogen and Hydrogen
 Calcium and Oxygen
 Calcium and Chlorine Balance the following
simple equations:
1.3.5 balance simple chemical Balancing simple chemical Balance simple chemical equations. H2 + O2 H2O
equation. equations H2 + 02 H20 Na + Cl2 Na Cl
N2 + H2 NH3
Na+Cl2 NaCl
Mg +O2 MgO Explain the term
„mixture‟. State four
examples of mixtures.
UNIT 4
MIXTURES 1.4.1 explain the term mixture Mixtures Brainstorm to come out with the meaning of the term In which class of
mixture. mixtures will you put the
following?
1.4.2 classify mixtures. Classification of mixtures Identify classes of mixtures and give examples: i. Brass
Solid – solid; Solid – liquid; liquid – liquid; solid – gas; ii. Smoke
gas – liquid; gas – gas. iii. air

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UNIT 4 (CONT’D) The pupil will be able to: Let pupils:

MIXTURES 1.4.3 explain the terms solute, Solute, solvent and Brainstorm to bring out the meaning of the terms solute, solvent
solvent, solution . solution and solution.

List some solvents in the home and school and discuss their
uses.
List some common solutes and name their appropriate
solvents.

1.4.4 prepare a mixture. Preparation of mixtures Weigh 5g of common salt and add it to 250ml of water. Stir for Differentiate between
the salt to dissolve. Discuss their observation. homogeneous and
heterogeneous solutions.
Weigh 5g of powdered chalk and add it to 250ml of water. Stir
vigorously and allow to stand. Observe and discuss the
differences between this and the previous mixture.

Add some palm oil to water in a container. Shake vigorously

and allow it to stand. Discuss their observation

1.4.5 demonstrate some Methods of separating Discuss some methods for separating mixtures. How will you separate a
methods of separating mixtures Filtration, Evaporation, Magnetization, Distillation, Use of mixture of common salt
mixtures. separating funnel. and sand?

1.4.6 differentiate between a Differences between Differentiate between mixtures and compounds using the
mixture and a mixtures and compounds following:
compound.  Formation
 Ease of separation
 Characteristics of components

Outline some uses of mixtures in everyday life.

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OBJECTIVES
The pupil will be able to: Let pupils:
UNIT 5
1.5.1 describe the Composition of water Brainstorm to come out with the chemical components of water. Explain why it is not
WATER composition and possible to find water
properties of water. Physical properties of water Describe the physical properties of water. which is completely pure
in the environment.
Collect water from different sources and compare them in terms of
appearance, odour, taste and any other characteristics. What are the chemical
elements in water?
1.5.2 explain the terms hard Hard and soft water Compare the lathering abilities of river water, rain and well water
and soft water. with soap and comment on their findings. Use their observations Describe three properties
to group the samples into hard and soft water. of water.

Use the findings of the activities to explain hard and soft water.

1.5.3 explain the causes of Causes of hardness of water Discuss the causes of hardness of water. Why is it advisable to
hardness of water. wash clothes with soft
water?
1.5.4 demonstrate various Softening hard water: Perform the following activities for softening hard water e.g.
ways of softening Boiling, addition of washing boiling, addition of washing soda and distilling.
hard water. soda, distillation and Describe how to make
deionisation Note: Teacher to explain the deionisation process to pupils hard water soft.

1.5.5 outline the health Health benefits of water to Discuss the health benefits of water to humans.
benefits of water to humans (Reference; Regenerative Health and Nutrition Manual by MOH,
humans. pg 5) Outline four health
benefits of water to
humans.
1.5.6 outline the uses of Uses of water in agriculture: Discuss the uses of water in agriculture along the following lines:
water in agriculture. Irrigation, Fish farming and Irrigation, Fish farming and Consumption by farm animals Give two ways in which
Consumption by farm water is important to
animals agriculture.

1.5.7 outline ways of Water conservation Discuss ways of conserving water in the home.
conserving water in
the home.

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 JUNIOR HIGH SCHOOL 2
SECTION 2: CYCLES

General Objectives: The pupil will

1. recognise that there are repeated patterns of change in nature and understand how these patterns arise.
2. recognise the repeated pattern of carbon and its effects in nature.
3. recognise the interdependency of plants and animals in relation to gaseous exchange.
4. understand the concept of climate change and its effects on plants and animals.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The pupil will be able to: Let pupils:

Explain how the
CARBON CYCLE 2.1.1 describe how carbon is The Carbon Cycle Discuss and illustrate the carbon cycle. carbon cycle is
cycled in nature. Identify and explain the stages in the carbon cycle. disrupted by
humans.

2.1.2 outline the importance of Importance of the carbon cycle Discuss the importance of the carbon cycle to humans and
the carbon cycle. plants.

2.1.3 describe ways the carbon Ways by which the carbon cycle Gather information from library and the internet on human List and describe
cycle is disrupted. is disrupted activities which disrupt the carbon cycle. three ways by which
Discuss ways by which the activities disrupt the cycle. the carbon cycle is
disrupted.
UNIT 2
WEATHER, 2.2.1 explain the term weather. Weather Brainstorm to bring out the meaning of the term weather. Discuss ways to
SEASON AND sustain the carbon
CLIMATE 2.2.2 identify and use some Weather measuring Discuss the importance of rain gauge, thermometer, wind vane cycle.
weather measuring instruments: and anemometer in weather forecasting.
instruments. Rain gauge, Thermometer, Record and keep information on the weather over a period of
Wind vane and Anemometer time through actual handling of weather instruments.
Design and make a wind vane and an anemometer and
demonstrate their uses.

2.2.3 explain the term season. Seasons in Ghana Brainstorm to bring out the meaning of the term season.
Discuss the differences between weather and season.
Discuss the wet and dry seasons of Ghana.

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OBJECTIVES
The pupil will be able to: Let pupils:

2.2.4 explain the term Climate Brainstorm to bring out the meaning of the term climate.
climate. Discuss the differences between season and climate. Explain the term
climate. List the
Elements of climate: Identify the elements of climate, and discuss how each element affects elements of climate.
Rainfall, Sunshine, Temperature, agriculture.
Humidity and Wind

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 JUNIOR HIGH SCHOOL 2
SECTION 3: SYSTEMS

General Objectives: The pupil will

1. recognise that a system is a whole, consisting of parts that work together to perform a function
2. be aware of the physiological processes in reproduction
3. be aware of the dangers of indiscriminate sex
4. appreciate that offsprings inherit certain characteristics of parents
5. be aware of the role of diffusion and osmosis in life processes
6. show an awareness of the circulatory system in humans

UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

OBJECTIVES

UNIT 1 The pupil will be able to: Let pupils:

REPRODUCTION 3.1.1 explain the term Reproduction in Humans Brainstorm to bring out the meaning of the term reproduction. Draw and label the
reproduction. female reproductive
IN HUMANS
system of humans. State
3.1.2 explain the Functions of the parts of the Identify the parts of the male and female reproductive system of the functions of the parts
functions of the male and female reproductive humans using charts or models. labelled.
parts of the system of humans
reproductive Draw and label the male and female reproductive systems.
system.
Discuss the functions of the parts of the reproductive systems of
male and female.

3.1.3 explain the term Teenage pregnancy Brainstorm to bring out the meaning of the term teenage
teenage pregnancy. pregnancy. What are some of the
dangers faced by a
3.1.4 state the causes of Causes of teenage Do group discussions on the causes of teenage pregnancy along teenage pregnant?
teenage pregnancy. pregnancy these lines: peer influence, broken homes, ignorance, curiosity,
poverty, lack of parental care and indiscriminate sex.

3.1.5 explain the effects Effects of teenage pregnancy Use the Future’s Wheel or concept map to discuss the effects
of teenage of teenage pregnancy: Ectopic pregnancy, damage to pelvic
pregnancy. bone, under weight babies, death, increase in population, and
drop out from school.
Invite a Community Health Nurse to talk on teenage pregnancy,
its implications and prevention.

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OBJECTIVES

UNIT 2 The pupil will be able to: Let pupils:

HEREDITY 3.2.1 explain the term Heredity Brainstorm to bring out the meaning of the term heredity. Give three reasons why
heredity. offspring look like their
parents.
3.2.2 mention some Heritable Characteristics Brainstorm to bring out some of the traits or characteristics that
characteristics that can be inherited from parents and relations e.g. height, colour and
can be inherited from shape of nose.
parents.

UNIT 3
DIFFUSION AND 3.3.1 explain the term Diffusion Brainstorm to bring out the meaning of the term diffusion.. Why does a person at
OSMOSIS diffusion. one end of a room smell
perfume sprayed at the
3.3.2 demonstrate the The process of Diffusion Observe and explain what happens when: other end of the room?
process of diffusion. 1. A drop of ink or crystals of potassium permanganate are
carefully dropped to the bottom of a glass of water.
2. Perfume is sprayed in one corner of the classroom

Application of diffusion Give examples of phenomena that use or involve diffusion. E.g.
(1). Absorption of the end products of digestion from the What makes diffusion
alimentary canal into the blood stream. different from osmosis?
(2). Absorption of nutrient from the soil by the roots of plants.

3.3.3 explain the term Osmosis Brainstorm to bring out the meaning of the term osmosis. Give one example each
osmosis. of the use of diffusion
and osmosis plants and
3.3.4 demonstrate the The process of osmosis Demonstrate osmosis in living tissue (yam, unripe pawpaw) and animals.
process of osmosis. non-living tissues (parchment paper) and comment on their
observations

Applications of osmosis Brainstorm to come out with examples of phenomena that use or Why is a plant likely to
involve osmosis. E.g. uptake of water from soil by plants‟ roots. wilt if too much fertilizer
is applied to it?
3.3.5 distinguish between Differences between Diffusion Discuss the similarities and differences between diffusion and
diffusion and and Osmosis osmosis.
osmosis.

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OBJECTIVES

UNIT 4 The pupil will be able to: Let pupils:

CIRCULATORY 3.4.1 explain the concept The circulatory system. Brainstorm to bring out the meaning of the concept of circulatory
of the circulatory system.
SYSTEM IN
system
HUMANS
3.4.2 outline the functions Parts of the circulatory Use charts, digital content and models to identify the parts of the Name three
of the parts of the system in humans circulatory system and discuss their functions. components of the
circulatory system. blood.
Functions of the parts of the Draw and label the longitudinal section of the heart.
circulatory system in humans
Note: The structure of arteries, veins and capillaries should be
limited to the role they play. State three functions of
the blood.
3.4.3 describe the Composition and functions of Discuss the composition the blood (white and red blood cells,
composition and blood water, food nutrients and platelets) of human blood and their
functions of blood. functions.

Note: detailed treatment of each component is not required.

3.4.4 explain how high and Diseases of the circulatory Discuss the causes of blood pressure.
low blood pressure system:
develops in the High and Low blood pressure
circulatory system.
Prevention of blood pressure Describe ways of managing blood pressure.

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 JUNIOR HIGH SCHOOL 2
SECTION 4: ENERGY

General Objectives: The pupil will

1. recognise that energy has a source, can be transformed into various forms
2. recognise the Sun as the primary source of energy.
3. recognise food as the main source of energy to living organisms.
4. be aware of the uses of electrical energy.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The pupil will be able to: Let pupils:

PHOTOSYNTHESIS 4.1.1 explain the term Photosynthesis Discuss and come out with the meaning of the term Explain how energy from
photosynthesis. photosynthesis. the sun converts water
and carbon dioxide into
4.1.2 outline the factors Factors necessary for List and discuss the factors necessary for photosynthesis. food for the plant.
necessary for photosynthesis: sunlight, Work in groups to perform simple experiment to show that light
photosynthesis and water ,chlorophyll and is necessary for photosynthesis by testing for the presence of Explain how the raw
give the functions of carbon dioxide starch in a leaf. materials get to the leaf
each factor. for photosynthesis.

4.1.3 state the importance of Importance of Outline various ways in which photosynthesis is important to State the factors and the
photosynthesis to photosynthesis to plants both plants and animals. raw materials for
plants and animals. and animals photosynthesis.

UNIT 2 4.2.1 classify food items Classification of different Bring different food items and classify them as follows: Make a chart to show
FOOD AND based on their food items based on their  carbohydrates the different groups of
NUTRITION nutrients. nutritive value  protein food substances
 fat and oil
 vitamins and minerals Give reasons for adding
iodated salt to food.
4.2.2 state the importance of Importance of food Discuss the importance of food nutrients to the body.
food nutrients. nutrients

4.2.3 test for sugar, and fats Testing for sugar and Perform simple tests for the presence of sugar and fats and oil
and oil. fats and oil in food samples.
Note: you can use sugar strips to test for sugar. This test
is the test for sugar in urine (diabetic condition)

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 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
The pupil will be able to: Let pupils:
UNIT 2
4.2.4 describe a balanced diet Balanced diet and its Explain a balanced diet and balanced ration. Give examples of
and state its importance. importance balanced diet and differentiate it from unbalanced diet. Bring
FOOD AND
animal feed ingredients to class and prepare a balanced ration State four effects of
NUTRITION for feeding poultry. malnutrition humans.
(CONT’D)
Explain malnutrition and discuss some of the effects such as State the components
deficiency diseases. of a balanced broiler
ration.
UNIT 3
ELECTRICAL
4.3.1 describe ways of Sources of electrical Discuss sources of electrical energy.
ENERGY generating electrical energy: State four sources of
energy. Hydro-, windmills, solar electrical energy.
cells, fuel cells, voltaic
cells(dry cells and
accumulators) and
thermal power

4.3.2 explain the terms Electric current, potential Discuss the terms electric current, potential difference and
electric current, potential difference (voltage) and resistance as applied to electric circuits and assign appropriate
difference and resistance units.
resistance. Use the relationship V=IR to perform simple calculations.

4.3.3 demonstrate the flow of Simple electrical circuit Explain the term electrical circuit.
current using a simple Use batteries, switch, bulbs, resistors and connecting wires to Explain why parallel
electrical circuit. set up simple electrical circuits. Observe the effect on the bulb circuits are widely used
when there is increase in the number of batteries or when the in household while
number of bulbs is increased. series circuits are not.

Investigate the effect of varying resistance on the current in the

circuit by arranging resistors in series and in parallel. Project:
In groups, pupils
Ammeter, Voltmeter and Draw circuit diagrams for series and parallel connections. design and build an
Ohmmeter alarm electrical circuit
Note: Calculations involving effective resistance of resistors and display for class
in series and parallel is not required discussion

Demonstrate skills in the use of the instruments (ammeter,

voltmeter or ohmmeter) for measuring current, voltage and
resistance.

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OBJECTIVES
The pupil will be able to: Let pupils:
UNIT 3
ELECTRICAL 4.3.4 wire an electric Wiring a plug and uses of Demonstrate how to wire a plug. What is the
ENERGY plug and explain fuse importance of fuse
the use of a fuse Note: Usually brown wire is the live wire, Blue wire is the neutral wire and in electrical
(CONT’D)
in electrical Green and Yellow wire is the Earth wire. appliances?
appliances.
Discuss the use of fuses in electrical circuits.

4.3.5 explain ways of Ways of conserving Discuss how electricity is wasted in the home and industry.
conserving electrical energy Discuss ways of conserving electricity.
electrical energy.

UNIT 4
4.3.1 describe the Composition of transistors Identify the two P-N junctions of a transistor. Identify also the Emitter lead(e),
BASIC
composition and Emitters, Base and Base lead(b) and Collector lead(c).
ELECTRONICS types of Collector
transistors.
Types of transistors: Identify the types of transistors Draw symbols for
NPN, PNP. NPN and PNP
transistors.
4.3.2 describe the Characteristics of Investigate how a transistor is turned on and off as a switch by carrying out
characteristics of transistors the following activity. Connect the circuit as in Fig.1. Open switch S1 and
transistors.  Saturation region for close switch S2.
switching action Observe what happens to the LED in the Collector-emitter section of the
circuit. Close S1 and observe what happens to the two LEDs.
Make inferences from their observation.
Note: A small current must flow through the base to turn on the transistor

Figure 1

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OBJECTIVES

UNIT 4 The pupil will be able to: Let pupils:

BASIC
ELECTRONICS  Active region for Connect the circuit as in Fig 2 with Base -Emitter junction forward biased and
amplification action base Collector junction reversed biased with a gap between wire1 and wire2.
(CONT’D)
Close the switch and observe what happens to the LED. Use the left finger
to hold the tip of wire1 with right fingers holding wire 2 to close the gap
between the two wires and observe what happens to the LED.

Repeat the activity by connecting a 100k Ω resistor in series with an LED in

the gap between wire 1 and wire 2

Note that a small current (input signal) flowing through a very high resistor
such as the human body in the emitter-base section can be amplified by the
transistor to light an LED (output signal)

Figure 2

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 JUNIOR HIGH SCHOOL 2
SECTION 5: INTERACTIONS OF MATTER

General Objectives: The pupil will

1. appreciate that interactions between and within matter helps humans to better understand the environment and their role in it.
2. recognise common pests, parasites and diseases of plants and animals.
3. show understanding of the negative effects of pests, parasites and diseases.
4. develop skills in preventing and controlling pests, parasites and diseases.
5. recognise basic principles underlying the operation of basic machines.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The pupil will be able to: Let pupils:
UNIT 1
INFECTIOUS 5.1.1 explain the term Infectious disease Discuss and come out with the meaning of the term
infectious disease. Infectious disease. In a tabular form give the
DISEASES OF
causative organism,
HUMANS AND 5.1.2 identify common Common Infectious diseases: Name some common infectious diseases in Ghana. mode of transmission,
PLANTS infectious diseases . Tuberculosis (T.B.), Chicken Pox, control and prevention of
Cerebrospinal Meningitis (CSM), the following diseases:
HIV/AIDS, Buruli Ulcer, Typhoid, Influenza, Chicken Pox
Cholera, Influenza, Hepatitis, and HIV/AIDs.
Yellow fever, Black Pod, and
Swollen shoot Make a poster with a
message to stop the
5.1.3. describe the causes, Causes, symptoms, mode of Tabulate the causative organisms, symptoms, methods spread of HIV/AIDS.
mode of transmission, transmission, prevention and of spread, prevention and control of the following
prevention and control of control of common infectious infectious diseases:
some common diseases diseases Tuberculosis (T.B.), HIV/AIDS, Buruli Ulcer,
of humans, animals and Cerebrospinal Meningitis (CSM), Influenza, Black Pod,
crops. Hepatitis, Yellow fever, Cholera, Typhoid, Chicken pox
and Swollen shoot.

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 SPECIFIC
UNIT OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 The pupils will be able to: Let pupils:

PESTS AND 5.2.1 differentiate Meaning and identification of Brainstorm to bring out the meaning of pests and parasites, give State two effects
PARASITES between pests and pests and parasites examples and differentiate between them. each of parasites
parasites and give Parasites: tick, lice, tapeworm, mistletoe and dodder and pest on humans.
examples. Pest: tsetsefly, house fly, aphid and locust.
Detailed treatment of each pest and parasite not required. State at least four
control methods of
5.2.2 outline methods of Control of pests and parasites; Brainstorm to bring out how pest and parasites are controlled. pests and parasites.
controlling pests and Pesticides, Biological: -use of NOTE: Invite a Resource Persons (Agric Officer or health
parasites. resistant breeds, personnel) to give a talk on pests and parasites of humans, farm
Cultural: - good sanitation animals and crops.
Physical: - hand picking
Integrated pest management

UNIT 3
FORCE AND 5.3.1 explain what is Force Brainstorm to bring out the meaning of the term force and assign its Give four examples
PRESSURE meant by the term unit. of different forces.
force

5.3.2 describe the different Types of force Perform the following activities to demonstrate types of forces: Explain the effects of
types of force.  Gravitational i. drop small objects e.g. pieces of chalk, pebbles to the ground different types of
 Elastic ii. throw the same objects up in the air force.
 Frictional iii. drag objects on rough and smooth surfaces
 Magnetic iv. stretch a rubber band
 Electrostatic v. bring the ends of two magnets near each other
vi. pass a comb vigorously through dry hair and quickly touch a very
small piece of paper with it

Discuss their observations of the activities above.

Identify the types of force involved in the activities.

5.3.3 demonstrate the Effect of force on objects: Demonstrate the effect of different types of force on objects.
effect of force on  Motion Predict changes in movement of a body as a result of application of
objects.  Direction a force in a straight line.
 Shape

5.3.4 measure force using Measurement of force Demonstrate how to measure force(e.g. weight) using a forcemeter
a forcemeter.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
OBJECTIVES

UNIT 3 The pupil will be able to: Let pupils:

FORCE AND 5.3.5 outline the effect of Friction Demonstrate the effect of friction on objects. Define pressure.
friction on objects. Discuss the advantages and disadvantages of friction.
PRESSURE
(CONT’D) 5.3.6 define pressure and Pressure Brainstorm to bring out the meaning of pressure.
demonstrate its Demonstrate the effect of pressure exerted by solid on surfaces in
effects in solids. contact. Draw a diagram to show
that pressure in a fluid
increases with depth.
5.3.7 demonstrate that Demonstration of Punch holes around the lower section of an empty Milo tin or any
pressure acts directions of pressure in suitable container. Fill the tin with water. Record and discuss their PROJECT
equally in all fluids observation. In groups, design a water
directions in fluids. NOTE: Water springs to equal distances from the tin at a given pump and present their
depth in a fluid. Pressure acts equally in all directions plans and drawings to the
class for discussion.

5.3.8 demonstrate that Demonstration of Punch three holes along one side of an empty tin at different
pressure in fluids relationship between fluid heights. Fill the tin with water. Record their observations and
increases with depth. pressure and depth discuss.

5.3.9 outline some uses of Uses of pressure in fluids Discuss uses of fluid pressure in: water pumps, car brakes, pump on
pressure in fluids. dugout wells, syringes for injections, siphon, drinking straw and
enema bulb.

UNIT 4
MACHINES 5.4.1 explain the term Machines Brainstorm to bring out the meaning of the term machine. List five examples of
machine. simple machines used in:
i. Homes
5.4.2 give examples of Examples of simple Give examples of simple machines. ii. Workplaces, and
simple machines. machines: iii. Farms
Levers, inclined plane,
gears, wheel and axle, List five different types of
screw. machines and state their
uses.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
OBJECTIVES

UNIT 4 The pupil will be able to: Let pupils:

MACHINES 5.4.3 describe the types of Types of levers Give explanation of the term lever. Give two examples of
(CONT’D) levers and the each of the three classes
principles involved in Classification of levers Group levers into the three classes. of levers.
their use. First Class, Second class
and Third class levers Use the lever to demonstrate the principles involved in making work
easier.

5.4.4 explain the terms Work, energy and power Brainstorm to bring out the meaning of the terms work, energy and
work, energy and power and show the relationship among them.
power.
Pull or push an object horizontally on a floor through a distance and
use this activity to explain work, energy and power.

5.4.5 explain Work Input, Work Input Discuss the efficiency of a machine as the ratio of work output to Explain why „efficiency‟ of
Work Output and Work Output and work input expressed as a percentage. a machine is not 100%.
Efficiency‟ as they Efficiency
apply to machines.

5.4.6 explain the terms Compound/Complex Discuss and come out with the meaning of the terms
compound/complex machines: compound/complex machines.
machines. Tractor, car, sewing List examples of compound/complex machines.
machine, mist blower

5.4.7 outline how to care Caring for machines Discuss how to care for machines:
for machines. Washing, oiling, keeping them dry and regular servicing.

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 JUNIOR HIGH SCHOOL 3
SECTION 1: DIVERSITY OF MATTER

General Objectives: The pupil will

1. recognise variety of living and non-living things in nature and their connectedness
2. understand the concept of acids bases and their application in everyday life.
3. develop skills in soil and water conservation.

UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

OBJECTIVES

UNIT 1 The pupil will be able to: Let pupils:

ACIDS AND
BASES 1.1.1 explain the terms Acids and Bases Brainstorm to bring out the meaning of the terms acid and base Classify the following
acid and base. substances as acids or
bases:
1.1.2 distinguish between Differences between an Take two pieces of blue litmus paper. Dip one into an acid and the Unripe lemon, aspirin,
an acid and a base. acid and a base. other into a base solution. Repeat the activity using red litmus liquid in car battery,
paper. Comment on your observation. vinegar, salt-petre, wood
ash and bicarbonate of
1.1.3 classify substances Classification of Bring different substances from home such as unripe orange, soda.
as acids or bases. substances into acids lemon, aspirin, vinegar, wood ash, and bicarbonate of soda.
and bases. Dissolve where solid. Dip litmus papers into each of the substances When you have
brought. Record their observations. indigestion, milk of
Classify the substances as acidic or basic. magnesia is often
recommended. Explain
NOTE: Moistened litmus paper should be used for solid substances.

1.1.4 predict the product Acid -Base reactions Perform neutralization reaction by mixing the same volume (20ml) of
formed when an acid (Neutralization) 1M solution of dilute hydrochloric acid and 1M solution of dilute
reacts with a base. sodium hydroxide.

. Dip litmus paper (red and blue) into the resultant solution. Comment
on your observation.
Evaporate the product from the reaction to obtain Sodium Chloride
crystals (common salt).

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
OBJECTIVES

UNIT 2 The pupil will be able to: Let pupils:

SOIL AND 1.2.1 explain the factors Soil resources Brainstorm to list soil resources such as water, air and List two causes of soil
WATER which lead to the Water nutrients. resource depletion.
depletion of soil Nutrient(macro and micro) Macro nutrients: N, P, K, S, Mg and Ca
CONSERVATION Micro nutrients: Fe, Mn, Cu and Mb
resources. Air
State three methods of
Brainstorm to bring out the factors that lead to the depletion controlling soil erosion.
of soil resources. For example, erosion, burning and
leaching.
Note: Detail treatment of erosion not required
State three functions
each of Nitrogen,
1.2.2 outline the methods Methods of restoring soil Discuss each of the methods of restoring soil resources as Phosphorus and
of restoring depleted resources: stated in the content. Potassium in plants.
soil.  Mulching,
 use of fertilizer(organic and
inorganic)

1.2.3 explain the term Water conservation Brainstorm to bring out the meaning of the term water
water conservation. conservation.

1.2.4 outline the practices Destruction of water bodies Discuss the practices that destroy water bodies:
that destroy water  Clearing forest along river banks
bodies.  Galamsey
 Use of chemicals for fishing
 Dumping of solid and liquid waste into water bodies

1.2.5 outline methods for Conservation of water bodies Discuss the method of conservation of water bodies:
conserving water Forestation, education on effects of galamsey activities,
bodies. education on defaecation into water bodies.

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 JUNIOR HIGH SCHOOL 3
SECTION 2: CYCLES

General Objectives: The pupil will

1. recognise that there are repeated patterns of change in nature and understand how these patterns arise.
2. recognise the developmental stages in some pests.

UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

OBJECTIVES

UNIT 1 The pupil will be able to: Let pupils:

LIFE CYCLE OF 2.1.1 outline the stages in Life cycle of mosquito Using an experiment, discuss the developmental stages of Draw and label the life
the life cycle of the mosquito from the egg to full grown mosquito. cycle of the mosquito.
A MOSQUITO
mosquito. (Refer to P6 integrated science, pg 27).

Sketch and label the life cycle of mosquito.

Note: Teacher to use digital content where available. Describe how you would
use the knowledge of the
2.1.2 state that the female Female Anopheles mosquito as the Discuss how the female Anopheles mosquito transmits the life cycle of mosquito
Anopheles mosquito vector of the parasite that causes malaria parasite. control it.
is the vector of the malaria
parasite that causes
malaria.

2.1.3 outline methods of Methods of controlling mosquitoes Demonstrate the various methods of controlling mosquito,
controlling i. Environmental control e.g. using insecticide sprays, pouring oil into mosquito
mosquitoes. ii. Chemical control breeding grounds.
iii. Biological control: Note: Insecticide sprays are poisonous.

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 JUNIOR HIGH SCHOOL 3
SECTION 3: SYSTEMS

General Objectives: The pupil will

1. recognise that a system is a whole, consisting of parts that work together to perform a function
2. gain an understanding of the motion of bodies in the solar system.
3. develop understanding of the digestive system of humans.

UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

OBJECTIVES
The pupil will be able to: Let pupils:
UNIT 1
3.1.1. describe the Components of the solar Use charts and digital content to describe the various components What is the solar
THE SOLAR components of the system of the solar system. system?
solar system. ( Visit Ghana Planetarium to observe the celestial bodies)
SYSTEM
3.1.2 explain what a star is. Star and Galaxy Brainstorm to explain the following terms: Star, Galaxy, and the
Milky way

Outline the relationship between the Sun and the Earth in the
galaxy.

3.1.3 list the planets of the The Planets in the Solar List the planets of the solar system in the correct order by their
solar system. System: distances from the Sun.
Mercury, Venus, Earth,
Mars, Jupiter, Saturn, NOTE: Pluto is no longer classified as a classical Planet in the
Uranus and Neptune solar system. (Source: IAU)

Project:
Construct the solar system using beads and strings
List all planets of the
3.1.4 describe what the Sun, Composition of the Sun, Discuss the composition of the Sun, Moon and Earth. For solar system.
Moon and Earth are Moon and Earth example, the Earth is made up of rocks, water and air. .
composed of.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
OBJECTIVES
The pupil will be able to: Let pupils:
UNIT 1
THE SOLAR 3.1.4 explain the term Meaning of satellite Brainstorm to bring out the meaning of the term satellite.
SYSTEM satellite. Construct an object to go round a bigger object to show the concept
of a satellite.
(CONT’D)
3.1.5 distinguish between Differences between discuss the differences between natural and artificial satellites Give two examples of
natural and artificial natural and artificial NOTE: The Moon is a satellite of the Earth while the Earth is a natural satellites.
satellites. satellites. satellite of the Sun
State three uses of
3.1.6 state the uses of Uses of Artificial Satellites: Discuss the uses of artificial satellites in communication, artificial satellites.
artificial satellites. For communication, meteorological studies, and exploration.
meteorological studies, and
exploration

UNIT 2 3.2.1 identify parts of a Parts of the tooth: Use models, charts and digital content to study the external parts Mention the different
DENTITION IN tooth. Crown, Neck, Root (Crown, Neck, root) of a human tooth. types of teeth and
HUMANS give their functions.
3.2.2 identify the different Types of teeth Mention the different types of teeth in humans.
types of teeth in Note: The dental formula is not required.
humans and state their
functions. Functions of the different Discuss the functions of the different types of human teeth.
types of teeth:
Outline causes of
3.2.3 explain the causes of Causes of tooth decay and Explain the causes of tooth decay, gum disease and the formation tooth decay and
tooth decay, gum gum diseases of plaque. describe how to
diseases and the prevent it.
formation of plaque Prevention of tooth decay Discuss ways of preventing tooth decay.
and how to prevent
them.

UNIT 3
DIGESTION IN 3.3.1 explain what is meant Digestion Brainstorm to bring out the meaning of the term digestion
HUMANS by digestion. Explain why a digestive system is necessary in humans.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
OBJECTIVES
The pupil will be able to: Let pupils:
UNIT 3
DIGESTION IN 3.3.2 identify the parts of the Parts of the digestive Review topics on digestion in humans from Primary 6. Explain the changes
digestive system in system in humans Observe and identify the parts of the alimentary canal of humans that take place when a
HUMANS
human and state their from models and charts. meal of kenkey and
(CONT’D) functions. fried fish passes
Functions of the parts of Draw and label the digestive systems of humans through the alimentary
the digestive system in canal.
humans Describe briefly how the different parts of a digestive system help
in the digestion of food.

3.3.3 describe the changes Digestion of food Discuss the process of digestion in humans.
that occur to different substances Discuss the changes that occur to different types of food
food substances as substances (carbohydrates, proteins, fats and oils) as they pass
they pass through the through the regions of the alimentary canal.
alimentary canal.
NOTE: The term “enzyme” should be introduced. Only general
names of digestive enzymes e.g. salivary amylases, lipases,
proteases are required.
What are the end
Mention the end products of digestion. products of digestion of
protein and starch?
Absorption of end products Explain that the end products of digestion are absorbed into the
of digestion blood stream. Detailed treatment of absorption not required.

3.3.4 describe what Uses of end-products of Discuss how the end-products of digestion are used in the body. State one role the liver
happens to the end Digestion plays in digestion.
products of digestion in NOTE: Functions of the liver should be limited to the secretion of
humans. bile.

3.3.5 describe how Egestion of undigested Discuss how undigested food substances are removed from the
undigested food food body.
substances are Note: Teacher to outline the linkage among digestion,
eliminated from the circulation and respiratory systems.
body.

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 JUNIOR HIGH SCHOOL 3
SECTION 4: ENERGY

General Objectives: The pupil will

1. recognise that energy has a source and can be transformed into various forms
2. show an awareness of the uses of heat as a form of energy.
3. recognise the changes in the state of matter.
4. be aware of the uses of magnet as a source of energy
5. understand the mechanics and use of transistors in charging and discharging a capacitor.

UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

OBJECTIVES
The pupil will be able to: Let pupils :
UNIT 1
HEAT 4.1.1 Explain the terms Temperature and Heat Brainstorm to bring out the meaning of temperature and heat. State
ENERGY heat and temperature. the differences between them.

4.1.2 demonstrate the Modes of heat transfer: Demonstrate conduction by putting one end of a piece of metal in fire Explain how heat from
modes of heat Conduction, Convection and observe by holding the other end of the metal from time to time. the Sun is transmitted
transfer. and Radiation Record and explain your observations. to the Earth.

Demonstrate convection by dropping crystals of potassium

permanganate in warm water and observe movement of coloured
column.

Demonstrate radiation by placing their hands close to a source of

heat.

Discuss the application of conduction, convection and radiation as

used in the Thermos Flask.

NOTE: Heat from the Sun (solar energy) is transmitted to the Earth
through radiation.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
OBJECTIVES

UNIT 2 The pupil will be able to: Let pupils :

BASIC
ELECTRONICS 4.2.1 Demonstrate the use Using a transistor to slowly Connect the circuit as shown. Close the switch and observe
of a transistor to slowly charge and discharge a what happens to the LED. Open the switch and observe what
charge and discharge capacitor happens to the LED.
a capacitor.
Discuss what happens to the capacitor when the switch is closed
and when it is opened.

What is the importance

of a capacitor in an
T1 = NPN electric circuit?
Transistor

Replace the 100KΩ resistor and the 470Ω resistor with different
values and observe what happens to the charging and
discharging rate of the capacitor.

Discuss the application of a capacitor in an electronic circuit, e.g.

in a camera flash.

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 JUNIOR HIGH SCHOOL 3
SECTION 5: INTERACTIONS OF MATTER

General Objectives: The pupil will

1. appreciate that interactions between and within matter helps humans to better understand the environment and their role in it
2. be aware of the uses of magnets
3. be aware of the influence of science and technology on the development of society.
4. recognise the impact of science related industries on society

UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

OBJECTIVES

UNIT 1 The pupil will be able to: Let pupils :

MAGNETISM 5.1.1 describe the properties Properties of magnets Review magnetic and non magnetic materials from Upper
of magnets. Primary syllabus.
Discuss the properties of magnets

5.1.2 explain the term Magnetic field Brainstorm to come out with the meaning of the magnetic field
magnetic field.

5.1.3 demonstrate the Demonstrating Magnetic Place a paper on top of a bar magnet and sprinkle iron filings on
magnetic field around a field top of the paper. Tap the paper gently and record what happens.
bar magnet.
Draw the magnetic field of a bar magnet.

5.1.4 demonstrate methods Methods of making Demonstrate methods of making magnets by induction, stroking, Describe how to make a
of making magnets. magnets; Induction, and use of electricity. magnet by the induction
Stroking and Use of and stroking methods
electricity. Note: Mention that permanent magnets are made from steel
and temporary magnets from iron

5.1.5 outline the uses of Uses of magnets Brainstorm to bring out the uses of magnets
magnets.

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 UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
OBJECTIVES

UNIT 2 The pupil will be able to: Let pupils:

SCIENCE 5.2.1 identify science related Science related businesses: Brainstorm to bring out a list of Science related industries in Name two small-scale
businesses in their  Blacksmithing their locality. industries and outline the
RELATED
locality  Gari Processing scientific concepts or
INDUSTRIES  Soap making List the raw materials used in these industries. principles underlying them
 Salt making
 Kenkey production
 Vegetable crop production
 Biogas production
 Fish smoking

5.2.2 describe the scientific The science in Blacksmithing, Identify the scientific concepts and principles underlying the
concepts and Gari making, Soap making, operation of these industries e.g. kenkey making
principles on which the Salt making, Kenkey (fermentation), salt making (evaporation)
industries are based production, Vegetable crop
production and Biogas
production

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THE SCIENCE PANEL

This syllabus was developed by a selected panel consisting of the following:

1. Dr. Christian Anthony Krueger - (GAST President) Department of Science & Mathematics Education, University of Cape Coast

2. Mr. Antwi Aning - GES-Hqrts., Curriculum Research and Development Division (CRDD) , (Head of Science Unit)

3. Mrs. Felicia Boakye-Yiadom - GES-Hqrts., Curriculum Research and Development Division (CRDD) , (Head, Curriculum Planning Unit)

4. Mr. Isaac Asiegbor - GES-Hqrts., Curriculum Research and Development Division (CRDD) , (Head, Assessment Service Unit)

5. Mr. Kwame Safo-Boadi - Science Tutor, Accra College of Education

6. Mr. Dominic Julius Cudjoe - Physics Tutor, West Africa Senior High School, Accra

7. Mr. Sadick Abu Ali - Biology Tutor, Nungua Senior High School, Accra

8. Ms. Belinda Armah, - Integrated Science Teacher, Nana Kwaku Boateng JHS „A‟, Koforidua

9. Mr. John Gbormittah - Integrated Science Teacher, Riis Presby Model Primary, Koforidua

EXPERT REVIEWERS

Review comments to the syllabus development process were provided by:

1. Dr. Fiifi Mensah - Department of Basic Education, University of Cape Coast

2. Dr. John K. Eminah - Department of Science Education, University of Education, Winneba

CURRICULUM RESOURCE PERSON

Kofi B. Quansah Ph.D. - P. O. Box SC245, Tema

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 ACKNOWLEDGEMENT

Appreciation goes to the following MOE/GES staff for a good job toward the success of the syllabus writing workshops:

COORDINATORS

Ms. Victoria Achiaa Osei - Dep. Divisional Director, GES-Hqrts. Curriculum

Research and Development Division, CRDD, Accra

Dr. M. Ato Essuman - Textbook Development and Evaluation Expert,

Ministry of Education, Accra

SECRETARIAT

Miss Sandra Sahada Osman - Secretary, GES Hqrts, Curriculum Research and
Development Division, CRDD, Accra

Mrs. Cordelia Nyimebaare - Secretary, GES Hqrts, Curriculum Research and

Development Division, CRDD, Accra

Mr. Collins O. Agyemang - Secretary, Regional Education Office, Accra

Mr. Thomas K. Baisie - Mimeographer, GES Hqrts, Curriculum Research and

Development Division, CRDD, Accra

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