FIRST TERM 2021/2022 SESSION LESSON PLAN

WEEK 3 DATE: 03-06/09/2023

Name of teacher Kareem M.H

Class J.S.S 1-3
Subject Basic Chemistry

DATE: 03-06/09/2023

Class: J. S. S. 1

Topic: Living and Non living things

Sub-topic: Meaning of Matter, Identification and classification of matter

Period: 1 Period per week

Duration: 35 minutes

Behavioural objective(s): By the end of the lesson, learner should be able to:

i. define matter

ii. Identify matter

iii. Perform activity to confirm that matter occupies space.

Previous knowledge: Leaners are familiar with seeing scientist such as doctors, nurses, schools science teachers, etc
doing their various jobs before.

Reference: i. Classic Basic Science for Junior Secondary School by B.B. Akintelure et al.

ii. Comprehensive basic science for junior secondary school by Ojo O.O.

iii. Internet.

Instructional materials: Students in the classroom, all materials that can be found in the classroom

Real life Applications: Teaching profession; everyday dialogue

Presentation: Teacher presents the lesson in a systematic order.

Step1:

Teacher’s Activity: Teacher introduces the lesson by showing learners the chart explaining the topic 'Matter'.

Learner’s Activities: Learners are to mention what they see on the chart one after the other

Step2:

Teacher’s Activity: Teacher asks the learners to mention what they see around them one after the other.

Learners’ Activities: Learners give their opinion on topic 'Matter' and listens to the teacher for the acceptable definition
of matter..

Step 3:

Teacher’s Activity: Teacher discusses the topic extensively and writes the note on the board for the students to copy.

Learners’ Activities: Learners listen and write down in their note, then ask question when necessary

Meaning of matter

Matter is defined as anything that has mass and occupies space. From the def- inition, both living and non-living things
are called matter. For example, water, bottles, stones, books, wood and tin are all non-living things. Wherever they are
placed, they occupy space, and if their masses are measured, they differ. This means that they satisfy the two condi-
tions. Hence they are matter.

Similarly, living things of various kinds, both plants and animals includ- ing man occupy space and have masses.
Therefore, they are also called matter.

Identification and classifica- tion of matter

Activity 3.1 To confirm that matter occupies space

1. Take your ruler and measure the length and breadth of the top of your table or locker.

2. Ensure that there is nothing placed on the table.

3. Find out the area of the top (area = length X breadth), record your answer.

4. Now place one of your exercise books on the table.

5. Measure the remaining part of the top of the table or locker, and find the area. Do not include where the book is
placed.

6. Record your answer and compare it with the former answer in 3 above. Is there any difference? What can you say
about this? Is there any evi- dence that the book has occupied space?
Activity 3.2 To find out if matter has mass

1. Fill an empty bottle of coke with water.

2. Weigh the bottle of water. Your teacher will show you how to use the weighing balance.

3. Pour away the water and measure the mass of the empty bottle.

4. Compare your answers. Do you agree that the difference is as a result of the mass of the water?

Evaluation: Teacher evaluates the lesson by asking the learners to:

i. Define matter ii. Mention the examples of matter

Class-work: i. What is matter. ii. Mention 5 examples of matter.

Assignment: State the classifications of matter

Conclusion: Teacher concludes the lesson by checking the learners note and mark.

Teacher’s Comment:

H.O.D’s Comment:

V.P Academics Comment:

Class: J. S. S. 2

Topic: Changes in Nonliving things

Sub-topic: Definition, examples and characteristic of chemical change

Period: 1 Period per week

Duration: 35 minutes

Behavioural objective(s): By the end of the lesson, learner should be able to:

i. differentiate between physical change and chemical change

Previous knowledge: Leaners are familiar with some changes around them e.g. the change of state of liquid water to ice
block and boiling of water in which steam is produced etc.

Reference: i. Classic Basic Science for Junior Secondary School by B.B. Akintelure et al.

ii. Comprehensive basic science for junior secondary school by Ojo O.O.

iii. Internet.

Instructional materials: A chart illustrating both physical and chemical changes

Real life application:

Presentation: Teacher presents the lesson in a systematic order.

Step1:

Teacher’s Activity: Teacher introduces the lesson by showing learners the chart

Learner’s Activities: Learners are to mention what they see on the chart one after the other

Step2:

Teacher’s Activity: Teacher asks the learners what they understood about physical and chemical change.

Learners’ Activities: Learners are allowed to give their opinion on the concept 'difference between chemical change and
physical change' as they state the differences between the two changes in their own way and listens to the teacher for the
acceptable differences between the two changes.

Step 3:

Teacher’s Activity: Teacher explain the topic extensively.

Learners’ Activities: Learners listen and write down in their note, then ask questions when necessary

S/N Physical change Chemical change

1 No new substance is formed New substance is formed
 2 The reaction is reversible, i.e. the original The reaction is not reversible
substance can be recorded
3 The change is temporary The change is permanent
4 Heating may not be required Heating is mostly required
5

Causes of changes in matter

For a change in matter to occur, there must be a cause. The cause occurs as a result of an alteration or a change in the
environmental condition around the matter. An example is that when candle wax turns liquid, it does so be- cause heat
is applied to it, otherwise it will remain solid. This means that the heat has increased the temperature of the
surroundings in which the candle wax is located. Therefore, temperature is a cause which is also regarded as a factor
affecting the change in matter. There are other factors that can also af- fect the change in matter. They are

1. Temperature

2. Pressure

3. Light

4 Air and water (moisture)

5. Chemicals

6. Electricity

Evaluation: Teacher evaluates the lesson by asking the learners to:

i. differentiate between physical change and chemical change

ii. State the causes of changes in matter

Class-work: Write three differences between physical change and chemical change

Assignment: Write the meaning of: i. Drug ii. Drug abuse

Conclusion: Teacher concludes the lesson by checking the learners note and mark.

Teacher’s Comment:

H.O.D’s Comment:

V.P Academics Comment:

DATE: 03-06/09/2023

Class: J. S. S. 3

Topic: Environmental Hazard – Ozone layer

Sub-topic: Importance, Hazard effect, and Depletion of Ozone Layer

Period: 1 Period per week

Duration: 35 minutes

Behavioural objective(s): By the end of the lesson, learner should be able to:

i. state the control measures against the depletion of the ozone layer

Previous knowledge: Leaner’s already understand the meaning of ozone layer, where it is located in the atmosphere and
the hazardous effects of the depletion of the ozone layer to life on earth.

Reference: i. Classic Basic Science for Junior Secondary School by B.B. Akintelure et al.

ii. Comprehensive basic science for junior secondary school by Ojo O.O.

iii. Internet.

Instructional materials: Chart showing different layers of the atmosphere.

Presentation: Teacher presents the lesson in a systematic order.

Step1:

Teacher’s Activity: Teacher introduces the lesson by showing learners the chart explaining the ozone layer

Learner’s Activities: Learners are to mention what they see on the chart one after the other

Step2:

Teacher’s Activity: Teacher asks the learners to mention what they think can be the importance and hazard effects and
the depletion of the ozone layer.

Learners’ Activities: Learners are allowed to give their opinion on the concept importance, hazard effect, and depletion
of the ozone layer and listens to the teacher attentively while explaining. Learners write down in their note, then ask
question when necessary
Importance of the ozone layer

The sun is the primary source of energy to our planet. Heat energy and light energy are obtained from the sun and
because they travel through space and air, they are called radiant energy. Heat is necessary to keep our planet warm
and the light enables us to see and makes plants produce food through photosynthesis. However, there is a part of light
from the sun that is invisible to the human eyes. It is called ultraviolet (UV) rays. These rays emit high energy. If allowed
to strike the body, they may cause skin rashes, skin cancer, and cataracts; they can also cause harmful changes in plants
if allowed to strike them. Therefore, the ozone layer prevents the human body and other living inhabitants from
absorbing the UV rays and disallows them from reaching the earth to avoid these diseases, thereby promoting good
health.

In summary, the ozone layer helps rays on to

1. prevent the attack of UV living things on earth.

2. prevent diseases such as skin cancer, and cataracts.

3. prevent damage to crops.

4. promote good health for human beings.

Depletion of the ozone layer

Depletion means reduction in the number or quantity of something. Hence the ozone layer can be depleted. In fact,
scientific research has shown that the ozone layer has been depleted in the strastophere layer of the atmosphere.

Causes of depletion of the ozone layer

These are by the actions of chemicals called chlorofluorocarbons (CFCs) and bromine halocarbons. These chemicals are
used as refrigerants and as aerosol (spray propellants) and can evaporate, over time, into the stratosphere.

When this happens, they are capable of reacting with sunlight and in the process free chlorine atoms are produced. The
free chlorine atoms in turn attack the ozone layer by removing one oxygen atom from the ozone molecule to form
oxygen and another chlorine atom. The new chlorine atom also launches its own attack on another molecule of ozone
and the process continues. As the ozone layer is being attacked, it continues to get reduced (depleted), thereby not
being able to effectively prevent the attack of the UV rays on the inhabitants of the earths.

Hazards or effects of ozone layer depletion

1. Global warming: This is a gradual increase in the overall temperature of the earth's atmosphere as a result of an
increase in the supply of chlorofluorocarbons (CFCs) and other pollutants. Once the ozone layer is depleted, there will be
a high supply of CFCs, hence global warming occurs.

2. Greenhouse effect: A green house is made of glass walls and glass roof. It traps the sun's energy inside and keeps the
plants warm in winter. The earth's atmosphere does the same thing as the green house, thereby keeping the earth
warm for habitation. However when the ozone is depleted, there is a high supply of this gas and the earth is warmer and
unbearable.
3. Ice melting: Ice melting is, by extension, the effect of global warming. When ozone is depleted, there will be global
warming and this brings about loss of sea ice and melting of ice, thus leading to a rise in ocean level.

4. Flooding: A rise in ocean level releases much water into the atmosphere and more lands are covered with water.

5. Diseases: When the ozone is depleted, human beings are exposed to skin cancer, cataracts, etc.

6. Damage: Crops are damaged, aquatic plants like plankton are dead. Such decrease affects the food chain.

Evaluation: Teacher evaluates the lesson by asking the learners to:

1. Discuss the causes of the depletion of the ozone layer

2. State the importance of ozone layer

Class-work: i. Explain four hazard effects of the depletion of the ozone layer

Assignment: Make a sketch of the atmosphere showing all the layers.

Conclusion: Teacher concludes the lesson by checking the learners note and mark.

Teacher’s Comment:

H.O.D’s Comment:

V.P Academics Comment: