LESSON PLANS FOR JUN

IOR
HIGH SCHOOLS
SOCIAL STUDIES

BASIC

TERM
9
1
Week Ending: Day: Subject: Career Technology
Duration: 60MINS Strand: Health And Safety
Class: B8 Class Size: Sub Strand: Personal Hygiene
Content Standard:
Indicator: Lesson:
B8.1.1.1 Demonstrate understanding
B8.1.1.1.1: Demonstrate
of basic practices that depict
skills of personal hygiene 2 of 2
personal and food hygiene
Performance Indicator: Core Competencies:
Learners can demonstrate skills of personal hygiene. CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Reference: Career Technology Curriculum Pg. 41

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their
STARTER understanding in the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Have learners to think-pair-share on the causes Pictures and
LEARNING of bad body odor. charts of food
E.g., not bathing well.

Engage learners to prepare personal hygiene

cards/posters in groups to show causes of bad
body odor.

Guide learners to identify the appropriate

materials used to prevent bad body odor. E.g.,
Lime/lemon, deodorant.

Demonstrate how to prevent bad body odor

using the materials.

Let learners plan and organize campaigns to

educate the school community on the elimination
of bad body odor.

Assessment
1.What is meant by Personal hygiene?
2.Mention any four Personal hygiene practices.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.

Ask learners how the lesson will benefit them in

their daily lives.
Ask learners how the lesson will benefit them in
their daily lives.
 Assessment
1. What is meant by first Aid
2. Discuss the necessity of a first aid box in the
kitchen or workshop.
3. When is first Aid administered to a patient?
4. Identify five kinds of accidents that occurs at
the workshop.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.
 Assessment
1. Identify and explain five kinds of accident
that occurs at the workshop.
2. Describe how you will administer first Aid in
the following accidents.
i. Falls ii. Scalds iii. Burns
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.
  Solid and liquid waste

Have learners in groups, research the proper

management and disposal of household and
industrial waste, in groups.

Guide learners to discuss and report on the

following:
i. The different ways of disposing off home
and industrial waste; E.g., landfills, combustion.
ii. The proper ways of disposing off
household and industrial waste; E.g. Sanitary
landfill disposal and incineration disposal,
recycling household and industrial waste.

Engage learners to undertake a project on how to

recycle waste at home and in school.

Assessment
Identify and explain ways of disposing off home
and industrial waste
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.
 Guide learners to discuss and report on the
following:
i. The different ways of disposing off home
and industrial waste; E.g., landfills, combustion.
ii. The proper ways of disposing off
household and industrial waste; E.g. Sanitary
landfill disposal and incineration disposal,
recycling household and industrial waste.

Engage learners to undertake a project on how

to recycle waste at home and in school.

Assessment
What is a waste?
Identify the types of waste and give one
example in each case
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.

Week Ending: Day: Subject: Career Technology

Duration: 60MINS Strand: Health And Safety
Class: B8 Class Size: Sub Strand: Smart And Modern
Materials
Content Standard: Indicator: Lesson:
B8.2.3.1 Demonstrate B8.2.3.1.1: Discuss smart and
understanding and the use of smart modern materials 1 of 2
and modern materials
Performance Indicator: Core Competencies:
Learners can discuss smart and modern materials CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Reference: Career Technology Curriculum Pg. 43

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their
STARTER understanding in the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Guide learners to identify areas where smart and Pictures and
LEARNING modern materials are in use. charts of food
E.g., food industry, textile industry,
electrical/electronics industry, healthcare
industry, building industry

Have learners search for products made from

smart and modern materials using ICT tools and
other sources.
E.g.
- Modified starches used in pizza toppings
- Sanitized fabrics—for sportswear and
socks
- Liquid Crystal Displays (LCDs)—for organic
light-emitting diodes
- Photochromic pigments—for lens in glass,
windows

Assessment
Mention any three smart and modern materials
used in the food industry and its functions.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.
 Guide learners relate food
commodities to their functions. Body
building foods Group 1:
Animal foods and their products
Some examples include: snails, fish, eggs,
meat, milk, etc.
Nutrients: protein (animal protein or first class
protein).

Group 2:
Legumes and oily seeds
Some examples include: pulse (beans of all
kinds e.g. Bambara beans, peas, soya beans,
etc. others are ground nuts, cashew nuts,
melon seeds (agushie), etc.
Nutrients: protein (vegetable protein or
second class protein), mixed elements like
calcium, iron, etc

Functions of proteins:
•It builds the body
•It repairs worn out cells and tissues.

Assessment
• What is food?
• State with three examples each, the six food
groups.
• Mention four importance of eating food.
• Body building foods or growth foods may
include;
PHASE 3: Use peer discussion and effective questioning
REFLECTION to find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize

the lesson.

Ask learners how the lesson will benefit them in

their daily lives.
Functions of fats and oils:
• It gives heat and energy to the body.
It protects some important organs in the body
like the heart, lungs and kidneys.
It greases body joints for easy movement and
delays hunger.

Engage learners to prepare a chart on the 3

functions of food commodities, and display
in class for appraisal.

Assessment
1. (a) Explain the term food and state four (4)
uses of food in the body.
(b) Copy the table and put the following food
items under their appropriate groups.
Energy-giving Protective foods Body-building
foods foods

(Bread, garden eggs, soya milk, yam, pineapple,

cassava, plantain, pepper, oranges, eggs, onions,
butter, beef, chicken, tomatoes, carrots,
cucumber, sweet potatoes)

2. Explain how a balance diet can be

prepared using the three (3) food groups.

3. (a) List four (4) food groups and give an

example of food item in each group.
(b) Vitamin C can be easily destroyed. State four
(4) ways of conserving vitamin C during food
preparation.

4. (a) Group the six (6) food groups under the

following headings.
 WEEKLY LESSON
NOTES
WEEK 7
Week Ending: Day: Subject: Career Technology
Duration: 60MINS Strand: Materials For Production
Class: B8 Class Size: Sub Strand: Food Commodities
Content Standard: Indicator: Lesson:
B8.2.4.1 Demonstrate B8.2.4.1.1: Explore the functions of
understanding of the functions of food to the body. 1 of 2
food commodities
Performance Indicator: Core Competencies:
Learners can explore the functions of food to the body CP 6.5: CI 5.4: CI 5.2:
Reference: Career Technology Curriculum Pg. 50

Phase/Duration Learners Activities Resources

PHASE 1: Bring food items to the class and display them on
STARTER the teachers table.

Call learners in turns to identify the names of the

food items.

Let learners relate to the items and tell their

uses.

Share performance indicators and introduce the

lesson.
PHASE 2: NEW Revise with learners the meaning of food. Pictures and
LEARNING Food is described as anything solid or liquid charts of food
which when taken in can be digested and
absorbed by the body to:
1. Provide heat and energy.
2. Promote growth.
3. Protect the body against diseases.
4. Regulate body processes (e.g. roughage in
food helps bowel movement and prevents
constipation).

Guide learners to classify foods according to

their basic functions.
1. Body building foods or Grow foods:
examples are animal food such as eggs, meat,
fish, and plant food like the pulses (beans,
agushice, etc).
2. Energy giving foods or Go foods:
examples are cereals and grains such as maize,
rice, millet, etc. fats and oils like margarine, palm
oil, butter, etc. and root tubers such as yam,
cassava, cocoyam, etc.
3. Protective foods or Glow foods:
examples are fruits and vegetables such as
orange, banana, pawpaw, tomato, kontomire,
garden eggs, pepper, etc.

Brainstorm learners to talk about the

 importance of the three food groups.
 It is important to know which food does what
work in the body so that you can eat the right
kinds of foods to stay healthy.

Week Ending: Day: Subject: Career Technology

Duration: 60MINS Strand: Materials For Production
Class: B8 Class Size: Sub Strand: Food Commodities
Content Standard: Indicator: Lesson:
B8.2.4.1 Demonstrate B8.2.4.1.1: Explore the functions of
understanding of the functions of food to the body. 1 of 2
food commodities
Performance Indicator: Core Competencies:
Learners can explore the functions of food to the body CP 6.5: CI 5.4: CI 5.2:
Reference: Career Technology Curriculum Pg. 50

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their
STARTER understanding in the previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Guide learners relate food commodities to Pictures and
LEARNING their functions. charts of food
Group 3:
Fruits and vegetables
Some examples include fruits such as
pineapples, mangoes, banana, oranges, and
vegetables such as tomatoes, carrots, onions,
pepper, nkontomire, carrots, etc.
Nutrients: vitamins and mineral salts

Functions of vitamins and mineral salts:

•It protects the body against diseases and
infections.
•It helps regulate body processes.

Energy giving foods

Group 4:
Cereals and grains
Some examples include: maize, millet, cats,
quiries corn, rice, sorghum etc. Nutrients:
carbohydrate

Group 5:
Root tubers and plantain
Some examples include: yam, cocoyam, sweet
potatoes, plantain, etc. Nutrients: carbohydrate.

Functions of carbohydrates:
It provides the body with heat and energy.

Group 6:
 Fats and oils
Some examples include: butter, margarine, salad
oil, palm oil, kernel oil, lard, cheese, egg yolk,
suet, lard, etc.
Nutrients: fatty acids and glycerol.
i. Protective foods ii. Energy-giving foods iii.
Body-building foods

(b) Mention two (two) importance of eating from

each of the three (3) food groups daily.

5. Mention four characteristics of food

PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.
 Demonstrate how to indicate dimensions on
marked out part(s), in groups.

Demonstrate how to care for and maintain

measuring and marking out tools and
equipment.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.
 6. Mention four importance of eating food.
Body building foods or growth foods may include
PHASE 3: Use peer discussion and effective questioning to
REFLECTION find out from learners what they have learnt
during the lesson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.