HOME SCIENCE
HOME SCIENCE SCHEMES OF WORK
FORM ONE 2014
TERM I
REFERENCES:
1. Secondary Home Science KLB
2. Focus on Home Science
|WK |LSN |TOPIC/S-TOPIC |OBJECTIVES |L/ACTIVITIES |L/T AIDS |REFERENCE |REMARKS |
|1-4 | |REPORTING | |
|5 |1-2 |Introduction to Home science |By the end of the lesson, the learner should be able to |Charts |Teacher-pupil discussion |KLB F1 page 1 | |
| | |-Definition |Define home science |Books |-Note taking | | |
| | |-Importance |Explain the importance of home science to: |Writing materials | | | |
| | | |An individual | | | | |
| | | |Community | | | | |
| | | |Nation | | | | |
| |3-4 |Personal hygiene |By the end of the lesson, the learner should be able to |Charts |Identification using chart |KLB F1 pg 6 | |
| | |definition |Define personal hygiene |Books |Discussions | | |
| | |good grooming |Explain good grooming |Writing materials |Note taking | | |
| | |care of the body |Draw and label the structure of the human skin | | | | |
| | |the skin. |Explain the functions of different parts of the skin | | | | |
|6 |1-2 |Care of different parts of the body|By the end of the lesson, the learner should be able to |Books |Teacher/pupil discussion |KLB F1 pg 10 | |
| | |face |Explain the care of hair, face, hands and nails, feet and eyes. |Writing materials |note taking | | |
| | |hands and nails | | | | | |
| | |eyes | | | | | |
| | |feet | | | | | |
| |3-4 |Care of the teeth |By the end of the lesson the learner should be able to |Chart on structure |Demonstrations |KLB F1 pg 13 | |
| | |structure of the tooth |draw and label the structure of the tooth |books |Teacher pupil discussions | | |
| | |care of the teeth |state dental rules |writing materials |-note taking | | |
| | | | | |-drawing | | |
|7 |1-2 |Enhancing personal appearance |State ways of enhancing personal appearance |Assorted items |-Note taking |KLB F1 pg 16 | |
| | |care of personal items |-Explain the care of handkerchiefs, towels, combs and hair brushes|books |-demonstrations | | |
| | |handkerchiefs | |writing materials | | | |
| | |combs and hair brushes | | | | | |
| | |towels | | | | | |
| |3-4 |Figure types |Explain the care of clothes and shoes |Pictures |Discussion |KLB BK 1 pg 20 | |
| | |care of shoes |Identify figure types |books |-Note taking | | |
| | |leather | | | | | |
| | |canvas | | | | | |
| | |care of clothes | | | | | |
|8 |1-2 |Choice and use of clothes and |By the end of the lesson learners should be able to |Learners pair up and identify |Other learners |H/science F1 | |
| | |accessories |State factors in choice of clothes and accessories |partner’s figure type |pictures |KLB pg19 | |
| | |factors to note |Identify own figure type- | | | | |
| |3-4 |Cosmetics |By the end of the lesson, the learner should be able to |Identification of assorted cosmetics |Assorted cosmetics |H/science F1 by KLB pg | |
| | |types |Identify various types and examples of cosmetics |discussions |books |23 | |
| | |choice |Explain choice and use and misuse of cosmetics | | | | |
| | |use | | | | | |
| | |misuse | | | | | |
|9 |1-2 |Adolescence |By the end of the lesson, the learner should be able to |Group discussions |Books |H/science F1 pg 24 | |
| | |changes in adolescence |State changes that occur to boys and girls during adolescence | |chalks | | |
| | |physical changes in boys and girls | | |B.B | | |
| |3-4 |Emotional changes |By the end of the lesson, the learner should be able to |Teacher-pupil discussions |Text books |H/science by EAEP pg | |
| | |social changes |identify common accidents in the home | |Chalk board |26 | |
| | |Safety in the home and first aid |State common causes of accidents | |-B.B | | |
| | |common accidents | | | | | |
| | |common causes of accidents | | | | | |
|10 |1-2 |First aid |By the end of the lesson, the learner should be able to |Assembling of a first aid kit |Contents of a first aid kit |H/science by EAEP pg 26| |
| | |definition |Define first aid | |-empty box | | |
| | |contents of a first aid kit and |Assemble a first aid kit | | | | |
| | |their uses | | | | | |
| |3-4 |Common accidents, their first aid |Explain the cause, prevention and first aid for: |Demonstrations |First aid kit |H/science KLB PG 28 | |
| | |prevention. |Burns and scalds |Group practical | | | |
| | |burns and scalds |Cuts and bruises | | | | |
| | |cuts and bruises |Suffocation | | | | |
| | |suffocation | | | | | |
|11 |1-2 |choking |By the end of the lesson, the learner should be able to |Demonstration |First aid box |H/science pg 30 | |
| | |fracture |state causes, prevention and first aid for choking, fractures, |practice in groups |books | | |
| | |shock |shock and fainting |-discussions | | | |
| |3-4 |fainting | | | | | |
|12 |1-2 |Foreign bodies in the eyes, ears |By the end of the lesson, the learner should be able to |Discussions |First aid box |Focus on H/science pg | |
| | |and nose |Explain first aid for entry of foreign bodies into the eye, ear |practice in groups | |35 | |
| | | |and nose. | | | | |
| |3-4 |Nose bleeding |By the end of the lesson, the learner should be able to |Practice in groups |First aid box |Focus F2 pg 37 | |
| | |drowning |Explain first aid and prevention of nose bleeding, drowning |discussions | | | |
| | |insect sting and bites |insect stings and bites | | | | |
|13 |1-2 |Medicine |By the end off the lesson, the learner should be able to |Teacher-pupil discussion |Assorted medicine and drugs |KLB pg 50-51 | |
| | |use |explain the correct way to use medicine | |-text books | | |
| | |misuse |explain ways in which medicine is misused and abused. | | | | |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |
| |3-4 |Housing the family |By the end of the lesson, the learner should be able to |Practical identification in the |Pictures |Focus H/science pg 59 | |
| | |Types of houses |Name types of houses |compound/vicinity |compound and environs | | |
| | |essential areas and their placement|explain the essential areas in a house |discussions |books | | |
| | |methods of providing shelter |state factors to consider | | | | |
| | |-actors to consider | | | | | |
|14 |1-2 |Bonding |By the end of the lesson, the learner should be able to |Discussion |Pictures, text books, chalk, B.B |Focus on H/science pg | |
| | |advantages |State advantage s and disadvantages of renting, building and |study examples of house plans | |55 | |
| | |disadvantages |buying shelter. |draw house plans | | | |
| | |room interrelationship |explain room inter relationship in a house | | | | |
| | |buying | | | | | |
| | |renting | | | | | |
| |3-4 | | | | | | |
|15 |END OF TERM EXAMINATIONS | |
HOME SCIENCE SCHEMES OF WORK
FORM ONE 2014
TERM II
REFERENCES:
1. Secondary Home Science KLB
2. Focus on Home Science
|WK |LSN |TOPIC/S-TOPIC |
|2 |1-2 |Housing the family |
| | |Common types of houses |
| | |Modern house plans/designs |
|8 |1 |Kitchen equipment |Classify kitchen |
| | |Classification |equipment |
| | |General points to consider in choice |State general |
| |2&3 |Large equipment |points to consider|
| | | |in choice of |
| | | |equipment |
| | | |Explain the care |
| | | |and use of large |
| | | |equipment |
| | | |
HOME SCIENCE SCHEMES OF WORK
FORM ONE 2014
TERM III
REFERENCES:
1. Secondary Home Science KLB
2. Focus on Home Science
|WK |LSN |TOPIC/S-TOPIC |OBJECTIVES |L/ACTIVITIES |L/T AIDS |REFERENCE |REMARKS |
|1 |1-4 |REPORTNG AND REVISION OF LAST TERM’S EXAMS |
|2 |1 |Sewing equipment and tools |By the end of the lesson the learner should be able to; |Identification |Assorted sewing equipment ant tools |H/scie fm I by EAEP | |
| | |Classification |Identify equipment |Teacher-pupil discussions | |pg 113 | |
| | | |Classify sewing tools | | | | |
| |2-3 |Choice use and care of small |State the choice, use and care of small equipment and tools |Teacher-pupil discussions |Assorted small equipment |KLB fm 1 pg 183 | |
| | |equipment | | |Books | | |
| |4 |Large sewing equipment |By the end of the lesson the learner should be able to |Identification |-Sewing machine |H/sc by EAEP pg 118 | |
| | |Sewing machine |Draw and label the parts of a sewing machine |Drawing |-Other large equipment |KLB fm 1 H/scie | |
| | |Parts of a sewing machine | |Demonstration | | | |
|3 |1 |Use of a sewing machine |Wind and thread a sewing machine |Demonstration |Sewing machines |KLB fm 1 pg 193-195 | |
| | | | |Practice in groups |Threads and needles | | |
| |2-3 | |By the end of the lesson the learner should be able to; |-Practice the use of a sewing machine |Sewing machine |KLB fm 1 H/scie pg | |
| | | |Stitch using a sewing machine | |Fabrics |192 | |
| |4 |Faults in use of a sewing machine |By the end of the lesson the learner should be able to; |Teacher-pupil discussion |Charts |H/scie KLB fm1 pg | |
| | | |State causes of problems and their remedies | |Books |196 | |
|4 |1-2 |Stitches |By the end of the lesson the learner should be able to; |-Identification |Samples |H/scie by EAEP pg | |
| | |-Classification |Classify stitches |Discussions |Books |124 | |
| | | |Name different stitches | | | | |
| |3-4 |Stitches |By the end of the lesson the learner should be able to; |Demonstration |Fabrics |H/scie by EAEP pg | |
| | |Working of different stitches |Work temporally stitches |Working of samples |Sewing threads and needles |124 | |
| | |Temporary | | | | | |
|5 |1 |Working of temporary stitches |By the end of the lesson the learner should be able to; |Demonstration |Fabrics |H/scie KLB pg 200 | |
| | | |Work assorted stitches |Working of samples |Needles | | |
| | | | | |Threads | | |
| |2-4 |Stitches |By the end of the lesson the learner should be able to; |Demonstration |Fabrics |H/scie by EAEP pg | |
| | |Working of different stitches |Work permanent stitches |Working of samples |Sewing threads and needles |126 | |
| | |Permanent stitches | | | | | |
|6 |1-3 |Stitches |By the end of the lesson the learner should be able to; |-Demonstration |-Fabrics |H/scie by EAEP pg | |
| | |-Working of different stitches |-Work embroidery stitches |-Working of samples |-Sewing threads and needles |127 | |
| | |-Embroidery stitches | | | | | |
| |4 |Mid term break |
|7 |1 |Mid term break |
| |2-3 |Environmental hygiene |By the end of the lesson the learner should be able to; |Discussions |School compound |KLB fm 2 pg 1-4 | |
| | |Disposal of house hold refuse |Define environmental hygiene |Observation/ identification |Books | | |
| | |Drainage |Explain proper disposal of house hold refuse | |Chalk | | |
| | |Free open |Explain free and open drainage | |Board | | |
| |4 |Drainage |Explain concealed drains |Discussions |Books |KLB fm 2 pg 4-9 | |
| | |Concealed drains |State advantages and disadvantages of concealed drains |Note taking |Chalk | | |
| | |Disposal of sewage | | |Board | | |
|8 |1 |Sanitation |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Books |KLB fm 2 pg 9-11 | |
| | |Definition |Define sanitation |Note taking |Chalk | | |
| | |Causes of poor sanitation |State causes and dangers of poor sanitation | |Board | | |
| | |Dangers of poor sanitation | | | | | |
| |2-3 |Common communicable diseases and |By the end of the lesson the learner should be able to; |Group discussions and presentations |Note books |KLB H/scie pg 11-15 | |
| | |typhoid, malaria, cholera, |-State causes, symptoms and management of each disease |Note taking |Writing materials | | |
| | |dysentery | | |-ext books | | |
|9 |1 |T.B |By the end of the lesson the learner should be able to; |Group discussions and presentations |Note books |KLB H/scie pg 11-15 | |
| | |Scabies |State causes, symptoms and management of each disease |Note taking |Writing materials | | |
| | |Bilharzia | | |Text books | | |
| |2-3 |Worm infestation |By the end of the lesson the learner should be able to; |Group discussions and presentations |Note books |KLB fm 1 pg 17 | |
| | | |State causes, symptoms and management of each disease |Note taking |Writing materials | | |
| | | | | |Text books | | |
| |4 |Food nutrients |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Charts |Focus on H/scie pg | |
| | |Definition |Define terms related to food nutrients |Note taking |Books |65 | |
| | |Terms |Classify nutrients | | | | |
| | |Classification of nutrients | | | | | |
|10 |1 |Carbohydrates |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Charts |KLB fm 2 pg 112 | |
| | | |State functions and classes of CHO’s |-Note taking |Books | | |
| | | | | |Assorted foods | | |
| |2-3 |Lipids |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Pictures |Focus on H/scie fm 2| |
| | |Proteins |State functions of each nutrient | |Charts |pg 67 | |
| | |Water |Identify food sources of lipids, water and proteins | |Books | | |
| | | | | |Food sources | | |
| |4 |Micro-nutrients |
| | |Vitamins – B complex |
|11 |1-2 |Micro-nutrients |By the end of the lesson the learner should be able to; |Identification of food sources |Pictures |Focus on H/scie pg | |
| | |Vitamins |Identify water soluble vitamins |Discussions |Charts |71 | |
| | |B complex |State functions of vitamin D and C | |Books | | |
| | |Vitamin C |Identify food sources of vitamin B and C | |Board | | |
| |3-4 |Vitamins A, D, E and K |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Pictures |Focus on H/scie pg | |
| | | |State sources of each vitamin |Identification of food sources |Charts |74 | |
| | | |State functions of each of the vitamins |Note taking |Books | | |
| | | | | |Food sources | | |
|12 |1-4 |Minerals |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Pictures |Focus on H/scie fm 2| |
| | |Calcium |Identify source of minerals |Note taking |Charts |pg 75 | |
| | |Phosphorous |State functions of minerals | |Books | | |
| | |Iron | | |Board | | |
| | |Iodine | | | | | |
| | |Fluorine | | | | | |
| | |Sodium | | | | | |
| | |Potassium | | | | | |
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