SHS 1

SECTION 1
DIVERSITY OF MATTER
General Objectives: The students will

1. appreciate the variety of living and non-living things and their interconnectedness.
2. develop a scientific approach to problem solving.
3. develop safety skills required to work with laboratory apparatus.
4. recognize the importance of measurement in science.
5. understand the nature of matter in its various forms.

SPECIFIC TEACHING AND LEARNING ACTIVITIES

UNIT OBJECTIVE CONTENT EVALUATION

UNIT: 1 The students will be able to: Let students:

INTRODUCTIO
N TO 1.1.1 explain that there are Concept of integrated science discuss the following: Discuss the relevance of
INTEGRATED various branches of Science as an interrelated body of knowledge consisting of various the study of chemistry,
SCIENCE science which are branches of science. biology and physics to
interrelated and specialists such as soil
relevant to the world scientist, a nurse, a
of life. Why the need for science specialist to acquire all round knowledge medical doctor and a
in all science areas namely Chemistry, Biology, Physics, Geology, geologist
Astronomy, Agriculture

Discuss some careers in science and science related fields, what Identify two applied science
they do and the education and training necessary for these careers professions and explain the
science they practice and
the education and training
GROUP ACTIVITY: Students in groups design and draw diagrams
necessary for these
to show the inter-relationship between the various branches of careers.
Science and Technology. Groups to display their work in class for
discussion.

1.1.2 apply the scientific The scientific method: apply scientific concepts and principles in everyday life activities
method to arrive at identification of the problem, such as treatment of drinking water; finding cure for diseases.
scientific solutions to hypothesis formulation,
everyday problems. experimentation, data discuss scientific method and explain how scientists solve problems.
collection, analysis and
conclusion.

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 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

UNIT 1 The students will be able to: Let students:

(CONT’D)
NOTE:
1. Explanation of scientific method should include identification of There is malaria
the problem, hypothesis, experimentation (observation, outbreak in your
collection, recording and analysis of data) and conclusion. community.
2. The discovery of penicillin, radioactivity and the law of Outline the scientific
floatation may be used to illustrate the scientific method. method you would
follow to control the
3. Explain to students that quest for knowledge and curiosity are outbreak.
necessary to arrive at the truth, facts and solutions to
problems.

PROJECT WORK:
Teacher to assist students in small groups to investigate a common
problem in the community e.g. frequent flooding, and apply scientific
method to arrive at a solution to the problem.
Students can also select problems of interest to them and
investigate.
1.1.3 follow basic safety Safety precautions in the Suggest four (4) safety
Carry out demonstrations on safety precautions in the use of the
precautions in the laboratory. measures to be taken in
Laboratory; laboratory equipment, chemicals etc.
laboratory. a Science Laboratory

UNIT 2
MEASUREMENT 1.2.1 use SI units in all Basic units and Derived units.
Discuss the following basic units of scientific measurements:
measurements
Length (m), mass (kg), Time (s), Temperature (K), Current (A),
Amount of substance (mol), Luminous intensity (cd)
Derive the formula for
Discuss the following derived quantities and their units: Volume
3 -3 -1 finding:
(m ), Density (kg m ), Velocity (ms ), Force (N), Work and Energy i. the density of a
(J), Quantity of electricity (C), electric resistance (Ώ), Potential
substance
difference(V), Power (W)
ii. velocity of a body in
1.2.2 use scientific Using scientific measuring motion
measuring instruments. use instruments such as ruler, balances, stop watches,
thermometer, ammeter, measuring cylinder, calipers, pipettes,
instruments Give three reasons why
burette, hydrometer etc. to measure quantities in various units.
accurately. quantities should be
Truthful and accurate recording of measured accurately
data. Teacher to assist students to acquire skills in using eyes, hands and and honestly.
judgment when taking measurement.
Concept of replication of results.

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 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

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

cont
Sources of errors in scientific discuss the importance of replication and checking of results by Mention six human
experiments. different scientists using the same procedure to ensure accuracy values that are of
and consistency of results; to arrive at hypothesis; to make better importance to the
predictions; to add to scientific knowledge. scientist

NOTE: Teacher to remind students that values such as honesty,

integrity and truthfulness can be developed through measuring and
recording of data accurately.

1.2.3 measure density and Density and relative density. review topic on density from JHS Syllabus. Carry out experiments Describe an experiment
relative density. to determine the density of equal volumes of water and salt solution. to determine the density
Compare densities of water and salt solution. of a piece of stone.

UNIT: 3
DIVERSITY OF 1.3.1 differentiate between Life processes: review characteristic features and examples of living and non-living Outline five basic life
LIVING AND living and non-living Movement, nutrition, growth, things from JHS syllabus. processes which unite
NON-LIVING things respiration, excretion, all living organisms.
THINGS reproduction, response to explore the school environment to observe and record diverse ways
stimulus. living organisms move, feed, grow, respire, reproduce and respond Explain the term
to stimuli. biodiversity.

discuss their observations in class and relate them to the existence

of biodiversity.

NOTE: Detailed treatment of the life processes not required at this

stage.

1.3.2 classify living and non- Classification schemes of living discuss the following: Outline the order of
living things and non-living things: Classification schemes of living and non-living things. classification of living
organisms.
History and importance of classification.

a) Living Things: Important personalities such as the following should be mentioned:

Kingdom, division/phylum, class, Aristotle (early classification),
order, family, genus species. Linnaeus (binomial system of classifying living things)
NOTE:
Include naming of organisms using the Binomial System of
nomenclature (Linnaeus system of classification) e.g. man and
maize.

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 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

b) Non-living things: Mendeleev Periodic table of elements into eighteen groups and into Draw and label the
Elements: metals and non- metals, non-metals and semi-metals, and classification of living following atoms:
metals. societies. Oxygen, Hydrogen and
NOTE: Chlorine
st th
The 1 to the 20 element in the period table should each be
classified as metal or non-metal.
UNIT 4
MATTER 1.4.1 describe the different Particulate nature of matter: review the nature, state and properties of matter through discussion.
building blocks of atoms, molecules and ions. Classify the following
matter. NOTE materials into elements,
Diagrammatic representation is necessary for atoms and molecules compounds and
st th
of the 1 to 20 element on the periodic table. mixtures: water, salt,
iron filings sea water,
1.4.2 differentiate between Elements, compounds and discuss and bring out the differences between elements, sulphur, air and glass.
elements, compounds mixtures. compounds and mixtures.
and mixtures.
prepare simple mixtures and compounds in class.e.g.
solid-solid mixtures
solid-liquid mixtures
liquid-liquid mixtures
gas-liquid mixture
1.4.3 describe the formation Ionic and covalent compounds. gas-gas mixtures
of covalent and ionic
compounds. use models or diagrams to assist the students to discuss: Describe the formation
1. Ionic bond formation as a result of transfer of electrons from one of sodium chloride
atom to another resulting in the formation of cations and anions. (NaCl) and ammonia
2. Electrostatic attractions between cations and anion to give ionic (NH3)
bond.
3. Covalent bond formation between atoms or groups to give
covalent compound
4. characteristic properties of ionic and covalent compounds

NOTE:
IUPAC names of common compounds should be taught.
1.4.4 relate atomic numbers, Atomic number, mass number, discuss the items listed under the content.
mass numbers, isotopes and relative atomic mass
isotopes and relative of given elements. write down mass number of a given element based on given number
atomic mass among of protons or electrons and number of neutrons.
each other.

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 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

UNIT 4 The students will be able to: Let students:

MATTER
(Cont) 1.4.5 perform calculations Mole, molar mass and formula explain relative atomic masses using the periodic table. Calculate the amount of
using the mole mass. NOTE: substance in 9g of
concept. Relationship between grams and Carbon-12 isotope should be mentioned as the reference scale. aluminum
moles (Al = 27 g/mol)
calculate the following:
1. Formula mass and molar mass using given relative atomic
masses.
2. Amount of substance in moles given its mass

NOTE: Mention should be made of the mole as a unit of the physical

quantity, amount of substance.
23
L = 6.02 x 10 particles as the Avogadro constant;
m
use of n = relationship to calculate amount of substance where
M
n is the symbol for amount of substance,
m is the mass,
M is the molar mass.
1.4.6 prepare solutions of Preparation of solutions of given Brainstorm to define the concentration of a solution in mol/dm ;
3
given concentrations. concentrations
-3
g/dm , percentage and ppm.

NOTE: calculations in part per million not required

carry out simple calculations with the relationship
amount of subs tan ce (n )
c
volume of solution( v)
Prepare solutions of a given concentration e.g. IM solution of
a) NaOH (b) NaCl

dilute solutions of given concentrations and discuss everyday

application of dilution
e.g. food preparation, drug preparation.

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 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

UNIT: 5 1.5.1 describe the structure Plant and animal cells. Review the structure and function of plant and animal cells in a 1. State six differences
CELLS and function of plant discussion. between plant and
and animal cells. animal cells.
Types of plant and animal cells Observe prepared slides of different types of plant and animal cells.
e.g. red blood cell, nerve cell, leaf epidermal cell, sperm cell, leaf 2. State one function of
Specialized cells. palisade cell, lymphocyte, phagocyte. each of the following
organelles:
Discuss the functions of cell organelles. (i) Mitochondrion.
draw and label plant and animal cells (ii) Chloroplast.
NOTE: (iii) Nucleus.
1. Electron micrographs can be obtained from books. (v) Endoplasmic
2. Mention should be made of stem cells. reticulum
(vi) Vacuole.

UNIT:6
ROCKS 1.6.1 describe the major Rocks: Types (igneous, Explore the school environment/community to identify different types State two characteristics
types of rocks, their sedimentary and metamorphic), of rocks. each of the following
formation and formation and characteristics. rock types:
characteristics. discuss the formation of igneous, sedimentary and metamorphic (i) Sedimentary rocks.
rocks and their characteristics (ii) Igneous rocks.

1.6.2 explain the process of Weathering of rocks: Discuss physical, biological and chemical weathering of rocks. Investigate and write a
weathering of rocks. physical, report on types of
biological, NOTE: Explanation of the effect of hydration, hydrolysis, weathering processes
chemical. carbonation and oxidation on rocks is required. occurring in the school
community.

6
 SHS 1

SECTION 2
CYCLES
General Objectives: The students will
1. recognise that there are repeated patterns of change in nature and understand how these patterns arise.
2. understand the pattern of air movements around the earth, their effects and the necessary precautions to take when storms occur.
3. appreciate the cyclic movement of nitrogen between the soil and the atmosphere.

SPECIFIC TEACHING AND LEARNING ACTIVITIES

UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

UNIT 1
AIR 2.1.1 explain the formation Land and sea breezes. Design models to demonstrate convectional current during the formation of Explain why sea breeze
MOVEMENT of land and sea land and sea breezes. occurs during the
breezes. NOTE: day and land breeze
Examples of models that could be designed are the smoke box and heated during
water with crystals of KMnO4. the night.

2.1.2 identify the various Types of air masses Design models and discuss the direction of movement of major air masses on
types of air masses and their movements. the earth‟s surface.
and describe their Trade winds: Easterlies NOTE: Description of pattern of air movement should be limited to air masses
pattern of movement. and Westerlies affecting seasons in the West African sub-region.

2.1.3 describe the effect of Effect of moving air Discuss differences between air masses and storms. Mention two warning
moving air masses. masses: Discuss early warning signs of approaching storms. signs of approaching
Formation of Discuss some effects of moving air masses: Spread of pollutants, effect on storms and two
storms/cyclones. climate etc. precautions to be taken
NOTE: to ensure safety.
Precautions against the Tornadoes, hurricanes, typhoons are terms which describe cyclones in
effects of storms. different parts of the world.

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 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

UNIT 1 The students will be able to: Let students:

(Cont)
PROJECT:
Students in groups of two or three to use search engines from the Draw a future‟s wheel to
internet or local newspapers or international news stations to gather show
information and write a report on storms around the world, the consequences of the
forecasting procedures, early warning signs etc. spread of pollutants by
Students make a presentation of report in class for discussion and moving air masses
award of marks. around the earth.

Explain how pollutants

from one country could
lead to problems in
another country.

UNIT: 2
NITROGEN 2.2.1 describe the nitrogen Nitrogen cycle. Draw and discuss the Nitrogen cycle. Explain the following
CYCLE cycle. processes involved in
the nitrogen cycle:
2.2.2 explain the importance Importance of nitrogen cycle. discuss the importance of the nitrogen cycle to plants and animals 1. nitrification
of nitrogen cycle to e.g. improvement of soil fertility. 2. denitrification
plants and animals.

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 SHS 1

SECTION 3
SYSTEMS
General Objectives: The students will
1. recognize that a system is a whole, consisting of parts that work together to perform a function.
2. recognize that the mammalian skeleton consists of many different bones which work together.
3. understand the different parts of a plant and how they function together for plant growth and reproduction.
4. be aware of the parts of the body which operate to perform respiratory and digestive functions
5. recognize the process of transportation of substances in living organism as life system.

SPECIFIC OBJECTIVE TEACHING AND LEARNING ACTIVITIES

UNIT CONTENT EVALUATION

The students will be able to: Let students:

UNIT 1
SKELETAL 3.1.1 describe the structure Major parts of the use a model of a mammalian skeleton to discuss major parts of the Outline five functions of
SYSTEM and functions of the mammalian skeleton and mammalian skeleton and their functions. the mammalian
mammalian skeleton. their functions. skeleton.
NOTE:
Axial skeleton: 1. Discussion to include types of joints.
Skull and vertebral column. 2. Detailed treatment of the structure of individual bones not
needed.
Appendicular skeleton:
Limbs and the limb girdles.

UNIT 2
REPRODUCTION 3.2.1 identify parts of a Structure of flowers examine the following: Make a half-flower
AND GROWTH IN flower and variations in Complete flower and also half flower with free parts. drawing of a bi-sexual
PLANTS flower structure Bi-sexual flower, e.g. Flamboyant or Pride flower and label the
of Barbados or Hibiscus. parts.
Uni-sexual flower with free parts e.g. water melon, gourd, pawpaw
and Paretusa.

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 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

UNIT 2
(CONT’D) PROJECT:
1. make a collection of about ten different flower specimens.
2. open fully to locate the main parts.
3. mount each flower on a separate sheet of paper and the
parts separated out and labeled.
4. enclose each flower with a plastic sheet and transparent
tape.
5. display work by groups on a bulletin board or science table
for award of marks.

3.2.2 describe the Mechanisms of pollination and Refer to JHS syllabus to review the process of pollination and
processes of fertilization. fertilization. Fertilization should be limited to processes where the
pollination and male nuclei fuses with female nuclei to form zygote and endosperm.
fertilization.
Formation of fruits and seeds. Formation of fruits and seeds should be discussed.

Watch digitized or video version of pollination and fertilization.

3.2.3 describe different Types of fruits: dry fruits and Collect different types of fruits and group them into dry and fleshy or Draw and label a
types of fruits. fleshy or succulent fruits. succulent fruits. named endospermous
seed and give the
Draw a section of a drupe and a berry, e.g. mango and cowpea. functions of each
labeled part.

3.2.4 describe the structure Seed structure: GROUP ACTIVITY:

of seeds and state the Endospermous (monocots) and 1. make a collection of different seeds from the community. Relate the structure of
functions of their non-endospermous (dicots) 2. Study the features, draw and label the longitudinal section the following seeds and
parts. seeds. of two of the seeds e.g. maize and Jatropha sp. fruits to their mode of
3. list the functions of the parts. dispersal:
4. keep information on each seed including name of collector, 1. Balsam fruit
date of collection, differences in size, shape, colour and 2. Pride of
uses. Barbados fruit
3.2.5 identify the agents of Seeds and fruits dispersal Study and discuss the structure of seeds/fruits and how they are 3. Mango fruit
dispersal of seeds and adapted to their mode of dispersal; agents for dispersal. 4. Coconut fruit
fruits. 5. Silk cotton
Discuss the advantages and disadvantages of fruit and seed seed
dispersal. 6. Tridax sp.

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 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

3.2.6 describe the process Process and conditions of Review the process and conditions for germination of seeds in JHS Use diagrams to explain
and conditions germination. syllabus. epigeal and hypogeal
necessary for germination.
germination. Types of seed germination: Sow different types of seeds and identify the type of germination of
Hypogeal, each. e.g. maize(hypogeal), cowpea, groundnut/peanut( epigeal).
Epigeal.

3.2.7 describe vegetative Methods of vegetative bring samples of propagatory materials to examine and discuss how Outline two advantages
(asexual) reproduction reproduction in plants and their new plants are produced from corms, setts, bulbs, rhizomes, and two disadvantages
in plants. importance. cuttings, stolons runners, - of vegetative
propagation of plants.
Discuss budding and grafting.
Write word equations for aerobic and anaerobic respirations Distinguish between
budding and grafting.
UNIT 3
FOOD AND 3.3.1 outline the different Classes of food and food
NUTRITION classes of food and substances, their source and Review topic on classes of food and food substances from the JHS Students to match the
describe a balanced importance: carbohydrates, syllabus. following nutrients and
diet. proteins, lipids, vitamins, mineral their functions
salts and water. Test for starch, proteins and lipids in different types of foods. i. starch
ii. protein
Discuss the importance of food substances to the human body iii. lipids.
Balanced diet.
Discuss the components of a balanced diet e.g. carbohydrates for
energy
3.3.2 state the effects of Effects of malnutrition.
malnutrition Discuss malnutrition and its effects

3.3.3 explain the need to Food fortification and enrichment Explain the following
fortify and enrich food. Discuss the essence of food fortification and enrichment. terminologies
i. balanced diet
NOTE: ii. Malnutrition.
1. Relation between diet and certain diseases and disorders such as
Night blindness, High Blood Pressure, Diabetes, Obesity, Lactose
intolerance and Kwashiorkor should be stressed.
2. Determine the Body Mass Indices (B.M.I) of students and relate
to health standards.
Body w eight(kg)
B.M.I =
[Height (cm)]2

11
UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
OBJECTIVES
UNIT 3 The student will be able to: Let students:
(CONT’D)
3. Importance of roughage should be included in the discussion.

3.3.4 outline the health Health benefits of water State the importance of water to the body.
benefits of water

UNIT 4
DENTITION, 3.4.1 identify the different Structure of different types of Review structure and functions of the teeth. Annotate structural
FEEDING AND types of teeth in teeth in relation to their functions. parts of molar and
DIGESTION IN mammals and relate Identify the parts of the vertical section of a tooth. canine teeth.
MAMMALS them to their
functions. Discuss differences in dentition in human and other mammals.

NOTE:
Relate dentition to diet.

3.4.2. enumerate various Care of the teeth in humans. Demonstrate proper ways of caring for the teeth to prevent dental
ways of preventing problems, e.g.
dental problems. 1. cleaning the teeth daily
2. visiting the dentist at least twice a year
3. feeding on mineral-rich food. Annotate a diagram of
human digestive system
3.4.3 identify the parts the Structure and functions of the Examine a chart or model of the digestive system of human and on a chart or computer.
digestive system of digestive system of humans. identify parts of the alimentary canal, the glands and organs
humans. associated with digestion.

UNIT 5 3.5.1 define respiration and Respiration as a source of energy Discuss the meaning of respiration and how energy is released from The human body
RESPARATO explain its importance for body processes. food substances for living organisms. systems work
RY SYSTEM interdependently to
NOTE: perform a life function
Teacher, using controlled experiments, should demonstrate the and sustain life.
release of heat energy and carbon dioxide during respiration of Identify three human
germinating seeds, small animals and yeast (fermentation of corn body systems that
dough). affect the respiratory
system.

12
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

Describe how each of
the three systems
affects the respiratory
3.5.2 distinguish between Aerobic and anaerobic respiration. Discuss aerobic and anaerobic respiration. system.
aerobic an Write word equations for aerobic and anaerobic respirations.

3.5.3 identify the organs of Structure and functions of the Discuss the functions of the trachea, lungs, ribs, intercostal muscles Differentiate between
the respiratory system respiratory system in humans. and diaphragm. aerobic and anaerobic
of humans and respiration.
describe their Inhalation and exhalation Observe chat/video clip/animated version of respiration process in
functions. humans.

3.5.4 enumerate some Problems and disorders Mention and discuss briefly some problems and disorders Describe the mechanism
problems and associated with the respiratory associated with the respiratory system e.g. Lung cancer, Asthma, by which air is taken in
disorders associated system in humans. T.B., Whooping Cough, Pneumonia etc. and out of the lungs in
with the respiratory humans.
system in humans.

3.5.5 explain how Exchange of respiratory gases in Discuss how they can be prevented and controlled. Describe how
respiratory gases are plants. respiratory gases enter
taken in and out of and leave plant tissues
plants. Discuss how respiratory gases, e.g. oxygen and carbon (IV) oxide
are taken in and out of plants.

NOTE:
Cell (tissue) respiration to be mentioned as a chemical process that
produces energy for life activities of organisms (glycolysis and
Krebs‟s cycle not required).

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 SPECIFIC OBJECTIVE TEACHING AND LEARNING ACTIVITIES
UNIT CONTENT EVALUATION

The students will be able to: Let students:

UNIT 6
TRANSPORT- 3.6.1 explain processes of Diffusion and osmosis Review topics in JHS syllabus on diffusion and osmosis. (a ). Explain the following terms:
DIFFUSION AND diffusion and osmosis Perform simple experiments to demonstrate diffusion in air and i. hypertonic solution
OSMOSIS. liquids. ii. hypotonic solution
iii. isotonic solution
Perform experiment to demonstrate osmosis in a living tissue
using yam/cassava/cocoyam and in a non-living tissue using (b). Explain the effect of
cellophane sheet. introducing red blood cell into
i. hypertonic solution
Record and discuss your observations. ii. hypotonic solution
iii. isotonic solution
Give examples of life processes in which diffusion and osmosis
occur, e.g. absorption in the small intestine, re-absorption of Two containers X and Y each
water in the kidney and transpiration. hold one litre of air. X also
contains 0.4g of a gas and Y
PROJECT: contains 0.6 g of the same gas.
Group of student to apply the principles of osmosis in the The two containers are connected
following activities: together as shown in the diagram.
i. Salting of fish for preservation e.g. Tilapia („‟koobi‟‟)
ii. Preservation of liquid food products e.g. fruit juice
concentrate

(i). Which way will the gas

diffuse?
(ii). After a long period of time,
what will be the concentration of
the gas (in grams per litre) in each
container?

14
 SHS 1
SECTION 4: ENERGY
General Objectives: The students will:

1. recognize that energy has a source, and can be transferred and transformed into other forms
2. understand the application of solar energy in daily activities and in the manufacture of plant food.
3. Be aware of the behaviour of discrete electronic components

SPECIFIC TEACHING AND LEARNING ACTIVITIES

UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

UNIT: 1 4.1.1 distinguish between Forms of energy and energy Refer to JHS syllabus for a review on forms of energy. With the aid of diagrams
FORMS OF various forms of transformation. show the energy
ENERGY AND energy and modes of Illustrate with flow charts to show the following energy transformation in
ENERGY transformation. transformations: (i) photosynthesis
TRANSFORM- (ii) respiration.
ATION 1. solar energy to chemical energy in photosynthesis.
2. chemical energy to electrical energy in voltaic cells
3. solar energy to electrical energy in solar cells.
4. chemical energy in fossil fuel into thermal energy/electrical
energy
5. potential energy to kinetic energy in falling object.
6. electrical energy to light energy in bulbs.
7. chemical energy is released from glucose during cellular
respiration.

4.1.2 discuss the Conservation of energy and discuss the principle of conservation of energy. Describe three activities
conservation of energy efficiency of energy conversion to show how energy is
and efficiency of demonstrate the principle of transformation of energy by considering conserved.
energy conversion. the transformation of potential energy to kinetic energy using a
falling object Explain why the
discuss the efficiency (E) of energy conversion using the expression efficiency of energy
energy output converters is not 100%
E 100%
energy input

15
 SPECIFIC OBJECTIVE TEACHING AND LEARNING ACTIVITIES
UNIT CONTENT EVALUATION

The students will be able to: Let students:

UNIT: 2
SOLAR ENERGY 4.2.1 identify the uses of solar Uses of solar energy: discuss the main applications of solar energy: generating Describe the process
energy. electricity, drying materials and heating substances. involved in the
Generation of electricity from solar generation of electricity
panel/solar cells. from solar panel.

Drying.

Solar heaters

Application of solar energy in Carry out practical activities to demonstrate the application Outline the advantages
practical daily activities. of solar energy to: of solar energy over the
1. dry clothes use of fossil fuel as
2. heat water for bathing source of energy
3. dry crops for preservation
4. cook, e.g. corn, sausages, hot dog, fish and ripe
plantain
5. boil an egg.

UNIT 3
PHOTOSYNTHESIS 4.3.1 describe the process of The process of photosynthesis. Carry out control experiments to show the necessity of
photosynthesis. light, chlorophyll and carbon dioxide for photosynthesis.

Conditions for photosynthesis: Discuss the conditions of photosynthesis.

Light,
Chlorophyll,
carbon dioxide,
water.
Describe an experiment
4.3.2. explain the process of Conversion of light energy to Use word and symbol equations to show how light energy to demonstrate that light
the transformation of chemical energy. is trapped during the process of photosynthesis and is essential for
energy that occurs converted to glucose. photosynthesis.
during photosynthesis.
Test for starch in a leaf.

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 SPECIFIC OBJECTIVE TEACHING AND LEARNING ACTIVITIES
UNIT CONTENT EVALUATION

The students will be able to: Let students:

UNIT 4:
ELECTRONICS 4.4.1 observe the behaviour of Behaviour of discrete electronic Connect a simple electronic circuit comprising a d.c. Compare the
discrete electronic components:resistor, capacitor and source, a resistor and a Light Emitting Diode (LED) in behaviour of an LED
components in a d.c. inductor – in a d.c and electronic series. when a capacitor is in
electronic circuit. circuits. a d.c or a.c electronic
circuit.
observe the behaviour of the LED when:
1. the switch is closed
2. switch is opened
3. resistor is replaced with capacitor.
4. capacitor is replaced with inductor or coil.

Repeat the experiment by replacing the d.c. source with a

12V a.c. source.

PROJECT:
Design and construct an electronic mosquito repellant
using the capacitor, inductor and transistor arrangement.

17
 SHS 1
SECTION 5: INTERACTIONS OF MATTER
General Objectives: The student will:

1. appreciate that the interaction between and within matter helps humans to better understand the environment and their role in it.
2. recognize the effect of changing climatic conditions on the environment.
3. be aware of movements of the earth and the effects of these movements.
4. recognize the harmful effects of disease-causing organisms and the need to control them.

SPECIFIC TEACHING AND LEARNING ACTIVITIES

UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

UNIT: 1
ECOSYSTEM 5.1.1 define basic Basic biological terms: Brainstorm to bring out the meaning of the ecological terms: Differentiate between
ecological terms. Ecology, Species, population, species, population, community, ecosystem, ecosphere. the following ecological
community, ecosystem, ecosphere. terms:
i. ecosystem and
5.1.2 classify ecosystems Types of ecosystem and components. Classify the various ecosystems: terrestrial, fresh water, ecology
and identify their marine etc. ii. ecosystem and
components Natural: fresh water, marine, estuarine, ecosphere
lake, rainforest, savanna and desert iii. species and
population
Artificial: farmland, man-made lakes, iv. population and
roads. community

Components of ecosystem: Identify the components of an ecosystem and discuss how Describe the interaction
Biotic/living component including plants they affect each other. between the
and animals. components of a named
ecosystem.
Abiotic / non-living component including Classify ecological factors into biotic and abiotic and show how
soil, air and water. they affect the distribution, abundance and development of
plants and animals (humans).
Ecological factors:
Biotic - predation, competition. Discuss appropriate instruments used to measure abiotic
Abiotic – climatic (rainfall, humidity, factors.
temperature) salinity, altitude, slope of
land etc.

18
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

UNIT: 1
(CONT’D) 5.1.3 explain food chain Components of a food chain and Explain and describe food chain and food web and identify the Show how efficient the
ECOSYSTEM and food web and food web. components: energy transfer between
identify the 1. Producers (green plants). producers and
components. 2. Primary consumers (plant eaters or herbivores) consumers is
3. Secondary consumers (flesh eaters/ carnivores).
Draw a simple food
NOTE: Mention should be made of prey and predator relationship chain in a named
2. Omnivores are grouped with primary and secondary consumers ecosystem.
3. Decomposers/detritivores must be mentioned as indispensable
in an ecosystem. Use the following
organisms to construct a
FIELD TRIP: food web; green grass,
Students to visit natural habitat or relevant eco-centres e.g. National lizard, hawk, locust,
Parks. butterfly, frog, tiger and
antelope.

UNIT: 2
ATMOSPHERE 5.2.1 identify the various Layers of the atmosphere: Brainstorm to bring out the layers of the atmosphere Differentiate between
AND layers of the Troposphere, stratosphere, the troposphere and
CLIMATE atmosphere. mesosphere and Describe the characteristics of troposphere and stratosphere in stratosphere in terms of
CHANGE thermosphere/ionosphere. terms of thickness, temperature, air quality and composition, the following:
pressure and support for human activities temperature, air
composition and
5.2.2 outline the effects of Human activities and their effects Gather information from the internet and scientific journals on the pressure
human activities on on the atmosphere effects of human activities on the atmosphere i.e. air transport,
the atmosphere. defense, industrialization, agriculture etc.

5.2.3 describe the major Major atmospheric pollutants: Discuss the sources and the effects of the following pollutants:
pollutants of the sources and effects. Oxides of lead (PbO), nitrogen (NO2) and sulphur (SO2 and SO3);
atmosphere and their ozone, halons/freons (carbon and halogen compounds or CFCs).
effects

5.2.4 explain Greenhouse Greenhouse effect and climate Give examples of Greenhouse gases e.g. Carbon (IV) oxide, Outline five effects of
effect on climate change methane. climate change on
change. biodiversity resources.
Discuss what a “greenhouse‟‟ is and its effect: Global warming and
climate change.

19
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able Let students:

UNIT: 2 to:
(CONT’D) Desertification, drought Discuss possible factors to address the problem of global warming.
Melting of ice and polar ice caps,
rising sea levels PROJECT:
Increase in number and intensity of Students to interview people in the community to find out and report
hurricanes (cyclones), effects on on climate change in the community over the past thirty to fifty years
biodiversity resources, etc. and its effect on the community.

5.2.5 explain the causes Causes and the effects of the State what the ozone layer is and discuss how it protects living Mention two effects of
and effects of the depletion of the ozone layer organisms. the supersonic air
depletion of the transport on the ozone
ozone layer. Relate the sources and effects of CFCs on the ozone layer. layer.

5.2.6 explain the causes Acid rain and its effects: Identify acidic pollutants which cause acid rain. Mention three examples
and effects of acid Damage to buildings, paints and of acidic pollutants and
rain. forests. discuss the effects of acid rain the environment how they affect forests
(damage to buildings, forests etc) and buildings

UNIT: 3
INFECTIONS 5.3.1 describe the causes Pathogenic: bacteria, virus, fungi, discuss the causes of pathogenic diseases under the following: Discuss the courses,
AND of diseases. protozoa. headings: bacteria, virus, fungi and protozoa. symptoms, mode of
DISEASES transmission, prevention
Non-pathogenic: nutritional, describe the causes of non-pathogenic diseases under the following and control of the
genetic, stress. headings: following common
poor nutrition, genetic, stress conditions poor sanitation etc. diseases: anthrax,
Newcastle, avian flu,
5.3.2 describe the modes Modes of transmission. discuss modes of transmission, symptoms, method of prevention CSM and rickettia
of transmission, and control of at least two examples of pathogenic and non-
symptoms and pathogenic diseases.
modes of control of Symptoms and modes of control of
common diseases. diseases which are: Give one example each of the diseases mentioned under the
Air borne, Water related, Insect content, their modes of transmission, symptoms and method of
borne (vectors), Food contaminated control.
(food poisoning),
Nutrition related, Sexually NOTE:
transmitted, Communicable, Detailed treatment of individual diseases not needed.
Zoonotic diseases.

20
 SHS 2
SECTION 1: DIVERSITY OF MATTER
General Objectives: The students will:
1. appreciate the diversity of chemical substances and their effect on matter
2. recognize the variety of substances that improve soil for optimum productivity.

SPECIFIC TEACHING AND LEARNING ACTIVITIES

UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

UNIT: 1 1.1.1 define acids and bases Acids as proton donors Bases as Brainstorm to bring out the definitions of acids and bases. Write word equation for
ACIDS AND and state their proton acceptors. reactions between a
BASES properties. named:
Physical and chemical properties Discuss the properties and uses of acids and bases. i. Acid and metal.
of acids and bases. ii. Base and
perform the following chemical tests to show the properties of acids ammonium salt.
and bases:
(a) Reaction of acid and base (neutralization reaction).
(b) Dilute acid + metal (production of H2 gas)
(c) Acid + trioxocarbonate (IV) compounds (production of CO2 Describe the laboratory
gas). preparation of NH3 gas.
(d) Reaction of a base and an ammonium salt (production of How would you test for
NH3 gas) Ammonia.
(e) Test for hydrogen, carbon dioxide and ammonia gases.

1.1.2 identify common Acids and bases, e.g. Organic Perform chemical tests to classify each chemical substance listed
chemical substances acids – vinegar, under the content as an acid or a base. Give two uses each of
as acids or bases and Organic bases - ammonia, sodium Hydroxide
classify them Inorganic acids – dilute HCl Discuss the uses of acids and bases in everyday life and in industry, (NaOH) and
according to their Inorganic base – milk of magnesia e.g. sodium hydroxide and tetraoxosulphate(VI) acid. tetraoxosulphate (VI)
sources and uses. acid (H2SO4) aq.

1.1.3 prepare salts. Methods of preparation of salts. prepare salts using any of the following methods:
neutralization, precipitation, acid decomposition of trioxocarbonate
(IV) salt.

Visit a salt/chemical industry and write a group report on the

activities observed. Present your report to the class.

21
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

1.1.4 describe the effect of Acid – base indicators describe the colours developed by phenolphthalein, litmus and
acid – base indicators. methyl orange in aqueous solutions of dilute acids, dilute bases, 1. Explain how to
dilute sodium chloride, distilled water and common fruit juice, e.g. determine the pH of a
citrus. given solution.

1.1.5 use universal Determination of pH of given discuss the use of the universal indicator and the pH-meter in the 2. Which is more acidic:
indicators and the pH- solutions. determination of the pH of common household chemicals, e.g. a solution of pH = 1 or a
meter to determine vinegar, palm oil, shampoo and local soap. solution of pH = 9
the pH of given Determination of soil pH.
solutions. use colours developed by the universal indicator to deduce the pH 3. Explain why the use
of acidic, neutral and basic solutions. of universal indicator in
NOTE: determining the pH of
Point out the limitations of the use of the pH scale for highly solution does not work
dilute/concentrated solutions: Their pH are outside pH = 0 to pH = well with coloured
14. solutions?

UNIT: 2 1.2.1 explain the principles Principles of soil and water describe activities to conserve soil water and maintain soil fertility
SOIL of soil and water conservation. e.g.; irrigation, mulching, addition of organic matter and crop rotation
CONSERVATI conservation.
ON. Conserving soil moisture
1. Explain the concept of
Maintaining soil fertility relate soil fertility to soil productivity soil conservation.

1.2.2 distinguish between Classification of soil nutrients into: group soil nutrients into macro (major) nutrients and micro (minor) 2. Outline five activities
macro and micro nutrients. that farmers can
nutrients. Macro (major) nutrients: undertake to enhance
Nitrogen (N), potassium (K), discuss sources of nutrients, e.g. nitrogen from nitrogenous soil productivity.
phosphorus (P), calcium (Ca), fertilizers such as urea and organic manure.
magnesium (Mg), sulphur (S).

Micro (minor) nutrients: boron (B),

molybdenum (Mo), manganese
(Mn), chlorine (Cl), zinc (Zn),
copper (Cu) and iron (Fe).

22
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

UNIT 2:
(CONT’D) 1.2.3 state the functions of Functions and deficiency Identify and discuss plants having nutrient deficiency symptoms. Describe the deficiency
some soil nutrients symptoms of N, P, K, Mn, Fe. symptoms of the
and their deficiency NOTE: Students to refer to Nitrogen Cycle in SHS and the Carbon following nutrients in
symptoms. Cycle in JHS syllabuses and relate them to the maintenance of soil plants:
fertility. nitrogen, potassium and
phosphorus.
1.2.4 describe methods of Maintenance of soil fertility: demonstrate ways of improving soil fertility.
maintaining soil application of organic and
fertility. inorganic manure/ fertilizers, crop demonstrate ways of preparing compost.
rotation,
cover cropping,
liming, green manuring.

1.2.5 outline factors which Factors which lead to the discuss how the factors listed under content lead to the depletion of Outline the various
lead to the depletion depletion of soil nutrients: soil nutrients. processes involved in
of soil nutrients. 1. Erosion compost preparation.
2. Overgrazing NOTE:
3. Poor farming and tillage Detailed discussion of erosion is not required. Outline three effects of
methods, soil erosion on soil
4. Dumping of non- PROJECT productivity
biodegradable waste on land Design a model of a farm to illustrate the harvesting of runoff water
5. Improper irrigation and for irrigation.
drainage practices.
6. Surface mining and quarrying.
7. Deforestation.
8. Excessive use of fertilizer

23
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

UNIT: 3
WATER refer to JHS syllabus for a review of sources of water, physical Explain what an aqueous solution is
and chemical properties of water and the treatment of hard and and give three examples.
soft water.

perform experiments to investigate properties of water:

(i) demonstrate the solvent action of water on a
variety of substances.
(ii) determine the presence of dissolved substances
in some sources of water
(iii) demonstrate the polar nature of water.
NOTE:
discussion should include uses of water.
Name two compounds
1.3.2 distinguish between Hardness and softness of collect water from different sources and determine their which cause permanent
hard and soft water. water. hardness using the same brand of soap. hardness of water and two
compounds which cause
Advantages and discuss the advantages and the disadvantages of hard and soft temporary hardness of
disadvantages of hard and water. water.
soft water.
Name two advantages and two
1.3.3 demonstrate how to Softening hard water. demonstrate through an activity any one of the following disadvantages of hard
soften water. processes to soften hard water: and soft water.
addition of washing soda, ion exchange, boiling and distillation.
Describe one method by which hard
1.3.4 describe the steps Treatment of water for draw a flow chart to show the steps involved in the treatment of water can be softened.
involved in the public consumption water for public consumption
treatment of water for Perennial water shortage and
public consumption. discuss the importance of water as well as the role of the frequent disruptions in water supply
Ghana Water Company in public water supply. in most communities in Ghana can
be traced to erosion of human
values. Discuss.
PROJECTS:
1. Organise a visit to local water treatment plant and write a Outline the role of Ghana Water
report on the visit. Company in the control of water
2. Design water filtration system using charcoal. supplies in cities, towns and
villages.

List two significance of the use of

charcoal in filtering water.

24
 SHS 2
SECTION 2: CYCLES
General Objectives: The students will:
1. recognize that there are repeated patterns of change in nature and understand how these patterns arise.
2. be aware of the natural distribution of the earth‟s water and the need to conserve water for plant and animal use.
3. appreciate the importance of animal production to humans.
4. become aware of the production cycle of some animals
5. recognise the need to apply scientific principles in the rearing of animals

SPECIFIC TEACHING AND LEARNING ACTIVITIES

UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

UNIT: 1
HYDROLOGIC
AL CYCLE 2.1.1 explain the distribution Distribution of the earth‟s water: discuss where earth‟s water is located and how much of it is Draw a hydrological
of the earth‟s water. Groundwater available for human use. cycle and comment on
Surface water (fresh water its importance to plants
marine water) NOTE: and animals.
Percentage distribution of water on the earth‟s surface to be
mentioned

2.1.2 explain the relevance Relevance of hydrological cycle discuss the processes involved in the hydrological cycle using Give one example each
of the hydrological appropriate diagrams. of the following water-
cycle to plants and related diseases:
animals. (i) water-washed
(ii) water-borne
2.1.3 outline the main Main sources of water discuss the various sources of water contamination to include items (iii) water-based
sources of water contamination: domestic waste, listed under content.
contamination and the commercial waste, industrial and
effects on humans mining waste, agricultural waste, discuss the effects such as water-related diseases under the
radioactive waste, and “special” following headings:
waste such as waste from water-borne, water-washed, water-based and insect based
hospitals. diseases.

Effects of water contamination: gather more information on the topic using search engines from Discuss the importance
water-related diseases and internet sites of rainwater harvesting
infections.

25
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able Let students:

to:
UNIT: 1 2.1.4 describe Water conservation methods Discuss household water treatment, waste water treatment, safe
HYDROLOGICAL household water water storage, modern and traditional rainwater harvesting systems.
CYCLE(CONT’D) conservation
methods. PROJECT:
1. Gather information on modern and traditional rainwater
harvesting system from the following sources:
i. interviewing people in the community,
ii. library, websites and scientific journals

2. Design a simple water harvesting technique or a domestic water

reuse system.

UNIT 2 2.2.1 outline the main Main activities involved Visit a nearby livestock farm or a commercial livestock enterprise to Outline five
GENERAL activities involved in farm animal production. investigate and report on the following: management practices
PRINCIPLES OF in the production of i. Main activities carried out used on a poultry farm.
FARM ANIMAL farm animals. Selection of suitable breeds. ii. Management system in use.
PRODUCTION. iii. Breeding/animal improvement procedures
Choice of management system: iv. Feeding procedures
Breeding systems and care of the v. Pest, parasite and disease control
young. vi. Marketing of animal products.

Management practices including

animal health care and feeding. Describe three different
management systems
Finishing, processing and for keeping farm
marketing of produce animals.
List one advantage and
2.2.2. describe ruminant Ruminant production: discuss goat/cattle/sheep production under the items listed under one disadvantage of
production. cattle/goats/sheep SRN 2.2.1: each system.

Types of breeds and their characteristic, management practices, Explain three

breeding systems,common pests and diseases, management practices
marketing of products etc. that are used to control
2.2.3 describe non and prevent diseases
ruminant Production of non-ruminants: follow main activities outlined in SRN 2.1.1 to produce a non- and pests in farm
production. poultry/pigs/rabbits ruminant farm animal. animals

26
 SHS 2
SECTION 3: SYSTEMS
General Objectives: The students will:
1. recognize that a system is a whole consisting of parts that work together to perform a function.
2. recognize the processes of excretion, reproduction, and transportation of substances in living organisms as life systems.

SPECIFIC TEACHING AND LEARNING ACTIVITIES

UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

UNIT: 1
EXCRETORY 3.1.1 explain the meaning Excretion in mammals Brainstorm to bring out the meaning of excretion. Distinguish between
SYSTEM of excretion excretion and egestion
discuss to bring out the differences between excretion and egestion in humans.

3.1.2 identify organs of the Organs of excretory system and discuss the main organs of excretory system (lungs, skin, liver and
excretory system and their products. kidneys) and match them against their products
their products in
mammals. NOTE:
1. Excretory products of liver should include bile pigment, urea and List three excretory
cholesterol. organs and their
2. Discussion to include: respective products
i. Structure of the skin and kidneys(Structure of nephron not
required)
ii. How the products of excretion ( sweat and urine) are eliminated
from the body after their formation.
iii. Excretory product of liver should include bile, cholesterol and
pigment.

3.1.3 mention some Disorders of urinary system in Discuss the disorders of the human urinary system e.g. bed wetting,
disorders of the humans. urine retention, kidney stones and their remedies.
urinary system in
humans and their
remedies.

27
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

UNIT: 2 3.2.1 identify the Structure and function of the Annotate a diagram of a dissected small male and female mammal Identify a diagram of the
REPRODUCTIVE reproductive organs mammalian reproductive (e.g. guinea pig, rabbit); showing the reproductive systems. organs of the male and
SYSTEM AND of a mammal and system. female reproductive
GROWTH IN their functions. systems of humans on a
MAMMALS chart.
3.2.2 state the advantages Male and female circumcision. Discuss the advantages and disadvantages of circumcision.
and disadvantages of
male and female NOTE:
circumcision. Pay particular attention to the dangers of female circumcision.

3.2.3 outline the processes Fertilization, development of Discuss the process of fertilization, development of zygote
leading to fertilization, the zygote (pregnancy) and (pregnancy) and birth using charts, models and diagrams.
zygote development birth in humans.
and birth in humans. NOTE:
Discussion to include: formation of twins:
1. Identical, fraternal and Siamese. Explain the formation of
2. Details of cell division and anatomy of the embryo not identical, fraternal and
required. Siamese twins.

3.2.4 identify the problems Problems associated with discuss problems associated with reproduction in humans as listed
associated with reproduction in humans: under content. Causes of infertility in both males and females to be State one cause of each
reproduction in Miscarriage, discussed as well as illegal abortion. of the following:
humans. ectopic pregnancy, 1. ectopic pregnancy
infertility, CASE STUDY: 2. infertility
impotence, A childless couple thinks their problem is due to witchcraft. Use 3. fibroid
fibroid, scientific method and reasoning to explain the possible causes of 4. impotence
disease infections the infertility.
ovarian cyst.

3.2.5 mention types of STIs Sexually transmitted infections Discuss various sexually transmitted diseases and their modes of
including HIV/AIDS, (STIs): transmission.
how they are HIV/AIDS, gonorrhea, herpes, Discuss the effects of
transmitted and their Chlamydia, syphilis candidiasis Analyse the effects of STIs including HIV/AIDS on the health and HIV/AIDS on the family
effects. (white/trash). reproduction in humans. and the society.

Mode of transmission
Effects:
prolonged sickness, infertility

28
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

3.2.6 identify the phases of Phases of growth and Discuss the various phases of growth and the physical and Discuss the
growth and development in humans. behavioural changes associated with each phase of human development of
development in development. secondary sexual
humans and the characteristics in males
associated changes. NOTE: and females
The changes may include losing milk teeth and development of
permanent teeth, increase in mass, height, development of
secondary sexual characters, e.g. menstruation in girls (pre-
menstrual syndrome (PMS) in some women- accompanied by
violent moods or depression), wet dreams in boys. Changes in old
age should include menopause and its associated problems.

invite a psychologist and gynaecologist to talk about changes during

adolescence and symptoms associated with menopause.

UNIT: 3
THE
CIRCULATORY 3.3.1 describe the structure Structure and functions of the Use charts/models/diagrams/video clip/digitized content to trace the Discuss the functions of
SYSTEM and functions of the circulatory system of humans. flow of blood through the heart, the lungs and the body of humans. the heart, the veins and
circulatory system of the arteries
humans. NOTE: in the circulatory system.
1. Detailed structure of the blood vessels not required
2. Relate it osmosis and diffusion in plants
List the two main
3.3.2 describe the Composition and functions of Discuss the composition and functions of the blood(transport, components of the
composition and blood. defense and support) blood.
functions of blood. NOTE:
1. Discussion should not include the mechanism of blood clotting. State three functions of
2. Functions of blood should be discussed under: transport, defense the blood.
and support.

CLASS ACTIVITY:
Carry out activities using the appropriate equipment to measure List three disorders
their own blood pressure associated with the
3.3.3 identify disorders Disorders associated with the Explain the causes of disorders of the circulatory system in humans. human circulatory
associated with the circulatory system: high blood NOTE: system.
blood circulatory pressure, low blood pressure, Invite a resource person to give talk on the disorders of the
system of humans. hole-in-heart, leukemia, anaemia circulatory system of humans.

29
 SHS 2
SECTION 4: ENERGY

General Objectives: The student will:

1. recognize that energy has a source, can be transferred and can be transformed into various forms
2. become aware of the various forms of energy such as electrical and sound energy and their uses
3. appreciate the behaviour of the components of an electronic circuit.
4. appreciate the use of nuclear energy as an alternate source of energy.

SPECIFIC TEACHING AND LEARNING ACTIVITIES

UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

UNIT 1
ELECTRICAL 4.1.1 describe static and Nature of static and current Comb dry hair with plastic comb and use it to collect bits of tissue Explain in terms of
ENERGY current electricity. electricity. paper and explain the phenomenon. electron movement what
happens when a plastic
Explain that the formation of lightning is based on electrostatics. comb is used to rub the
hair.
discuss protection of buildings and installations from lightning strikes
using lightning arrestors

Sources of and static current state sources of current electricity.

electricity.
Discuss differences between a.c and d.c.

4.1.2 name the various Simple electric circuits: Draw a simple electric circuit and discuss the functions of each state the functions of the
components of electric Series and parallel arrangements component. following components of
circuits and and state of components. an electric circuit;
their functions. Connect the components of a simple circuit in series and parallel 1. Battery
and explain their advantages and disadvantages. 2. Switch
3. Resistor

30
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

UNIT 1 The student will be able to: Let students:

(CONT’D)
4.1.3 calculate resistance, Resistance (R),current (I), state Ohm‟s law and carry out simple calculations using the relation Resistors 2Ω and 6Ω are
current, potential potential difference (V) and power V = IR connected in (i) parallel
difference and power. (P) and
Carry out simple calculations for electric power. (ii) series to a 1.5 V cell.
V2 Calculate the current
P IV I 2R flowing in each
R arrangement
State power ratings (wattage) of some electrical devices, e.g. stove
750W and bulbs 40W, 60W, An electric appliance is
rated 240V, 750W.
Discuss the importance of power ratings of electric appliances. Calculate
(i) the current
Discuss the importance of the use of energy saving electrical (ii) the resistance
appliance.

4.1. 4 identify the sources of Sources of electric power Discuss the effect of electric power rationing on electrical
electric power generation. appliances.
generation.
discuss sources of electric power generation:
Hydro, thermal, nuclear, solar, wind, tidal and biogas.

Power transmission: PROJECT:

Transformers i. Visit a thermal/hydro-electric power station and write report.
(step up and step down
transformers).

4.1.5 describe the stages of Wiring a plug Discuss how electric

electric power Household wiring discuss the gadgets and processes involved in the transmission of power reaches your
transmission. Stabilizers, fuses and power under the following headings: home from a hydro-
Earthing. 1. Use of step up and step down transformer. electric power station
2. Wiring of a plug. (Akosombo).
3. Household wiring.
4. Use of stabilizers.
5. Use of fuse.
6. Use of earthing.

31
 SPECIFIC OBJECTIVE TEACHING AND LEARNING ACTIVITIES
UNIT CONTENT EVALUATION

The student will be able to: Let students:

UNIT: 2
ELECTRONICS 4.2.1 classify solid materials Conductors, insulators and semi discuss conductors insulators and semiconductors
into conductors, conductors
insulators and semi
conductors.

4.2.2 explain the formation of P-type and N-type semi discuss the formation of P-type and N-type semi conductors
P-type and N-type conductors
semi conductors

4.2.1 describe the formation P-N junction diode formation. observe a P-N junction diode
of a P-N junction diode.
Doping Discuss the formation of a P-N junction diode.

4.2.2 explain the behaviour Behaviour of a P-N junction Explain the behaviour of the diode when it is ON(forward bias). Describe the behaviour
of a P-N junction diode diode of a loud speaker in an
in a d.c. and a.c Explain the behaviour of the diode when it is OFF(reverse bias). amplifier circuit when
electronic circuits. (i) the switch is closed
Connect a 3.0V battery, a switch, an LED and a P-N junction diode (ii) the switch is opened.
in series. Switch on the circuit and observe the behavior of the LED.

Reverse the position of the P-N junction diode and observe the
behavior of the LED.

Rectification. Explain half wave Rectification.

UNIT: 3
SOUND 4.3.1 explain the sources Sources of sound. produce sound from different instruments (pipes, rods or strings and How is sound produced
ENERGY and nature of sound. percussions) by the following musical
instruments:
Nature of sound: velocity, discuss reflection and refraction of sound (i) pipes,
reflection, refraction. (ii) strings,
discuss differences in velocity of sound in gas, liquid, solid and (iii) percussion.
vacuum.
State three facts about
NOTE: the nature of sound
1. Discussion should include formation of echoes. energy.
2. Determination of the velocity of sound is not required.

32
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

4.3.2 describe musical Musical notes and noise. Produce different sounds and classify them as musical notes or
notes and distinguish noise.
musical notes from
noise. Explain pitch, loudness and quality of musical notes.

NOTE:
4 3.3 identify the parts of Structure and functions of the Teacher to mention that loudness of sound is measured in decibels. Differentiate between:
the human ear and human ear. i. Pitch and loudness
describe their Compare notes produced by different types of musical instruments ii. Loudness and quality
functions. in terms of pitch, loudness and quality. of sound
Let students:

Describe the human ear and the functions of each part. What is the effect of high
pitch sound on humans?
Discuss the effect of loudness and pitch on humans e.g. sound
pollution.

Discuss the importance of ear muffs.

UNIT 4
NUCLEAR 4.4.1 describe the nature of Radioactivity Discuss the causes of nuclear instability and how they emit radiation Name the three
ENERGY radioactivity to become stable. radiations emitted during
radioactivity. Compare
Mention types of radiation (alpha particles, beta particles and the radiations under the
gamma rays). following headings:
(i) mass
4.4.2 describe the nature Nature and uses of radioisotopes Discuss the nature, production and use of radioisotopes: food (ii) charge
and uses of preservation, sterilization of equipment, treatment of diseases, pest (iii) penetrating power.
radioisotopes control and crop improvement etc.

4.4.3 state the uses of Uses of nuclear energy Discuss uses of nuclear energy e.g. in the production of electricity,
nuclear energy

4.4.4 outline ways for Protection from the effects of Use charts/video clips to discuss the harmful effects of radioactivity
protecting people from radioactivity. and how to protect people from the effects e.g. atomic bombs.
the effects of
radioactivity Problems associated with nuclear Discuss the problems associated with the disposal of nuclear waste
waste disposal.

33
 SHS 2
YEAR 2
SECTION 5: INTERACTIONS OF MATTER
General Objectives: The Students will:
1. appreciate that interaction between and within matter helps humans to better understand the environment and their role in it
2, understand the principles of operation of magnets, forces and motion of objects
3. recognise the importance of proper sanitation in communities for healthy living
4. be aware of safety precautions at the community and to prevent hazards
4. understand the working of simple machines and how to maintain them.
5. become aware of existing endogenous technology and possible ways for improvement.
6. be aware of modern technology and how it has caused great improvement in our way of living.
SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The student will be able to: Let students:

UNIT: 1
MAGNETISM 5.1.1 distinguish between Magnetic and non- Move magnets closer to various kinds of materials and classify them as: Name five each of
magnetic and non magnetic materials. magnetic and non-magnetic materials. common household
magnetic materials. items that are:
discuss permanent and temporary magnet i. magnetic
ii. non-magnetic
5.1.2 distinguish between Types of magnet and their Explore the uses of magnets in everyday life e.g. materials.
permanent and uses Telephone earpiece
temporary magnet and Loud speakers
their uses Microphones
Magnetic compass Explain the difference
Generation of electricity between permanent and
Fridge doors temporary magnet.

5.1.3 explain magnetic field. Magnetic field. Brainstorm to bring out the meaning of a magnetic field. Uuse a compass
or iron filings to demonstrate magnetic fields around a bar magnet.
Draw a magnetic field
5.1.4 describe the methods Magnetisation and Discuss the magnetisation of a steel bar using electrical (d.c.) method around a bar magnet.
of magnetisation and demagnetisation
demagnetisation. Discuss complete demagnetisation of a permanent magnet using a.c. Describe how you would
magnetise a steel bar by
discuss the production and uses of electromagnets. electrical method.

34
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVES CONTENT EVALUATION

UNIT 2 The student will be able Let students:

to:
FORCE, Force: Brainstorm to define force. State three effects of
MOTION 5.2.1 explain force and What it is and types: force on a body.
AND outline various Frictional, investigate the effect of force by:
PRESURE types. Viscous, 1. stretching a piece of elastic string
Gravitational, 2. pushing an object.
Electrostatic, 3. stopping a moving object.
Magnetic,
Upthrust Explain the various types of forces as listed in the content and carry out
Tension activities to demonstrate each one of them.
Weight
discuss to bring out the meaning of upthrust
Push/pull

5.2.2 state the Archimedes Principle and law discuss Archimedes principle and the law of floatation and use them to
explain the following phenomena: Explain the term
Archimedes of floatation.
1. the flight of birds upthrust.
Principle and the
law of floatation. 2. why boats float in water

GROUP ACTIVITY:
1. Observe and record what happens when different metallic and
wooden objects are placed in water.
2. Place a fresh egg first in water and then in concentrated salt
solution and explain the observation in each case.

Brainstorm on what the following terms stand for: distance, displacement, An object of mass 4kg
5.2.3 explain the terms Distance, displacement,
speed, velocity, acceleration and momentum moving with initial
distance, speed, velocity, acceleration -1
velocity of 20ms
displacement, and momentum dis tan ce travelled displaceme nt
(i) speed ; (ii) velocity accelerates for 10s and
speed, velocity and time taken time taken attains a final velocity of
acceleration. -1
change in velocity 60ms .
(iii) accelerati on Calculate the
time taken acceleration.
Note: The above equations are not definitions. They are expressions of
relationships
Use the knife edge (wedge) method to determine the centre of gravity of
rectangular, triangular and irregular shaped cardboards.

35
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

UNIT 2
(CONT’D) 5.2.4 define centre of use the knife edge (wedge)
gravity and method to determine the centre of
distinguish between gravity of rectangular, triangular
stable, unstable and and irregular shaped cardboards.
neutral equilibrium
demonstrate the three types of Demonstrate the three types of equilibrium using a cone on a flat Explain the terms
equilibrium using a cone on a flat surface. stable, unstable and
surface. neutral equilibrium
and give example of
discuss the effect of loading a Discuss the effect of loading a vehicle on the top carrier or the base each type of
vehicle on the top carrier or the carrier on the stability of the vehicle. equilibrium.
base carrier on the stability of the
vehicle.

5.2.5 define pressure and Pressure; definition and effects. Brainstorm to define pressure
describe the effects
and application of perform simple calculations using the formula:
pressure in solids, Force
liquids and gases. Pr essure =
Area Explain the danger
Use a rectangular block of wood to demonstrate the effect of surface associated with loading
area on pressure exerted by solids the top carriers of
vehicle heavy.
Use a tall container with three holes at different heights to
demonstrate pressure in liquids.

Use bicycle pump to demonstrate the transmission of pressure in A cement block of

gases. weight 50.0N and one
2
side of area 0.2m rests
Observe the operation of siphons. on a table. Calculate
the pressure exerted on
CLASS PROJECT: the table by the cement
Students to design a simple fountain or sprinkler system. block

36
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The student will be able to: Let students:

UNIT 3
SAFETY IN 5.3.1 identify appliances Safe use of appliances at Discuss proper use or handling of household appliances to prevent State two methods of
THE used at home and the home. accidents at home: avoidance of overloading of electric sockets, extreme extinguishing
COMMUNITY how to use them care in using the heating coil in metal/plastic containers, use of gas 1. electric fire
properly. stoves. 2. gas fire

NOTE: Precautions to include:

1. Keeping hands dry before touching electrical gadgets.
2. Viewing television from a distance.
3. Viewing television in a dark room.
Demonstrate the following using models:
5.3.2 use first aid methods First Aid methods 1. mouth-to-mouth resuscitation method.
to treat accidents a 2. methods of extinguishing different fires. Illustrate three safety
home. 3. treatment of burns, cuts and electric shocks. symbols and state their
Invite a Fire Service Officer or Red Cross Personnel to talk to class on meanings.
accidents prevention and first aid.
ACTIVITY: Students to make a first aid box for the class.

5.3.3 identify hazardous Hazardous substances and Discuss possible hazards that can occur in any working environment, e.g.
substances at the their effect. dust, fumes, toxic gases, corrosive substances, fire, food contamination,
work place and their harmful radiation (x-rays), poisonous chemicals e.g. dioxins from heated
effects on humans. or frozen plastics.

Discuss the effects of hazardous substances on the human body, e.g.

blindness, burns, nausea, vomiting, and allergies.

Discuss various hazards, warning labels on containers and other places,

and appraise their adequacy.

Discuss the proper storage of some hazardous substances and other

safety measures at work places, e.g. protective clothing.

Discuss the techniques involved in preventing fires due to electrical and

chemical causes, and bush fires.

5.3.4 identify some common Common hazards in the Discuss the general effects of the hazards on humans.
hazards in the community:
community Diseases, pests and
parasites outbreak.

37
 SPECIFIC OBJECTIVE TEACHING AND LEARNING ACTIVITIES
UNIT CONTENT EVALUATION

The students will be able to: Let students:

Insanitary conditions,
problems of waste
generation and pollution

Traffic problems in towns

and cities.

5.3.5 outline the role of The role of Health Service Discuss the functions of health organisations such as Ghana Health Describe the functions of
organizations working to Organizations. Service, Red Cross, Red Crescent, Blue Cross, WHO, FAO, EPA, Ghana Health
improve the health of UNICEF, UNFPA, Environmental Protection Agency (EPA), Ghana Services and WHO.
mankind and the factors Public Health and Standards Board, Food and Drugs Board.
which promote Public Sanitation.
Health. Discuss the factors that promote public health; e.g. siting of refuse
Public Education. dumps, provision of waste disposal facilities, cleaning and desilting
of gutters, proper house planning to improve ventilation, efficient
town planning and village planning systems (with water supply),
places of garbage disposal, good clean roads and street
connections

Discuss the implications of expiry dates on consumable items e.g.

food and medicine.
Outline how sanitation
Justify the need for education in the promotion of good health. and hygiene education
can promote good
Discuss the importance of proper sanitation in disease control. health.

NOTE: Discuss the role of

Emphasize that improper sanitation and hygiene problem in human values in
communities can best be solved through co-operation, team spirit sanitation and hygiene
and civic responsibility of the people and not by health workers education.
alone.

UNIT 4:
ENDOGENOUS 5.4.1 outline the inter- Inter-dependency of science Discuss how science and technology depend on each other to Explain, with examples,
TECHNOLOGY dependency of science and technology solve societal problems: communication, transportation, health, how science and
and technology. nutrition etc. Gather more information on the topic from the technology have helped
internet.. to improve the living
standards of human kind

38
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

5.4.2 explain the term Meaning of endogenous Discuss the meaning of endogenous technology.
endogenous technology
technology. Discuss the effects of modern technology on the development of
endogenous technology in Ghana.

Discuss some small industries in Ghana in terms of raw materials,

equipment and market.

5.4.3 identify the scientific Small scale industries: Discuss the scientific processes involved in the following industries
principles underlying Soap making, e.g.
the operations of Vegetable Oil Extraction,
some small scale Shea Butter/Palm Oil i. salt making – evaporation, crystallization/recrystallization,
industries. Extraction,
Bread Making, ii. soap production – decolorization, saponification using soda ash or
Salt Extraction, caustic potash solution, precipitation(salting-out)
Pomade Making,
Herbal Medicine extraction. iii. palm oil production – collection and fermentation, pulp
production, extraction of fruit juice, separation of oil
Scientific basis of some
industries. iv. yoghurt production - mixing of raw materials, homogenization,
pasteurization (flash process), cooling, storage/packaging.

UNIT 5
BIOTECHNOLOGY 5.5.1 explain the term Meaning of Biotechnology. Brainstorm to bring out the meaning of bio-technology. Discuss the importance
Biotechnology. of microbes in food
NOTE: processing in Ghana.
Explanation to include application of genetic engineering, reactions
of enzymes, hormones, and microbes in industry.

5.5.2 give examples of Examples of industries Give examples of industries based on biotechnology e.g. yeasts for
industries based on based on biotechnology bread making and brewing, Penicillium sp .for manufacture of
biotechnology. drugs (penicillin), Lactobacillus sp. for yoghurt, cheese.

5.5.3 explain the meaning Genetic engineering. Discuss the meaning of genetic engineering and its application in
of genetic engineering agriculture to produce high yielding and disease resistant crops,
and list examples of genetically modified foods.
its applications.

39
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The students will be able to: Let students:

NOTE:
Genetic engineering is used to alter the nature of genes.

5.5.4 explain the term Tissue culture and its Visit a tissue culture laboratory and observe how healthy plants can be Discuss the importance
tissue culture and application. produced from tissues obtained from parts of a plant, e.g., leaves, storage of tissue culture in
give examples of its organs, meristematic tissues, etc. agriculture
application.
NOTE:
1. Examples of places to visit: Ghana Atomic Energy Commission, Accra.
Universities, Crop Research Institute – Kumasi, Cocoa research Institute
of Ghana(CRIG)-Tafo, Plant Genetic Research Institute-Bunsu

2. Visit internet site to gather information on biotechnology and report.

UNIT 6: A stone is dropped from

WORK AND 5.6.1 explain work, energy Work, energy and power. Brainstorm to define work, energy and power a tall building 100m
MACHINES and power. high.
discuss the work done when: Discuss the changes in
i. a load is lifted up from the ground on the head. energy that takes place
ii. a load is carried on the head along a horizontal distance before the stone
iii. drawing water from a well using bucket and rope. reaches the ground.
Review potential and kinetic energy from JHS syllabus.
List the three classes of
5.6.2 identify simple Simple machines, such as Discuss how some simple machines e.g. scissors, hammer, secateurs, levers and give one
machines. levers, pulleys, wheel and cutlass, wheel barrow, make work easier. example each.
axle and inclined planes.

5.6.3 explain the terms Mechanical advantage, Discuss mechanical advantage, velocity ratio and efficiency.
mechanical velocity ratio and Explain why the
advantage, velocity efficiency of machines. NOTE: Only simple treatments of these terms are required. efficiency of a machine
ratio and efficiency of is less than 100%.
machines.
State the advantages
5.6.4 explain the effects of Effects of friction and Discuss various ways of reducing friction in machines. and disadvantages of
friction and methods methods of reducing the friction in every day life.
of reducing friction in effects:- use of ball Discuss how friction is reduced in machines.
machines. bearings and lubricants.

40
 SHS 3
SECTION 1: DIVERSITY OF MATTER
General Objectives: The students will:

1. recognize the variety of materials around us in the form of metals, semi-metals and non-metals and their uses.
2. be aware of the effect of the environment on mineral exploitation.
3. recognize the variety of organic and inorganic compounds around us, their properties and uses
SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The student will be able to: Let students:

UNIT: 1
METALS AND 1.1.1 classify chemical Classification of elements into Collect various materials and classify them as follows: What are metalloids?
NON- METALS elements into metals, metals, semi-metals and non- metals Give
semi-metals and non- metals and their properties. semi-metals (metalloids) two examples.
metals and relate non-metals
them to their physical Give examples of
and chemical Discuss the physical properties of metals, semi-metals and non- elements which can be
properties. metals under conductivity, lustre, malleability, ductility, sonority, used for each of the
tensile strength. following:

1.1.2 relate the properties of Uses of metals, semi-metals and Discuss the uses of metals, semi-metals and non-metals. i. electrical cables
metals, non- metals non-metals. ii. construction of
and semi-metals to Discuss the application of semi-metals. buildings
their uses in the home
and other places. tabulate the uses of the following elements:
Al, Cu, Fe, Au, C, O2, N2.

1.1.3 explain what alloys Alloys, properties and uses. Brainstorm to bring out what alloys are. Why are alloys preferred
are, their properties to pure metals in the
and uses. Steel (C and Fe) Give examples of alloys found in the home and state their manufacture of certain
Brass (Cu and Zn) constituents. household items?
Bronze (Cu and Sn) Discuss the uses of alloys.
Discuss reasons why alloys are preferred to pure metals in the
manufacture of certain household items (keys and cooking utensils)

41
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The student will be able to: Let students:

UNIT 2
EXPLOITATION 1.2.1. outline the effects of Mineral exploitation and the Brainstorm to bring out a list of minerals exploited in Ghana:
OF MINERALS exploitation of environment Bauxite, diamond, manganese, gold and crude oil kaolin.
minerals on the
environment Discuss the negative impact of crude oil, bauxite and gold Why should cyanide and
exploitation on the environment and how to minimize the effect. ( mercury be used with
GALAMSEY) caution in the extraction
of gold?
NOTE:
Use flow chart/video clip/digitized content if available to study the
environmental degradation in some mining centres in Ghana or visit
any mining company and report.

UNIT 3:
RUSTING 1.3.1. explain the process Rusting: Perform experiment to show that air and water are necessary for
of rusting. Process of rusting rusting of iron.

Perform experiment to show how salt, dilute acid, dilute base and List the conditions
heat affect the rate of rusting in iron. necessary for rusting to
occur.
List items in the home that undergo rusting.
Explain why wooden
Prevention of rusting Describe how the following processes can be used to prevent poles are preferred to
rusting: oiling/greasing, painting, galvanizing, tin-coating, steel reinforced concrete
electroplating, and keeping the metal dry. poles in erecting
transmission lines along
Discuss the effectiveness of various methods of preventing rusting. the coast.

Suggest an appropriate
method of preventing
rusting in each of the
following:
(i) sewing machine
(ii) Underground steel
pipes.
(iii) Food cans.

42
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

UNIT 4 The student will be able to: Let students:

ORGANIC
AND 1.4.1 classify chemicals as Organic and Inorganic compounds Discuss the differences between organic and inorganic compounds
INORGANIC organic orinorganic with examples. Differentiate between
COMPOUNDS compounds. organic and inorganic
Discuss the importance of organic chemistry in industrialization. compounds.

1.4.2 identify organic Organic compounds: Discuss the functional groups of given organic compounds. Write
compounds by their Hydrocarbons, alkanols, alkanoic their structures and give examples of each.
functional groups. acids, alkanoates, fat and oils.
NOTE:
st th
For the hydrocarbons: (alkane, alkene and alkyne), only the 1 to 4 Write the functional
members in each group should be considered. groups of the following
For the alkanols, consider only methanol, ethanol and propanol. hydrocarbons:
For the alkanoic acids and the alkyl alkanoates consider only the (i) alkanoic acid
first two members (ii) alkyne
(iii) propanol
Discuss the properties and uses of organic compounds

Give examples of naturally occurring organic compounds and their

uses.

Discuss the differences between neutralization and esterification.

1.4.4 identify sources and Crude oil/ petroleum. Outline the refinery of crude oil and the uses of the fractions.
application of
petrochemicals. Petrochemicals: application and Discuss the uses of petrochemicals: plastics, pharmaceuticals and List three fractions of
effect on the environment. agrochemicals. petroleum distillation
and state their uses.
Discuss the effects of products of petrochemicals on the
environment.
NOTE:
Discussions on cracking, knocking and octane number are not
required.

PROJECT:
Group students to discuss the problem of pollution as a result of
plastic waste disposal in their communities. Teacher to guide
students to design the re-use of plastic wastes in such areas as
weaving, thread making, nursing of seeds, etc.

43
 SHS 3
SECTION 2: CYCLES
General Objectives: The students will:

1. recognize that there are repeated patterns of change in nature and understand how these patterns arise.
2 recognize the life cycle of some organisms and pests.
3. became aware of the production cycles of some common crops.
SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The student will be able to: Let students:

UNIT: 1
LIFE CYCLE 2.1.1 identify some common Types of pests and parasites of discuss some common pests of humans and farm animals: Distinguish between
OF PESTS pests and parasites of farm animals, crops and humans. (cockroach, house fly, mosquito and tsetse fly) pests and parasites.
AND farm animals, crops
PARASITES and humans. Give examples of common pests of plants, e.g. rice/maize weevils,
beetles and stem borer.

give examples of common endoparasites (guinea worm, tapeworm,

liver fluke and roundworm)

give examples of common ectoparasites (tick, louse, flea, mite and

bed bug,)

2.1.2 explain the effects of Effects of some common pests discuss some common parasites of plants:- Mistletoe, dodder,
some common pests and parasites on farm animals, cassytha.
and parasites on their crops and humans. What is the effect of
host. discuss the effects of the life cycles and the effects of the following environmental sanitation
on their host: on the life cycle of
i. endoparasite: tapeworm, and guinea worm. mosquito?
ii. pests of humans (Anopheles mosquito).
iii. malaria parasite Plasmodium,
iv. crop pest (weevil)

NOTE:
Relate the control measures to the life cycles of the pests and
parasites.

44
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The student will be able to: Let students:

UNIT: 2
CROP 2.2.1 describe general General principles of crop Discuss the general principles of a crop production cycle as listed in Describe how soil and
PRODUCTION principles of crop production: the content. climate influence crop
production. production.
i. selection of appropriate Visit a crop farm or watch a film on crop production and document
varieties the general principles involved in crop production. Outline the main cultural
ii. site selection and land practices involved in a
preparation cereal crop production.
iii. method of propagation and
planting methods
iv. cultural practices
v. pests and disease control
vi. harvesting, processing, storage
and marketing

PROJECT:
2.2. 2 cultivate a crop up to Production of crops Teacher to divide class into four groups. Each group to acquire a Prepare a farm diary
harvesting stage. piece of plot to cultivate one crop from the following crop groupings: showing the activities
Vegetable, cereals, grain legume, root or tuber crop. carried out from planting
to harvesting stage.
Students to apply all the principles of crop production to produce a
crop, harvest, generate new planting materials, keep records and
market. Students to take precautions against post harvest losses.

NOTE:
Production should be limited to the following crops:
Vegetables – okro/lettuce/carrots
Cereals – maize/millet
Legumes - cowpea/groundnuts
Tuber crops – cassava/yam

45
 SHS 3
SECTION 3: SYSTEMS
General Objectives: The students will:

1. recognize that a system is a whole consisting of parts that work together to perform a function.
2. understand that the physiological processes of an organism are co-ordinated and interdependent
SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

UNIT: 1 The student will be able to: Let students:

NERVOUS
SYSTEM 3.1.1 describe the structure Structure and functions of the Discuss the structure and function of the nervous system. Annotate a diagram of
and functions of the nervous system of humans. the motor neurone.
nervous system of NOTE:
humans. Treatment should include:
i. Parts of the brain: fore-brain (cerebrum), mid-brain (cerebellum) and
hind-brain (medulla oblongata).
ii. The spinal cord
iii. Details of the electrical and chemical nature of impulse transmission
not required.

3.1.2 identify the causes Cause of damage to the Discuss causes of damage to the brain and spinal cord.
and effects of central nervous system:
damages to the brain accidents, diseases, NOTE: invite a psychiatrist or mental health personnel to give a talk on Discuss the effects of
and spinal cord. drug/substance abuse and mental health and drug/substance abuse. drug/substance abuse
depression on the youth.

Effects of damage to the Use the future‟s wheel to explain consequences of drug/substance abuse
central nervous system. on the individual, the family and the society.

3.1.3 classify stimulus Voluntary and Involuntary Carry out activities to identify voluntary actions e.g. walking, singing, Explain what happens
responses as actions. writing, reading. when one touches a hot
voluntary or Carry out activities to identify involuntary (reflex) action, e.g. knee jerk, object with the hand.
involuntary actions. blinking of the eye, heartbeat, and peristalsis.

Annotate a diagram of the reflex arc.

Discuss the importance of reflex action (the blinking of the eye when an
object gets too close, sudden withdrawal of the hand when a hot object is
touched).

46
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

UNIT 1 The student will be able to: Let students:

(CONT’D)
3.1.4 describe the Endocrine system and its Discuss the endocrine system, the hormones and their functions. What are hormones?
endocrine system and functions.
its functions. NOTE: Describe the functions of
Treatment should include the role of the following hormones only: the following hormones
thyroxin, adrenaline, testosterone, estrogen and insulin in the co- in the body
ordination of the functions under the following headings: name of (i) estrogen
gland producing hormones, normal functions of hormones, effect of (ii) adrenaline
over-production and under-production. (iii) insulin

Discuss the importance of iodated salt.

47
 SHS 3
SECTION 4: ENERGY
General Objectives: The students will:
1. become aware of the importance of light and heat energy.
2. understand the behaviour of electronic circuit components.
SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The student will be able to: Let students:

UNIT 1
4.1.1 review reflection and Reflection, refraction and Review topics on reflection, refraction and characteristics of images Explain how the
LIGHT refraction of light and characteristics of images from JHS syllabus structure of the eye is
ENERGY characteristics of related to its functions
images formed by
plane mirrors. Name the type of lenses
used to correct
4.1.2 describe the structure Structure and functions of human Examine a model of human eye and discuss its structure in relation (i) long sightedness
of human eye and its eye to function. (ii) short sightedness
functions.
Eye defects Discuss the use of lenses to correct eye defects.

4.1.3 describe and explain Dispersion of light. Use glass or water prism to disperse light from the sun or electric
how to separate white bulb
light into its Draw a ray diagram to
component colours. Explain the formation of rainbow. show how light is
dispersed by a triangular
4.1.4 differentiate between Primary colours– red, green, blue. demonstrate the behaviour of objects under different coloured lights prism.
primary and Secondary colours– yellow, (bulbs).
secondary colours. magenta/purple, cyan/blue-green
NOTE:
Primary and secondary colours of light are not the same as that of
colour pigments

4.1.5 outline the Electromagnetic spectrum use a chart to explain electromagnetic spectrum
components of the Discuss the application of each component in the electromagnetic State one advantage
electromagnetic spectrum in everyday life. and one disadvantage of
spectrum. radio wave, microwave
NOTE: and UV radiation
Calculation and detailed treatment not required.

48
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

The student will be able to: Let students:

UNIT: 2
HEAT 4.2.1 describe the nature Nature and sources of heat Explain why heat is a form of energy. Explain the major
ENERGY and sources of heat energy. difference between heat
energy. discuss sources of heat energy. and temperature.

4.2.2 describe the modes of Modes of heat transfer. Carry out activities to demonstrate conduction, convection and
heat transfer. radiation of heat energy.

Demonstrate the rate of flow of heat in a metal bar of different

materials.

Discuss applications of conduction, convection and radiation. (e.g.

vacuum flask, ventilation, etc)

4.2.3 explain the concept of Temperature: definition and Discuss what temperature is.
temperature and how measurement.
it is measured. Carry out activities/experiment to demonstrate thermal equilibrium
between two liquids of different temperatures.

o
Discuss the units degree celsius ( C) and kelvin (K) in which Convert the following
o
temperature is expressed. temperature from C to
K
o
Examine the structures of laboratory and clinical mercury –in- glass (i) 245 C
o
thermometers. (ii) 75 C
o
(iii) -112 C.
Discuss the uses of laboratory and clinical thermometers – both
analogue (mercury –in- glass) and digitized. State and explain two
advantages of the use of
Discuss the advantages and disadvantages of mercury and alcohol clinical thermometer
as thermometric liquids. over laboratory
thermometer in the
determination of the
temperature of a patient.

49
 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

UNIT 2 The student will be able to: Let students:

(CONT’D)
4.2.4 discuss the effects of Thermal Expansion. Perform the ball and ring experiment to show that a body expands
heat. when heated.

Heat water in a test-tube to demonstrate expansion in liquids.

Discuss various applications of expansion e.g. thermostats, sagging

of electric cable, bursting of inflated hot lorry tyres.

Change of state of matter: Record the temperature of ice until it becomes a liquid, then heat the Describe two
cold water until it boils. Note the temperatures at the various applications of thermal
states/changes that the water goes through. expansion.

Discuss the application of cooling due to evaporation, e.g., Explain why steam from
regulation of body temperature by the skin, cooling of water in local boiling water inflicts
clay water pots and refrigerators. more burn than boiling
water.
Use digitized content/video clip if available to investigate the effect
of heat on changes in the state of matter.
Explain how water in a
clay pot becomes cold
UNIT 3 after standing for some
ELECTRONIC 4.3.1 describe the structure Transistor and its uses. Observe an N-P-N or P-N-P transistor and identify the emitter, the time.
S of a transistor and base, and the collector.
investigate its uses.
Discuss the application of a transistor as an amplifier and as a
switch. Draw the symbol of an
N-P-N transistor.
PROJECT
Design and construct a remote control switch using a transistor List two uses of a
circuit. transistor

50
 SHS 3
SECTION 5: INTERACTIONS OF MATTER

General objectives: The students will:

1. appreciate that interaction between and within matter helps humans to better understand the environment and their role in it.
2. appreciate inheritance as a characteristic of variation.

SPECIFIC TEACHING AND LEARNING ACTIVITIES

UNIT OBJECTIVE CONTENT EVALUATION

The student will be able to: Let students:

UNIT: 1
VARIATION, 5.1.1 relate the nucleus, Chromosomes and genes. Discuss chromosomes as bearers of genes/hereditary materials and Explain the following
INHERITANCE chromosomes and recessive and dominant characters; genotype and phenotype. terms:
. genes as a sequence (i) gene
in inheritance. Discuss inheritance of a single pair of contrasting characters e.g. (ii) genotype
height (tallness and shortness) up to the second filial generation. (iii) phenotype
(iv) dominant character.
NOTE: Simple treatment of inheritance (Mendel‟s first law of (v) recessive character
inheritance) and DNA test are required.

Discuss the application of the sequence of inheritance with respect

to cloning and stem cells.

Discuss some heritable and non heritable characters in humans.

5.1.2 explain the causes Variation: Brainstorms to bring out the meaning of variation. What is a hybrid?
and consequences of Meaning, causes and
variation. consequences. Discuss the causes and consequences of variation. e.g. production
of animal and crop breeds and varieties.

Measure heights or weights of their peers in class to illustrate

variation in humans.

Observe grain colours in maize to illustrate variation in plants.

NOTE: Mutation should be mentioned as one of the causes of
variation e.g. resistance of some organisms to drugs or chemicals,
albinism in humans.

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 SPECIFIC TEACHING AND LEARNING ACTIVITIES
UNIT OBJECTIVE CONTENT EVALUATION

UNIT 1 The student will be able to: Let students:

VARIATION,
INHERITANCE 5.1.3 explain how sex is Sex determination Explain how sex is determined at fertilization. How is sex determined
. determined in Sex-linked characters in humans?
(CONT’D) humans. Discuss how sex preference of children can affect family relationship
and size.

Discuss some sex-linked characters.

5.1.4 discuss the Blood Groups and Rhesus factor. Discuss types of blood groups and Rhesus factor, and their Name the types of blood
inheritance of the importance for marriage, blood transfusion and paternity test. groups and Rh-factor in
various blood groups Inheritance of Blood groups and humans.
and Rh-factor and Rh-factor and its practical Discuss the inheritance of blood groups and Rh-factor.
outline their application.
importance. Discuss problems in marriage due to incompatible Rh-factor and
how to avoid these problems.

5.1.5 explain how sickle cell Sickle cell gene Discuss how the sickle cell gene is inherited. Explain why it is
gene is inherited and Sickle cell disease important that couples
sickle cell disease is Discuss how the sickle cell disease is acquired. should know their
acquired. sickling and their Rh-
Discuss how sickle cell disease could be managed. factor status before
marriage.
NOTE:
Counseling against marriage between sicklers should be stressed. What is the genotype of
one with sickle cell
disease?

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REFERENCES:

1. Williams, Principles of nuclear Chemistry

2. Harvey, Introduction to Nuclear Physics and Chemistry.
3. GAST, Integrated Science for Senior High Schools
4. Peter Asiedu & Charles Amoako, Integrated Science for Senior High Schools
5. Peter Asiedu & Henric Atta Baah-Yeboah, Integrated Science Practical Work for Senior High School
6. Ministry of Health(Ghana), Regenerative Health & Nutrition; Healthy Lifestyle: Facilitator‟s Guide
7. A.K.B Obeng, Prof Mrs Monney, Prof Sampson Ekuban; Integrated Science for Senior High Schools
8. Sandra Gottfried & Gerald Skoog, PrenticeHall Biology

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