Basic Science and Technology is a three in one subject that comprises Basic Science, Information Technology and Physical and Health Education. Each of these subjects have their individual topics they cover.
The topics covered in Primary 3 under these subjects include: Basic Science; Measurement of Length, measurement of mass, forms of energy, mirror image formation, forms of technology, air in motion, water, plant, soil etc. Information Technology; Generational Development of computer, system unit, software application, operating system, difference between hardware and software, components of CPU etc. Physical and Health Education; Physical fitness, athletes, ball games, tennis safety rule, swimming first aid etc.
By the end of the academic session, the pupils should be able to; Understand the concept of measurement and put them in use, identify air in motion and its importance to the environment, understand how the system unit, operating system, software application and system application work etc.
This subject is a practical subject, the educator should engage the pupils in the activities in the class, and they should be asked to relate what they are being taught to their surroundings.
| LAGOS STATE GOVERNMENT MINISTRY OF EDUCATION UNIFIED SCHEMES OF WORK FOR PRIMARY SCHOOLS | ||
| Basic Science and Technology Scheme of Work for Primary/Basic 3 | ||
| CLASS | Primary/Basic 3 | |
| SUBJECT | Basic Science and Technology | |
| TERM | First Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | Revision of Basic 2 work | |
| 2(Basic Science) | Measurement of Length -Meaning of length – instruments of measuring length -Standard metric units of length -Practical demonstrations of measuring length | By the end of the lesson, pupils should be able to: i. mention the methods of obtaining length from their past experiences; ii.explain the meaning of length; iii. describe various instument for measuring length; iv.identify the metric units of measuring length (mm, cm); v. measure and record the length, breadth and height of objects around them; vi. analyse reason for differences in length |
| (IT) | Generational development of computers. -From Abacus to smart phone | i. Outline the various stages in computer development ii. Match the year and the advancement of computer development |
| (PHE) | Moving our body parts | By the end ofthe lesson, pupils should be able to; i. demonstrate the imitate movements and sound made by people, animals and machine ii. describe movements made in animals, people iii. demonstrate the fundamental movement patterns e.g bending, crawling, galloping, climbing etc |
| 3(Basic Science) | Measurement of Mass -Meaning of mass instruments of measuring mass Standard | By the end of the lesson, pupils should be able to: i. mention the methods of obtaining mass from their past experiences ii. explain the meaning of mass; iii. mention various instruments for measuring mass or objects; iv. identify the metric units of measuring mass (g kg); v. measure and record the weight of objects in the classroom; vi. compare masses of objects; vii. analyse reasons for differences in mass |
| (IT) | Generational deeloprnent computers -From Abacus to smart phone | i. Outline the various stages in computer develcpment ii. Match the year and the of computer development |
| (PHE) | Movement | By the end of the leson pupils should be able to; i. what is movement ii. State types of movement patterns iii. Demonstrate different movement pattern eg bending crawling galloping etc iv. explain the safety rule of movement pattern eg crawling, galloping bending dimbmg etc |
| 4(Basic Science) | Measurement of Time -Meaning and instruments of specified time -Standard metric unit of time -Sprcified activities within specified time frame. | By the end of the lesson, pupils should be able to: i. mention the meth0ds of obtaining time from past experience; ii. explain the meaning of time iii. mention instrument for masuring time; iv. identify the units of measuring time (seconds, minutes, hours, weeks months and years); v: discuss how specified time task are performed within specified time frame. |
| (IT) | System Unit -Internal features of CPU -Motherboard -Processor -Bios battery – fan -RAM slot etc | Identify the various internal features of CPU and state their uses. |
| (PHE) | Physical fitness | By the end of the lesson, pupils should be able to: i. Explain what is physical fitness ii. Mention components of physical fitness iii. Demonstrate components of physical fitness e.g endurance, strength, agility, flexibility. |
| 5(Basic Science) | Forms of Energy -Light Energy -Meaning of light energy -Sources of light energy – Uses of light energy | By the end of the lesson, pupils shouldbe able to: i. explain the meaning of light energy, ii. identify different sources of light energy, iii. describe uses of light energy to man; iv. analyse the importance of light in their envimnment |
| (IT) | System unit -Intemal features of CPU -Motherboard -Processor -Bios batery -Fan -RAM slot etc. | -Identify the various intemal features of the CPU and state their uses. |
| 5-6(PHE) | Physical fitness | By end ofthe lesson, pupils should be able to i.list and explain fimess e.g endurance, strength, flexibility etc ii. Demonstrate the basic components of physical fitness iii. Describe the physical fitness activities to achieve e.g a. endurance b. strength c. flexibility |
| 6(Basic Science) | Mirror- Image Formation -Properties of light -Plane mirrors -Reflection of light | By the end of the lesson, pupils should be able to: i. identify characteristics of light; ii. describe types of mirrors; iii. demonstrate reflection of light using shiny surfaces; iv. explain the applications of reflection of light. |
| (IT) | Hardware devices of a computer -Input & output devices | i. Define hardware devices ii. Outline and identify the various hardware devices |
| 7 | MID-TERM ASSESSMENT | |
| 8(Basic Science) | Forms of Technology I- Underdeveloped Technology -Forms of technology -Examples of underdeveloped technology -Characteristics of underdeveloped technology | By the end of the lesson, pupils should be able to: i. identify forms of technology; ii. examine examples of technology: a.. farming with hoes and cutlasses; b. using of town crier, c. use of stones to make fire; d. use of animals like donkeys, camel etc for transportation iii. discuss the characteristics of underdeveloped technology |
| (IT) | Software application -Operating system -System applications | -Explain software application, operating system and system application. |
| 8-9(PHE) | Athletes -Track event | By the end of the lesson; pupils should be able to i. Explain sprints race e.g 100m, 200m, 400m ii. Mention the different types sprints races, 100m, 200m, 400m, etc iii. Mention the skill and techniques involved in the sprints race e.g take off, acceleration iv Describe the safe rules in sprint race |
| 9(Basic Science) | Forms of Technology -Developed Technology -Examples of developcd technology -Characteristics or developed technology | By the end of the lesson; pupils should be able to: i. identify forms of developed technology; ii. examine xamples of devclopcd technology a. farrning with harvesters and tractors; b. using of public address systems; c. use of lighters: d. use of ships, airplanes, jets etc for transportaion. iii. discuss the characteristics of developed technology iv. compare underdeveloped technology with developed technology. |
| (IT) | Operating system -Windows -Linux -Ubuntu | i. Compare and contrast between the various types of operating system ii. State the functions of the different operating system iii. Outline the uses of the different operating system |
| 10(Basic Science) | Forms of Technolog Ill: -General uses of Technology | Pupils should be able to: i. identify forms of technology: ii. examine examples of modern day technology; iii. discuss uses of modern day technology; iv. analyse the importance of modern day technology; v. discuss the importance of modern technology in everyday activities. |
| (IT) | Operating system -Windows -Linux -Ubuntu | i. Compare and contrast between the various types of operating system ii. State the functions of the different operating system iii. Outline the uses of the different operating system |
| (PHE) | Athletes -Field event -high hump | By the end of the lesson. pupils should be able to i. Mention the phases humps approaching, take off flight, landing ii. Demonstrate the jumping activities e.g jump and reach, jump and touch, jump on the spot iii. Discuss the concept of long jump iv. Demonstrate phases of long jump on the field |
| 11 | REVISION | |
| 12 | EXAMINATION | |
| CLASS | Primary/Basic 3 | |
| SUBJECT | Basic Science and Technology | |
| TERM | Second Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | Revision of 1st term work | Revision of 1st tem work |
| 2(Basic Science) | Air In Motion I -Wind -Meaning of wind -Effects of wind | By the end of the lesson, pupils should be able to: i. explain the meaning of wind; ii. describe the effect of wind on human and non-living things balloons,windmill etc) ; iii. demonstate how wind works. |
| (IT) | System Application -Microsoft office -Encarta -Games -Mavis Beacon | i. Explain the term system application ii. Identify the various types of system application |
| (PHE) | Ball Games -Football | By the end of the lesson, pupils should be able to i. List basic skill fooball e.g (Passing, kicking, trapping, treading and throwing) ii. Demonstrate the basic skill in football (easing, heading, kicking and tapping throwing) iii. Perform some basic skill and techniques in football perfectly e.g läcking, trapping, and shooting etc |
| 3(Basic Science) | Air in Motion Il -Harmful effects of wind | By the end of the lesson, pupils should be able to: i. identify the useful effect of wind ii. explainthe harmful effect of wind on living and non-living things. iii. demostrate the bad effect of wind. |
| (IT) | System Application -Microsoft office -Mavis Beacon | By the end of the lesson, pupils should be able to i. identify the various types of system application. |
| (PHE) | Ball Games -Safety rules in football | By the end of the lesson, pupils should be able to i. Explain safety rules in football games ii. Describe the safety rules in football games. |
| 4(Basic Science) | Water -Uses of water -sources of water -conposition of water | By the end of the lesson, pupils should be able to i. explain the method of obtaining water in their localities ii. sources of water iii. examine the composition of water iv. describe uses of water v. analyze the importance of water. |
| (IT) | Difference between hardware and software | -Compare and contrast between hardware and software |
| (PHE) | Tennis | By the end of the lesson, pupils i. Discuss the brief histoty of tennis ii. Mention the basic skills in tennis e.g forehand drive, backhand drive, service etc. iii. Demonstrate the basic skills in tennis e.g service, forehand drive.backhand drive etc |
| 5(Basic Science) | Qualities of water -Meaning of water -Qualifies of good/pure -Contamination of water -Dangers of drinking bad water | By the end of the leson, pupils should be able to i. mention the methods of determining good quality water from their past ii. the qualities of good water iii. differentiate between good and bad water, iv. list the qualities of good water; v. substances that can contaminate water making it unfit for use; vi. discuss the dangers of drinkng bad water. |
| (IT) | Components of CPU -Control Unit | i. Outline the various component of the CPU ii. Define control unit iii. Outline the function of the control unit |
| (PHE) | Tennis Safety rules | By the end of the lesson, pupils should be able to i) Demonstrate the basic skills e,g grip, service, forehand drive ji) Demonstrate the back hand dnve perfectly iii) Mention the safety rules in Tennis garne iv) State the safety rules in basic skills and techniques of tennis game |
| 6(Basic Science) | Water – Purifying water -Reasons for purifying water -Methods of purifications | By the end of the lesson, pupils should be able to: i. identify the reason for purifying water; ii. explain different various methods of purifying water like boiling filtering, adding alum etc; iii. demonstrate med10ds of purifying water |
| (IT) | Components of CPU -Arithmetic -Login Unit -Storage Unit | i. Explain the term Arithmetic ii. Login Unit and Storage unit iii. Outline the function of Arithmetic Login Unit and storage Unit |
| 7 | MID-TERM- ASSESSMENT | |
| 8(Basic Science) | Water – Packaged water -Reasons for packaging -Samples of packaged water -Features of safe packaged water | By the end of the lesson, pupils should be able to: i. compare packaged hater with unpackaged ones; ii. identify different packaged water, iii. discuss reasons for packaging water iv. describe the features of safe packaged water |
| (IT) | Components of CPU -Arithmetic Login unit -Storage Unit | i. Explain the term arithemetic ii. Login Unit and Storage unit iii. Outline the function of Arithmetic Login Unit and storage Unit |
| 8-9(PHE) | Ball game -Basket ball | By the end of the lesson; pupils should be i) Narrate the brief history of Basket ball ii) Demonstrate the basic skills in basketball game iii. List the basic skills and techniques in basketball game iv. Differentiate between facilities and equipment in basketball game v. Safety rules in basketball games |
| 9(Basic Science) | Soil I – Imporünce to plants -Componens of the soil, -Uses of soil to plants | By the end of tie lesson, pupils should be able to: i. identify’ the components of soil; ii. discuss the uses of soil to plants: iii. Medium for plant to grow iv. Sources of nutrients and air v. demonstrate the planting of the secd in the soil |
| (IT) | Input devices -Mouse -Keyboard -Scanner -Flash drive -Hard drive etc | i. Define input devices ii. Outline the functions of the various types of input devices |
| 10(Basic Science) | Soil Il- Importance to animals -Animal in the soil. -Uses of soil to animals | By the end of the lesson, pupils should be able to: i. identify animals living in the soil (earthworms etc); ii. discuss the uses of soil to animals: iii. surface for human activities like farming, building, pottery making etc.; iv. highlight the nutrients animals derive from the soil |
| (IT) | Launching of Microsoft word | Locate and launch Microsoft word |
| 11 | REVISION | |
| 12 | EXAMINATION | |
| CLASS | Primary/Basic 3 | |
| SUBJECT | Basic Science and Technology | |
| TERM | Third Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | Readines test/ Revision of 2nd term work | Readines test/ Revision of 2nd term work |
| 2(Basic Science) | Meaning and Charactetistics of plants -Clases Of plants -Characteristics of plants | By the end of the lesson, pupils should able to: i. say the meaning of plant ii. identify and classify plants, iii. describe the characteristics of plants (presence of chrolphyll, defect to rays of light, have celulose. etc.) |
| (IT) | Microsoft Word -Toolbar | -Identfy various tools on the tool bar and state functions |
| (PHE) | Swimming | Bybe end of leson; pupils should be able to i. meaning of swimming (Aquatic) ii. Mention the basic style/stroke in swimming e.g freestyle, backstroke, butterfly, breast stroke etc. iii. list the basic styles in swimming |
| 3(Basic Science) | Uses of plants -Classes of plants based on life span -Uses of plant | By the end of the lesson, pupils should be able to: i. mention examples of classes of plants; ii. examine plants based on their life span (annual, biennial, perennial etc.); iii. describe the uses of plants (food, medicine, hcrbs, furniture, wood as fuel, fruits etc. iv. analyze the importance of plants in thc environment |
| (IT) | Microsoft Word -Tool bar | Identify various tools on the Tool bar and state their functions |
| 3-4(PHE) | Swimming | By the end ofthe less on; pupils should be able to i. Demonstrate the basic skill in swimming ii. Perform the basic style/stroke in swimming free style, crawl, brust stroke, back stoke buterfly etc iii. Explain the safety rules in swimming iv. State the health benefit of swimming |
| 4(Basic Science) | Plants – As living things -Features of plants | By the end of the lesson, pupils should be able to: i.identify the features of plants in the locality; ii. explains these observed features of animals |
| (IT) | Menu Bar | Identify various items on the Menu bar and state their functions |
| 5(Basic Science) | Plants -As living things -Plane exhibiting characteristic of living things | By the end of the leson. pupils should be able to: i.Differentiate between plants and non-living things ii. Discuss plant exhibiting the cahracteristics of living things (growth. reproduction; feeding movement iritability etc iii. Compare plants and animals as living |
| (IT) | Menu Bar | Identify various items on the Menu bar and state their functions |
| (PHE) | Health and hygiene pollution -Types of pollution | By the end of the lesson, pupils should be able to i. State meaning of pollution ii. Mention types of pollution, air pollution, noise pollution, land pollution. water pollution iii. Explain the kinds of pollution (Noise pollution in chemical pollution, air pollution etc) |
| 6(Basic Science) | Meaning and characterisucs of animals -Animals in their habitats -Classes of animals -Characteristics of animals | By the end of the lesson, pupils should be able to: i. identify animals and their habitat; ii. describe the classes of animals (lower and higher animals); iii. describe the characteristics of animals iv. Compare lower animal with higher animals |
| (IT) | Typing and saving on Microsoft word | i. Type and save a short composition about themselves |
| (PHE) | Pollution -Types of pollution -And Prevention | By the end of the lesson, pupils should be able to i. Discribe the kind of pollution, air pollution, noise pollution, chemical pollution ii. State the meaning of noise pollution. air pollution and chemical pollution iii. Describe ways of preventing pollution e.g air pollution, noise polution and chemical polluüon iv. Mention the effects of air pollution. noise pollution and chemical pollution |
| 7 | MID-TERM ASSESSMENT | |
| 8(Basic Science) | Uses of animals -uses of animals -Useful products from animals | Byffe end of the lesson, pupils should be able to: i. describe common uses of animals; ii. identify useful products from animals; iii. examine other uses of animals (sport, games, security, transpon etc.) iv. analyse the importance of animals their environment |
| (IT) | Typing and saving on Microsoft word | Type and save a short composition about themselves |
| 8-9(PHE) | First Aid | By the end of the class pupils should be able to i. Discribe the meaning of first aid ii. Describe the duties of a first aider iii. Explain the qualities of a first aidcr |
| 9(Basic Science) | Animals – As living things -Features | By the end of the lesson, pupils be able to: i. identify the features of animals in the locality ii. explain the observed features ofanimals |
| (IT) | Formating | –Load and save composition and format it |
| 10(Basic Science) | Animals – As living things (Characteristic) | by the end of the class pupils should be able to: i. Discuss animals exhibiting the characeristics of living things. feeding, movement, irritability etc ii. Differentiate between animals and other living things iii. Compare plants and animals as living things |
| (IT) | formatting | load the saved composition and format it |
| 10(PHE) | REVISON | REVISON |
| 11 | REVISON | REVISON |
| 12 | EXAMINATION | |
Main Text
1. T. Dayo — Odukoya et al, New Gen. sci & Tech For Pry sch 3, Pearson, 2015.
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4. Mrs El. Kehinde et al, Basic Sci & Tech Made Easy for Pry, Fika Dove, 2017.
5. Chris Ijiyemi, Foundations of Basic Sci & Tech Bk 3, Metropolitan, 2016.
6. A.T Hassan et al, Modular Pry Sci & Tech Bk 3, Evans, 2016.
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9. Lynn Pocok et al, Smart Basic Sci & Tech Pry 3, Cambridge, 2016.
10. EF Bamidele et al, Basic Sci & Tech for Pry 3, Melrose, 2016.
11. Rasmed, Progress in Basic Sci & Tech Highway to IT. PHE for Pry, Rasmed, 2016.
12. E.O. Adeniyi et al, Basic Sci & Tech for Pry 3, WABP, 2016.
Basic Science and Tech -Workbook
13. A.F. Orukotan et al, Classic Sci & Tech for Pry Sch Wk Bk, Thursday, 2016.
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20. Harriman, et al, Extension Modern Basic Sci & Tech, Extension, 2016.
Teacher Guide
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PHE- Main Text
22. Aiyegbusi, Fitness and Fun, Learn Africa, 2015.
23. Samuel Sodipe, Basic Science and Technology, Tanus, 2015.
24. Naomi Baba Gbefwu, WABP PHE, WABP, 2014.
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Workbook
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27. Naomi Baba Gbefwu, WABP P.H.E, WABP, 2014.
28. S.O. Oriofo et al, Evans P.H.E, Evans, 2015.
29. J.O lge. B.A. Adeniyi et al, Melrose P.H.E, Melrose, 2012.
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31. Fadoju. A.O, Nelson P.H.E, Nelson, 2014
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33. S. .O. Oriafo, Evans P.H.E, Evans, 2015.
Supplementary- Safety Book
34. Oluwakemi Oluwaseyi, Safety Talk, Top Flight Consultant, 2016.
Information Technology-Main Text
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40. Okolin S. Intensive Computer Studies for Lower Basic Sch 3, Noble Resources, 2013.
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42. AS. Mitchel, Online with Compt. 3, Rasmed, 2014.
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P.H.E Supplementary Textbook
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