ii. Proofs of sum of angles in a triangle is 180o, the exterior angles is equal to the sum of its two interior opposite angles.
- Leads students to explain the format for carrying out proofs in geometry, by explaining the concepts of: given, required to prove, construction, proof, conclusion.
- Guides the students to prove the two theorems on the board with necessary diagrams.
- Assists students to carryout practical demonstrations, and to solve examples and give students some task to solve and inspect them.
Participate in discussing the format for proving geometrical theorem, take special note of the format, then write them down and ask questions.
-Solve the task given.
Cardboard paper, cutout of triangles, protractor to verify and establish the truth about the theorem.
DEDUCTIVE PROOFS (II)
i. Similar and congruent triangles
ii. Isosceles and equilateral triangles.
Demonstrates on the chalkboard how to prove the followings:
Angles of parallel lines, angles in a polygon, congruent triangles, properties of parallelogram, deductive reasoning and axioms using relevant models of plane shapes.
Participate in the teacher’s demonstrations by contributing in making some deductions and write down essential points agreed upon, on angles of a polygon, congruent triangles. etc.
Parallel lines, congruent triangles, polygons, cut out paper, protractors.
DEDUCTIVE PROOFS (III)
i. Properties of parallelogram and related quadrilaterals.
ii. Intercept theorem
iii. Parallelogram of the same base and between the same parallel lines are equal in area.
- Leads students to demonstrate the properties of the riders using paper cutouts, protractors, models of parallelogram, polygon, congruent triangle etc.
- Guides students to solve problems and help them to reproduce arguments based on the reasons (theorem or axioms).
Carry out practical demonstration of the properties of the rides along with the teacher using paper cutouts, construct models of plane shapes. Apply deductive reasoning to solve the given practical problems.
As in week 2
POLYGON – TYPES
i. Sum of interior angles of any n-sided polygon.
ii. Sum of exterior angles of any polygon
iii. Problem solving on polygon.
As in week 2 and 3 above.
As in week 2 and 3 above
As in week 2 and 3 above.
i. Basic trigonometric ratios, sine, cosine and tangent with respect to right-angled triangles.
ii. Trigonometric ratio of special angles 30o, 45o, 60o.
iii. Deriving trigonometric ratios of 30o, 45o, 60o.
- Shows students a chart of right angled-triangle with a clearly marked angle.
- Guides students to identify ratios forming sine, cosine and tangent of the marked angles. (verify the position of the marked angles)
- Lead students to construct right angled-triangles of 30o, 45o, 60o.
- Guides students to use the above shapes to derive trigonometric ratios of 30o, 45o, 60o.
Study the chart; identify ratios forming cosine and tangent of marked angle on the chart.
Draw right-angled triangles and use it to solve problem involving calculation of lengths, construct right-angled triangles of 30o, 45o and 60o.
Derive trigonometric ratios of 30o, 45o and 60o under teacher’s supervision.
Charts showing trigonometric ratios of a right angled triangle, pencil and ruler, protractor, cutout shapes of right angled triangles showing angles 45o, 30o and 60o respectively.
i. Solving problems involving use of sine, cosine and tangent at right-angled triangles.
ii. Application of trigonometric ratios of 45o, 30o and 60o to solving problem without the use of calculating aids.
i. Guides students to use sine, cosine and tangents to solve problems involving calculation of length, angles, angles of elevation and depression etc.
ii. Leads students to draw right-angled triangle of side 1 unit on the equal sides.
iii. Guides students on how to derive trigonometric of ratio.
iv. Leads students to measure the two other angles in the right angled triangle.
v. Lead students to obtain sine and cosines of various angles using measured lengths.
Solve problems on practical application of trigonometric ratios under guidance of teacher.
Obtain sine and cosine of various angles.
Identify the relationship between the trigonometric ratios and the measured values.
Chart showing unit circle etc.
Trigonometric ratios related to the unit circle
i. Draw graphs of sine from
0o ≤ ө ≤ 360o
ii. Draw graphs of cosine from 0o≤ ө ≤ 360o
Guides them to see the relationship between calculated sine and cosine of trigonometric ratios and the angles measured with protractor in the unit circles.
Constructs table of values for 0o ≤ ө ≤ 360ofie both sine and cosine, plots the points on the graph board and draw the graphs.
Guides them on the activities to obtain accurate values.
Leads them to obtain solution from graph drawn.
Participates in the construction of table of value for y and plotting of the points and drawing of the graph.
Graph board, graph book, pencils, and mathematical sets. Mandatory.
i. Revision on collection, tabulation and presentation of data.
ii. Construction of frequency tables
iii. Bar charts and histogram differentiate between bar chat and histogram.
Guides students to:
-information on their age, number of children in the families and other areas of life.
-tabulates data collected
-lists various forms of presentation of data e.g. bar chart, pie chart.
-leads students to construct table from given data; draw bar chart and histogram.
Submit objects like corks brought to class.
Tabulate into specific categories, list various of presentation of dates, table from given data.
Draw bar chart and histogram.
Ages of students recorded on cardboard, prices of goods, objects of different kinds. Corks of soft drinks, posters containing real life data.
Graph board, graph book.
i. Calculating the sectoral component of pie chart.
ii. Drawing pie chart correctly.
iii. Interpreting the pie chart and bar chart.
Leads students to calculate the angular equivalent of the different frequency in a given distribution using the idea of ratio and proportion.
Guides students to draw pie chart using their compass, and protractor.
Interpret the pie chart in terms of sectoral angles.
Calculate sectoral angles, draw pie charts, correctly to interpret data using the pie chart.
Graph board, graph papers, a pair of compass and protractor etc.
STATISTICS (III) GROUPED DATA
i. Drawing histogram
ii. Estimation of mode from histogram.
Guides students to use frequency table to draw histogram.
Leads students to construct table from given data, construct group frequency table.
Guides students to use class boundaries to draw histogram and how to read or estimate mode from the histogram.
Participate in the activities with the teacher, perform the instructions given by the teacher.
Draw histogram and estimate mode from the histogram.
Construct frequency table of a grouped data.
Graph board, graph papers etc.
Construction of frequency polygon of a given distribution.
Guide the students to construct frequency polygon of a given distribution.
Construct frequency polygon from a grouped data.
Graph board, graph papers etc.
SSS 1 FIRST TERM
Meaning/definition of value
Identify types of values.
Explain the following forms and the importance of justice and selflessness.
OPPORTUNITY TO DEFEND ONESELF
Explain the meaning of opportunity to defend oneself
Identify the various ways students can defend oneself.
Note: the kingdoms should be classified into prokaryotes and eukaryotes: also in kingdom plantae the difference between higher and lower plant should be emphasized.
I. The teacher groups the student into two, one group to collect living things and the other group to collect non-living things for comparison.
ii) Teacher provides a living cockroach and a potted plant, asks student to write down their observation.
i) Teacher to grow culture of bacteria and blue – green algae, asks student to observe the cultures, record and make inferences.
i) Teacher guide students to uproot the farm plant, collect lemon, pistia (water lettuce), break some branches of shrubs & bring them into the laboratory, asks student to observe all the specimens, record and make inferences.
i) Cell as a living unit of living organism
ii) The cell theory
iii) Forms in which living things exist
-- independent organism
-- As a colony
-- As filament,
iv) Cell structures and functions of cell component.
v) Differences between plants and animal cell.
I). Teacher Provide Prepared slides of Paramecium or Euglena, volvox and spirogyra, asks students to observe the slides under the microscope and record their observation.
Ii). Teacher mounts slides of plant and animal cells for student to observe, draw, label and note their difference and similarities.
i) Teacher demonstrates growth by students measuring their height (length) and weight.
i. Cell reaction to its environment, irritability as a basic characteristics of protoplasm.
ii. Types of responses with example: Nastic, tropic and taxis.
iii. Positive and negative responses
i. Demonstration of Nastic response using Nimosspudica plant
ii. Demonstration of the response to light and earth using plant shoot and plant root.
iii. Teacher perform experiments to show
Ai. Definition and importance
ii. cyclosis in protozoa
iii. organelles for movement
iv. growth movement as regulated by axins
i. Types of reproduction – sexual and asexual
ii. difference between sexual and asexual
a. Phototrophic response of shoots.
b. geotropic response of roots
c. geotropic response of shoots
d. phototadic response in earth worms
i. Reproduction in
ii. Vegetative or artificial reproduction
i. Teacher provide yeast, warm water and plastics bowls and also provides prepared slides of conjugation in paramecium, asks students to examine mounted paramecium, identify and draw conjugating paramecium using microscopes or power lens.
SS1 SECOND TERM
TISSUE AND SUPPORTING SYSTEM
i) Definition of supporting and systems.
ii) Types of skeleton
Exo (ecto) skeleton
Endo – skeleton
iii) Skeletal materials:- Chitin, cartilage and bone
iv) Functions of supporting tissues in plants and animals – protection, support, locomotion, strength, rigidity, resistance to forces of wind and water.
i) Teacher and students together provide cockroaches, grasshoppers, centipede, earthworm and cartilaginous fish, individual bone of the mammalian skeleton and infant mammalian skeleton, asks students to observe all the specimen taking note of the different skeleton and stating the types of skeleton.
ii) Teacher provide small mammal and guide students to produce a mammalian skeleton, ask students to identify and list the main parts of the mammalian skeleton.
i) Axial skeleton – The skull and vertebral column
ii) Appendicular skeleton – The limbs, sternum and ribs, limb girdle.
i) Teacher provides relevant materials for students to make working model of a human arm, ask students to observe the protection functions of the shell of snails, skull of toad.
SUPPORTING TISSUE IN PLANTS
i) Types of supporting tissue in plants
ii) Location of supporting tissue in plants
iii) Structures and components of supporting tissues in plants e.g. collenchymas, paranchyma, xylem, phloem etc.
i) Teacher provides transverse section of stems and roots of monocotyledons and dicotyledons plants, asks students to view transverse section of roots and stem under the microscope and make drawing of the tissue taking note of the shape of the cells of the various tissues
A) NUTRITION IN ANIMALS
B) MODE OF NUTRITION
i) Food substances – classes with examples
ii) Concept of balance diet and its importance
iii) Food test
i) Types of heterotrophic nutrition – holozoic, saprophytic and parasite nutrition
ii) Feeding mechanism in holozoic organisms – filter feeding, fluid feeding and deposit feeding
i) Teacher provides garri, yam, rice, meat, butter, common salt, fish, prewn, pepper, cowpea, sabs etc to the class, ask students to categorize the food items under four classes of food.
i) Teacher exposes some pieces of meat in the laboratory, ask students to observe flies feed on them and record their observation.
iv) Dental formular and adaption – Herbivores, carnivores and omnivores
i) Definition of enzymes
ii) Characteristic of enzymes
iii) Types of digestive enzymes – sources, location, substance acted upon and effect/products
iv) importance / functions of enzymes
i) Teacher collects different types of teeth from the abattoir and from killed cats or dogs, ask students to observe the different teeth, draw and label them.
i) Teacher performs experiment to test for the acidity of the enzyme ptyalin, ask students to observe the experiment, record and discuss their observations.
BASIC ECOLOGICAL CONCEPTS
A) COMPONENTS OF ECOSYSTEM
i) Components of an ecosystem
- Biotic (living) and Abiotic (non-living) component
- Aquatic and terrestrial component.
ii) Definitions of common terms in ecological studies – environment, population, biosphere, lithosphere, hydrosphere, atmosphere, nicher habitat, biotic, community, ecosystem.
i) Local communities (biomes) – Nigeria ecological region (sahel, sudan, guinea savanna, tropical forest, swamp forest)
ii) Major biomes of the world: Tropical forest, savanna, desert, shrub, apro - alphine and swamps.
i) Teacher takes students on a fieldtrip to at least one of the biotic communities e.g. forest reserve or a botanic garden, ask students to study the community, record and discuss.
ii) Teacher makes available study charts, photographs and films of different biotic communities in Nigeria and biomes of the world.
POPULATION STUDIES BY SAMPLING METHOD
i) Population size, population dominance, population density
ii) Factors affecting population
iii) Ecological factors affecting aquatic and terrestrial habitat
iv) Importance of ecological factors to population of plant & animals
i) Teacher guides the students to measure sizes of the ecosystem.
ii) Teacher displays ecological instruments ask student to study them and discuss, show students how to improvise some measuring instruments e.g. wind vane