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ARANGUEZ NORTH SECONDARY SCHOOL

SCHEME OF WORK

DEPARTMENT: SCIENCE

FORM II (Integrated Science)

ACADEMIC YEAR: Term I (September – December 2018)

WEEK NUMBER OF LEARNING OUTCOMES CONTENT SCOPE TEACHING STRATEGIES SUGGESTED


SESSIONS ASSESSMENT
SRATEGIES

Diet and Health

1-2 I. Recognize the  Diet includes everything that a Students complete KWL. Conduct research on
importance of a person eats and drinks. items being sold at the
Role play- (Refer to lesson
balanced diet.  Food contains nutrients that are school’s cafeteria.
notes).
needed by all body cells.
Personal food diary
 A balanced diet contains the In class notes
different nutrients: Completion of food
Videos
 Carbohydrates, proteins, fats/oils, pyramids
fibre, water, minerals, vitamins.

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 Daily activities and physiological CLOZE
conditions can be influenced by
one’s diet.

3-4 II. Outline the basic  Basic structure of the human In class notes Students label
structure of the digestive system listing all the diagrams of the
Model of the digestive
digestive system parts and basic functions. digestive system.
system and model of the
and functions.  The structure and role of the tooth
tooth. Students label diagram
in digestion.
of the human tooth.

III. HFLE LESSON  Hygiene with respect to oral care, Discussions on the In class worksheet
tooth decay. importance of tooth care.

5 IV. Explain how  Digestion entails physical and Display charts In class worksheets
humans obtain chemical changes in the food.
Models of food CLOZE
nutrients from food.  Physical changes are brought about
by chewing and churning of the Videos Comprehension
stomach. passages.
Food tests-PRACTICAL
 Chemical changes release simpler
usually teacher
substances from the food.
demonstration. (Refer to
teacher lesson notes).

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6-7 V. Relate diet to weight  The regulation of body weight and Videos In class worksheets.
gain and loss. body fat may be linked to diet,
In class discussion In class presentations
lifestyle, physical activity and
about better food
behaviour. Summaries of articles from
choices.
 Weight gain and loss can also be local newspapers.
due to genetic predisposition. Students compile and
 Diet can also be used to regulate analyze the eating
health problems such as diabetes, habits of their families
heart disease, strokes. at home.
 Eating a balanced diet and
exercising regularly is necessary for
good health.

End of Unit test

ADDITIONAL COMMENTS/NOTES

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Human Body Systems: The Circulatory System
8 I.Outline the basic  Components of the circulatory Teacher uses videos to Prepare a chart/graphic
structure of the system: heart, blood vessels and initially introduce the organizer illustrating
circulatory system. blood. circulatory system in the components of the
humans. circulatory system.

Display chart

9-10 II.Relate the main  The circulatory system transports Students can view Annotate diagrams
parts of the substances throughout the body. prepared slides of blood
CLOZE
circulatory system  Basic structure and functions of the cell and blood vessels.
to its functions in heart and blood vessels (arteries,
Model of the heart
the human body. capillaries and veins).
 Components of the blood Model of the torso.

Students make models of


vessels with modelling
clay.

10 III.Investigate the  Pulse rate is directly related to Use of videos In class worksheet
relationship heart rate. It can be measured at
KWL chart
between exercise certain points on the body.
and pulse rate.  Pulse rate is related to the level of In class notes
activity.
Class PRACTICAL:
activity of pulse rate and

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exercise (Refer to teacher’s
lessons notes)

10 IV.Identify health  Atherosclerosis, high blood Videos on the effects of Students compile a
conditions pressure, varicose veins, strokes various health concerns plan to prevent
associated with the negative health
circulatory system. conditions.

In class worksheet.

End of Unit Test

ADDITONAL COMMENTS/NOTES

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Classify Life According to Cellular Structure (Refer to teacher notes)

11 I. Compare plant and  A cell is the smallest structural unit Use of slides for student to Label a plant and
animal cells according of living things that can perform all view structure of cells. animal cells.
to their structure and the functions necessary for life.
In class notes Construct a table
function.  All cells possess basic structures.
comparing the plant
 There are a number of structures Videos
and animal cell.
and organelles common to both
Diagrams of typical cells
plant and animal cells.
 Plant and animal cells differ in their Students make models of
structure and function. cells.
 Each part of the cell performs a
specific function.

End of Unit Test

ADDITIONAL COMMENTS/NOTES

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Levels of Organization in Living things

12 I. Recognize the  Cells vary in form and function. Video clips on organ In class worksheets
relationships between  Specialized cells perform specific systems
specialized cells, functions: blood cells, root hair.
Students construct models
tissues, organs and  Cells Tissues Organs Systems
of organ systems from
organ systems.
modelling clay.

End of Unit Test

ADDITIONAL COMMENTS/NOTES

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Processes in cellular structure

13 I. Describes how  Diffusion is the movement of Use of videos In class worksheets


substances move into particles from a region of higher
In class notes CLOZE
and out of cells. concentration to a region of lower
concentration. Demonstrate the
 Osmosis is the movement of water application of osmosis in
particles from a region of higher water rehydrating dried fruits
concentration to a region of lower such as raisins, in chow
water concentration through a preparation.
selectively permeable membrane.
 Osmosis and diffusion are two
processes by which this exchange
takes place.

End of Unit Test

ADDITIONAL COMMENTS/NOTES

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