Lesson Notes By Weeks and Term v3 - Junior Secondary 2
Living Things
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Living Things
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Subject: Basic Science
Class: Junior Secondary 2
Term: 1st Term
Week: 7
Theme: Learning About Our Environment
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Mention the differenthabitats of livingthings and identifythe or ganisms found in them State various adaptivefeatures of livingthings in the ir habitat. Identify characteristicsof or ganisms in the same habitat and whatthey have in common Identify in telligence asa unique characteristicof human beings Apply basic in telligenceskills e.g. observation,measurement of timeand weight in ference Identify major in dices of growth changes in living things Explain the stages in the development of humans Identify the characteristicfeatures of the differentdevelopmentalstages Classifydevelopmentalchanges as temporary and permanent
Learning About Our Environment Explain why.
4. Explain why human beings are considered unique among all other living things.
5. You observe that the leaves of a plant kept near a window are all facing the direction of the sunlight. a) What basic intelligence skill are you using? b) What inference can you draw from this observation?
6. State three major indices that indicate growth in a child.
7. List three examples of developmental changes that occur in: a) Infants b) Adolescents c) Adults
8. Distinguish between growth and development, giving one example for each.
9. Classify the following changes as temporary or permanent: a) A girl gaining height. b) A woman's pregnancy. c) A child learning to talk. d) The appearance of wrinkles in an elderly person.
6. Evaluation and Assessment Formative Assessment: Observation: Monitor student participation in group discussions, their ability to identify habitats and organisms, and their engagement in the intelligence skills demonstration.
Question & Answer: Ask direct questions throughout the lesson to check understanding (e.g., "What are two features that help a fish survive in water?").
Quick Check: Have students quickly jot down two examples of temporary changes and two permanent changes on a scrap of paper and submit them. Summative Assessment (End of Lesson/Week Assignment): Section A: Multiple Choice (5 marks) (Provide 5 multiple choice questions covering different objectives, e.g., identifying habitats, adaptive features, intelligence skills.)
1. Which of these is NOT a terrestrial habitat? a) Forest b) Desert c) Ocean d) Grassland
2. An adaptive feature of a fish is: a) Lungs b) Gills c) Fur d) Strong legs
3. The ability to draw conclusions from observations is called: a) Measurement b) Observation c) Inference d) Estimation
4. A rapid increase in height and weight is characteristic of which human developmental stage? a) Adulthood b) Old Age c) Infancy d) Childhood
5. Which of these is a permanent change in humans? a) Acne b) Pregnancy c) Grey hair d)
Voice cracking during puberty Section B: Structured Questions (15 marks)
1. Name three major habitats. (3 marks)
Marking Scheme: 1 mark for each correct habitat named. (e.g., Terrestrial, Aquatic, Arboreal)
2. Give two examples of living things found in the aquatic habitat. (2 marks)
Marking Scheme: 1 mark for each correct example. (e.g., Fish, Water Lily, Crocodile, Hippopotamus)
3. State two differences between plants found on land and plants found in water. (4 marks)
Marking Scheme: 2 marks for each correct and distinct difference. (e.g., Land plants have strong roots; Water plants have poorly developed roots. Land plants have stomata on lower leaves; Water plants (floating) have stomata on upper leaves.)
4. Explain one reason why man is unique among living things. (2 marks)
Marking Scheme: 2 marks for a clear explanation of a unique human trait (e.g., complex language, abstract reasoning, tool-making, self-awareness).
5. State three major indices of growth changes in living things. (3 marks)
Marking Scheme: 1 mark for each correct index. (e.g., Increase in size/height, Increase in weight/mass, Increase in cell number.)
6. Classify the following changes in living things as temporary or permanent: a) Formation of permanent teeth (1 mark) b)
A scar from a cut (1 mark)
Marking Scheme:* 1 mark for each correct classification. (a) Permanent, (b) Permanent.
7. Real-life Applications / Integration
1. Agriculture and Environmental Stewardship: Understanding habitats helps Nigerian farmers choose suitable crops and livestock for specific regions (e.g., rice in wetlands, millet in savannas). Knowledge of adaptive features can inform sustainable practices, such as choosing drought-resistant varieties or understanding the impact of deforestation on forest-dwelling animals and plants (e.g., effects on timber, medicinal plants, bushmeat). This promotes environmental conservation and food security.
2. Health and Personal Development: Knowledge of human growth and development helps individuals and families understand the physical and emotional changes experienced from infancy to old age. This aids in providing appropriate care for infants, guiding adolescents through puberty, and supporting the elderly. It integrates with health education on nutrition, hygiene, and mental well-being across different life stages in Nigerian families and communities.
3. Problem-Solving and Local Innovation: Applying basic intelligence skills (observation, measurement, inference) is crucial in everyday effects on timber, medicinal plants, bushmeat). This promotes environmental conservation and food security.
2. Health and Personal Development: Knowledge of human growth and development helps individuals and families understand the physical and emotional changes experienced from infancy to old age. This aids in providing appropriate care for infants, guiding adolescents through puberty, and supporting the elderly. It integrates with health education on nutrition, hygiene, and mental well-being across different life stages in Nigerian families and communities.
3. Problem-Solving and Local Innovation: Applying basic intelligence skills (observation, measurement, inference) is crucial in everyday Nigerian life. Farmers observe weather patterns, measure rainfall, and infer soil conditions to make planting decisions. Artisans observe materials, measure dimensions, and infer the best construction methods. Traders observe market trends, measure quantities, and infer demand. These skills are foundational for critical thinking and local innovation in various vocations.
8. Differentiation, Remediation and Extension Differentiation (for mixed ability classrooms): Group Work: Form mixed-ability groups for activities like identifying adaptive features or discussing human uniqueness. This allows stronger students to support weaker ones.
Visual Aids: Utilize a wide range of pictures, charts, and real-life objects (e.g., leaves, stones) to cater to visual learners and those with lower literacy levels.
Role-Playing: Have students act out scenarios demonstrating adaptive features or different stages of human development.
Remediation (for struggling learners): Simplified Language and Concepts: Break down complex terms into simpler vocabulary. Focus on one concept at a time with fewer examples.
One-on-One Support: Provide direct, individualized assistance during practical activities or guided practice sessions. Concrete
Examples: Use highly familiar, local examples (e.g., "how a yam grows," "how a chicken lays eggs," "what a baby needs") to illustrate abstract concepts of growth, development, and adaptation.
Flashcards: Create flashcards for key terms (habitat, adaptation, growth, permanent change) with simple definitions and relevant pictures.
Extension (for high-achieving learners): Research Project: Assign a mini-research project on specific Nigerian habitats and their unique endemic species (e.g., the Cross River gorilla, manatees in the Niger Delta, specific medicinal plants). Students can investigate the threats to these habitats and propose conservation strategies.
Advanced Inquiry: Challenge them to design a simple experiment to test a hypothesis related to growth (e.g., "Does the amount of water affect the growth rate of a bean plant?") using their intelligence skills.
Debate: Organize a debate on topics like "Is human intelligence always beneficial to other living things?" or "Should temporary changes in human development be 'fixed'?" This encourages critical thinking and deeper engagement. to boil on a stove.
Example: Measuring Weight/Mass: Using a kitchen scale to measure the weight of garri needed for a meal, or using a bathroom scale to measure body weight.
Inference: Drawing conclusions or making educated guesses based on observations and prior knowledge. It's an interpretation of observations.
Example: Observing footprints of a goat in a muddy path (observation). Inferring that a goat recently passed through that area (inference).
Example: Practical Application: If a student observes that a plant kept in the dark has yellow leaves and is stunted (observation), they can infer that sunlight is necessary for healthy plant growth (inference). 2.
6. Major Indices of Growth Changes in Living Things Growth is an irreversible increase in the size, mass, and complexity of an organism. It is a fundamental characteristic of living things.
Increase in Size/Height: The most obvious indicator. A child grows taller, a plant grows longer stems.
Increase in Weight/Mass: An organism gains mass as new cells are formed and existing cells enlarge. A puppy gains weight as it matures.
Increase in Cell Number: Growth primarily occurs through cell division (mitosis), leading to an increase in the number of cells in the organism.
Development of New Body Parts/Structures: While more a part of development, the emergence of new leaves on a plant or horns on an animal can be seen as an index of growth. 2.
7. Stages in the Development of Humans Development refers to the qualitative changes in an organism's structure, function, and behavior over its lifespan, often leading to increased complexity and specialized abilities. Human development is a continuous process from conception to death.
Infancy (Birth to 2 years): Period of rapid physical, mental, and emotional growth.
Childhood (2 to 12 years): Slower but steady growth, acquisition of social skills, formal education begins.
Adolescence (12 to 19 years): Period of significant physical (puberty), emotional, and psychological changes, transition from child to adult. Adulthood (20 to 60+ years): Maturity, peak physical and mental capabilities, reproduction, career development, family rearing. Old Age (60+ years): Gradual decline in physical and sometimes mental abilities, wisdom accumulation, reflection. 2.
8. Characteristic Features of the Different Developmental Stages Infancy: Physical: Rapid increase in weight and height, development of motor skills (crawling, walking), teething.
Cognitive: Learning to babble, then speak single words, developing object permanence.
Social/Emotional: Forming attachments, recognizing faces, expressing basic emotions.
Childhood: Physical: Steady growth, refinement of motor skills (running, jumping, writing), loss of milk teeth and eruption of permanent teeth.
Cognitive: Language development, logical thinking (concrete operations), imagination, learning to read and write.
Social/Emotional: Forming friendships, understanding social rules, developing a sense of self.
Adolescence: Physical: Puberty (onset of sexual maturity), rapid growth spurt, development of secondary sexual characteristics (e.g., voice changes in boys, breast development in girls, growth of pubic hair), acne.
Cognitive: Abstract thinking, problem-solving, critical analysis, identity formation.
Social/Emotional: Increased independence, peer influence, mood swings, seeking identity, romantic interests.
Adulthood: Physical: Peak physical strength and health, then gradual decline; reproductive capability.
Cognitive: Wisdom, experience, advanced problem-solving, long-term planning.
Social/Emotional: Establishing career, forming intimate relationships, raising families, community involvement.
Old Age: Physical: Decrease in muscle mass and bone density, reduced sensory perception (sight, hearing), slower metabolism, increased susceptibility to illness.
Cognitive: May experience memory decline, but often retains accumulated wisdom and experience.
Social/Emotional: Retirement, reflection on life, spending time with family, potential for loneliness or continued social engagement. 2.
9. Classification of Developmental Changes as Temporary and Permanent Temporary Changes: These are changes that occur for a specific period or circumstance and can later revert or disappear.
Examples: Acne during adolescence, voice cracking during male puberty, pregnancy (in females), body fat gain/loss due to diet (can be reversed), hair loss due to stress (can regrow).
Permanent Changes: These are irreversible changes that last throughout an organism's life.
Examples:* Increase in height, formation of permanent teeth, development of sex organs, brain maturation, scarring, grey hair, wrinkles, death.
3. Teaching and Learning Activities *3.
1. Introduction (10