REPUBLIC OF LIBERIA

MINISTRY OF EDUCATION

NATIONAL CURRICULUM FOR GRADES 7 TO 9

SCIENCE

February 2011

1
 MESSAGE FROM THE MINISTER OF EDUCATION

I wish to extend my thanks and appreciation to ECSEL, UNESCO and all our partners for their immense contribution to this important task of revising and
strengthening of the National Curriculum. Special thanks to USAID through LTTP for their funding and technical support in the harmonization or realignment of
the curriculum. We extend sincere thanks and appreciation to the Bureau of Curriculum Development and Textbook Research, the National Curriculum Taskforce,
and the subject specialists from various institutions for the level of professionalism that went into this exercise.

The revision and strengthening of our National Curriculum comes at a time when our nation is faced with the Herculean task or challenge of education
transformation, national reconstruction, recovery and renewal in the aftermath of a devastating civil war. Hence, critical to this national challenge is the rebuilding
of the education sector as Liberians can not achieve the desired socio-economic progress in the absence of a strong, vibrant and productive education and training
system.

The revised national curriculum has two features which include the regular core subject areas of Mathematics, Science, Language Arts and Social Studies and
emphasis is being given to the global challenge of HIV/AIDS, Peace, Citizenship, Human Rights and Environmental education. Secondly, the new curriculum is
developed in line with international standards especially those practiced and enshrined in the curriculum of our sisterly Republic of Nigeria and Ghana who are also
members of the West African Examinations Council (WAEC) .

We wish to urge all our education partners including students, teachers, principals, proprietors of schools and members of school boards to use this curriculum in
our schools to enhance quality and relevant instruction and to enable our students to be adequately prepared to take the West African Senior Secondary Certificate
Examinations (WASSCE) come 2013 as envisaged by us in the education sector.

May I conclude by once again saying big thank-you to all those who contributed to make this project a success.

Hon. E. Othello Gongar

MINISTER

2
INTRODUCTION
The study of Science is critical for living a meaningful and functional life in a technologically advanced and globalized world. Much of the advancements we see in
our world today is as a result of the understanding and productive use of Science. This curriculum has been designed to give students at the Junior High School an
early start in the understanding of the fundamental concepts, facts, principles and theories of Science, and to nurture in them the necessary scientific skills,
competencies and attitudes for more advanced study of the specialized disciplines of Science.

A student-centred approach is emphasized in this curriculum. This is based on the firm belief that learning becomes more permanent, meaningful, and exciting
when students themselves take ownership of the learning process. Teachers are, therefore, urged to contrive those classroom strategies that would engage
students actively in the teaching/learning process.

AIMS AND OBJECTIVES

At the end of this course of study, students will, among other things, be able to:
1. Acquire the fundamental facts, concepts, principles and theories of Science.
2. Develop basic scientific skills and competencies.
3. Acquire the critical outlook, curiosity and innovativeness that are fundamental to the study and use of Science.
4. Embrace those positive scientific values and attitudes that make for peaceful coexistence in society.
5. Become aware of the role of Science in sustainable development.
6. Develop a love for Science.

3
 SEMESTER: ONE
PERIOD: I

GRADE: 7

TOPIC: SCIENTIFIC KNOWLEDGE

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. List some simple methods of acquiring scientific knowledge.
2. State and demonstrate the relationship between the two systems of measurements.
3. Demonstrate the use of the two systems of measurement in solving problems.
4. Discuss the state of matter and their properties.
5. Discuss forms of matter (elements, compounds and mixtures).
6. Explain the relationship between elements, compounds and mixtures.
7. Display examples of elements, compounds and mixtures.
8. Discuss the types of fuel and explain their composition.

OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION

RESOURCES
Acquire scientific skills in 1. Scientific knowledge 1. Elicit facts and stories of fiction from A. Primary Text Fundamental tasks
investigation. a). knowing of facts is knowledge the students to give idea on the M.B. Wiredu, et al. A students should be
b). scientific methods; difference between fact and fiction. New Integrated able to do:
1. List some simple
Practice scientific methods - Attitudes Show the students some simple Science for JHS - BK
methods of
to solve problems. - Observation digests, which will enable them to ask 1 (Longman, 2007) acquiring scientific
- Experimentation appropriate questions. knowledge.
B. Secondary Text 2. State and
2. Measurement demonstrate the
Recognize the 2. Boiling of water, dissolving sugar or General Science
a). English relationship
characteristics and state of salt in simple experiments create Revision Notes &
b). Metric system between the two
non-living matter. interest and develop attitude in Exercise For JSS
State the relationship between the systems of
Science. (Longman)
two systems of measurements and measurements.
how they are used to solve 3. Demonstrate the
3. Demonstrate simple methods of C. Other use of the two
problems.
systems of
4
 acquiring scientific knowledge. Resources/Suppleme measurement in
3. Matter ntary Readings solving problems.
a). Non-living matter characteristics 4. Explain the systems of measurement - Jar 4. Discuss the state
- Beaker of matter and their
and examples. using rules and meter sticks, installing
- Salt/sugar properties.
b). States of Matter solid, liquid and the concept of inch and centimeter by 5. Discuss forms of
- Water
gas. asking them to measure straight lines matter (elements,
- Simple objects
c). Elements, compounds and of different length, simple problems with different compounds and
mixtures. involving distances in yards and sizes, shapes, mixtures).
meters or other higher units should be color, textures, 6. Explain the
4. Physical and chemical changes: measured. etc. relationship
- Litmus between elements,
- The properties of changes,
paper/solution compounds and
substances in chemical changes and 5. Examination of different things both mixtures.
- Bases/Alkaline
the participation of energy should indoor and outdoor. 7. Display examples
- Acids, etc.
be mentioned and verified - Measurement of elements,
experimentally. 6. Experiment with water can be instruments compounds and
repeated with ice cubes showing the - Rules, pints, liters, mixtures.
5. Fuels: solid fuels, liquid fuels and three states of matter/water. etc. 8. Discuss the types
- Lenses/magnifyin of fuel and explain
gaseous fuels; uses of each kind should their composition.
be mentioned. 7. Display examples of elements, g glass.
- Ice cube, etc.
mixtures and compounds. Other essential
- Candle
- Match evaluation tools:
8. Sea water, sand for mixing, air for - Paper, etc. Practicals.
mixture of gases, sand can be Quizzes
examined by means of hand; show the Group assignments
different components. .

9. Examples of burning a candle,

respiration and decaying of materials
can be cited for chemical changes –
melting of candle wax and boiling of
water into steam for physical change.
Find wood, charcoal, gasoline, oil,

5
 cooking gas, etc, are examples that all
fuels contain hydrogen and carries
hydrocarbon.

SEMESTER: ONE
PERIOD: II

GRADE: 7

TOPIC: MATTER

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Give the characteristics of living matter.
2. Recognize the cell as a basic unit of living things.
3. Differentiate between plants and animals.
4. Discuss the basic structure of plants and their functions.
5. Discuss the characteristics of flowering and non-flowering plants.
6. Diagram and label the parts of flowering and non-flowering plants.
7. Diagram and label the parts of flower and discuss the function of each part.
8. Discuss the process of photosynthesis and reproduction in plants.
9. State the general characteristics of animals
10. Name the basic group of animals and describe the structure of at least one from each group.
11. List and describe the function of the system in the human body.
12. List/identify external characteristics of the stages of puberty in the growth of boys and girls.
13. Discuss the significance of sex hormones in the development of male and female.
14. Associate menstruation and ovulation with normal development.
15. State the relationship between ovulation and menstruation with pregnancy.
16. Identify the Socio-psychological, economic and biological consequences of teenage pregnancy.
17. List preventive measures of teenage pregnancy; and
18. Explain the concept of reproductive health.

6
 OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION
RESOURCES
Recognize differences 1. Differences between plants and 1. Show examples of flowering and non- A. Primary Text Fundamental tasks
between plants and animals; flowering plants through outdoor M.B. Wiredu, et al. A students should be
animals. Classification of living things; studies. Students should collect New Integrated able to do:
1. Give the
flowering and non-flowering plants. specimens and study/examine them in Science for JHS - BK
characteristics of
Appreciate plants and the classroom. 1 (Longman, 2007) living matter.
animals as living things. 2. Parts of a plant and their functions: 2. Hibiscus – Rosasinesis (okra), Ipomea 2. Recognize the cell
a). Root system/shoot systems. Bakata (potato green), Oriza sativa B. Secondary Text as a basic unit of
Stems (rice plant), Manihot utilissima General Science living things.
Leaves (cassava), etc can be collected and Revision Notes & 3. Differentiate
Flowers examined in the classroom to show Exercise For JSS between plants and
Fruits animals.
parts of a plant. (Longman)
b). Functions – root absorption and 4. Discuss the basic
fixation structure of plants
3. Hibiscus or any complete flower can C. Other and their
c). Stem – Transportation of raw
be shown. The student should draw Resources/Suppleme functions.
materials and preparation of food.
accurate diagrams from the actual ntary Readings 5. Discuss the
d). Leaves – preparation of food characteristics of
specimens not from the pictures. - Jar
mention chlorophyll, flowering and non-
Flowers should be dissected to show - Beaker
photosynthesis in the preparation of - Salt/sugar flowering plants.
male and female parts.
starch, flowers and fruits - Water 6. Diagram and label
reproduction. - Simple objects the parts of
4. The growth of tap root of a with different flowering and non-
germinating bean seed can be shown sizes, shapes, flowering plants.
3. Structure and functions of flowers: 7. Diagram and label
by marking it with ink. color, textures,
Structure: the parts of flower
etc.
Flower, stalk, pedicels, epiclyx - Litmus and discuss the
a). Calyx – sepals 5. The differences in growth of a plant in
paper/solution function of each
b). Corolla – petals a shade and one that is in the sunlight part.
- Bases/Alkaline
c). Androcium – stamens, can be chosen to illustrate 8. Discuss the
- Acids, etc.
photosynthesis and the need for - Measurement process of

7
 filaments, anthers and pollen grains chlorophyll. Green matter can be instruments photosynthesis and
(male parts) illustrated with the leaves (show on - Rules, pints, liters, reproduction in
d). cynecium: ovary, style, stigma the mountain leaf). etc. plants.
- Lenses/magnifyin
(female part)
g glass. Other essential
Functions: 6. The vertebrate group – fish, frog, birds - Ice cube, etc.
a). Epicalyx and Calyx protection and small mammals can be examined evaluation tools:
- Candle
Practicals.
b). Corolla – helping pollination to study their external features. The - Match
Quizzes
(attracting insects) invertebrate group – grasshopper, - Paper, etc.
Group assignments
c). Androcium – male part butterflies, moths, earthworms, Individual projects
d). Cynecium – female part. crayfish, etc can be collected by the
students and examine to study their
4. Growth, photosynthesis and external features.
reproduction of plants (elementary 7. Diagrams of species in both groups
treatment) should be drawn by the students and
be labeled.
5. Animals:
General characteristics of animals – 8. Construct a poster of the human
vertebrates and invertebrates, the reproductive system, label its parts
main characteristics, to differentiate and explain their functions.
them and mention endoskeleton
(vertebral column), invertebrate – 9. Outline methods of preventing teenage
without of skeleton. pregnancy.
Examples found locally.
10. Conduct a panel discussion on the
6. Systems of the human body psycho-socio, economic and
biological consequences of teenage
7. Puberty stages pregnancy.
External characteristics of the
puberty stages in boys and girls.
Secretion of sex hormones by the
pituitary and adrenal glands.
Menstruation and ovulation.

8
 Menopause

9. Pregnancy:
How does pregnancy occur
Consequences of teenage
pregnancy
Prevention

SEMESTER: ONE
PERIOD: III

GRADE: 7

TOPIC: ENERGY

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Discuss the kinds of energy with examples.
2. Discuss the forms of energy with examples.
3. Demonstrate how matter is used to produce energy.
4. Explain the relationship between work and energy.
5. Explain ways how we can conserve energy and our natural resources.
6. Discuss the principles associated with simple machine.
7. Discuss how the principles associated with simple machine can be applied or used in daily life.
8. Discuss the six kinds of machine and their uses.
9. Describe the types of machine.
10. Explain the relationship between force, work, energy and power.
11. Solve simple problems involving work, force and energy.

OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION

RESOURCES
Recognize all forms of 1. Definition of energy. 1. Have students demonstrate the A. Primary Text Fundamental tasks students

9
energy. three forms of levers by means of M.B. Wiredu, et al. A New should be able to do:
2. Forms of energy meter sticks and hanging weight or Integrated Science for JHS 1. Discuss the kinds of energy
a) Potential energy improvised material. - BK 1 (Longman, 2007) with examples.
2. Discuss the forms of energy
b) Kinetic energy
with examples.
2. Examples; scissors beam balance, B. Secondary Text 3. Demonstrate how matter is
3. Conversion of energy tongs. General Science Revision used to produce energy.
a) Potential to Kinetic Notes & Exercise For JSS 4. Explain the relationship
3. Child will observe and do actions (Longman) between work and energy.
4. Simple machines in each of the above. C. Other 5. Explain ways how we can
- Develop skills to a) Lever Resources/Supplementar conserve energy and our
y Readings natural resources.
identify simple machines. b) Inclined plane 4. Have students make diagrams of
- Meter sticks 6. Discuss the principles
c) Screw simple and compound pulleys and associated with simple
- Scissors
d) Wheel/axle demonstrate how they work. - Tongs machine.
e) Pulley - Balance 7. Discuss how the principles
f) Wedge 5. Lead students to demonstrate the - Pulleys associated with simple
use of inclined plane with local - Plank. machine can be applied or
- Acquire knowledge on 5. Force, work and power materials. - Pictures of simple used in daily life.
machine. 8. Discuss the six kinds of
force, work and power. a) Definition
machine and their uses.
b) Simple problems 6. Ask student to describe the three 9. Describe the types of
involving work main simple machines and machine.
examples of each. 10. Explain the relationship
between force, work, energy
and power.
11. Solve simple problems
involving work, force and
energy.
Other essential evaluation
tools:
Practicals.
Quizzes
Group assignments
Individual projects
Demonstrations.

10
 SEMESTER: TWO
PERIOD: IV

GRADE: 7

TOPIC: HEALTH

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Define health, personal hygiene and community health.
2. Name some common diseases in our community and discuss myth and life surrounding them.
3. List some methods of preventing and controlling these diseases; (diarrhea, malaria, typhoid, etc).
4. List some harmful practices in our community.
5. Relate the principles of hygiene and balance diet to good health.
6. Discuss nutrition and name the basic food groups.
7. List some locally produced food within each food group.
8. Discuss myths and taboos associated with nutrition.
9. List some diseases associated with vitamin deficiency.
10. Discuss the effect of alcohol and drug abuse on the body.
11. State the importance of physical exercise on the body.
12. Identify and discuss behaviors that put one at risk of becoming infected with HIV.
OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION
RESOURCES
Practice health care 1. Define: 1. Guide students to define health, A. Primary Text Fundamental tasks
methods. a) health personal hygiene, community health M.B. Wiredu, et al. A students should be
b) community health and nutrition. New Integrated able to do:
1. Define health,
c) personal hygiene Science for JHS - BK
personal hygiene
2. Teacher leads discussion on how 1 (Longman, 2007) and community
2. Methods of preventing and common diseases in our community health.
controlling diseases can be prevented and controlled. B. Secondary Text 2. Name some
General Science common diseases
Recognize diseases 3. Food needs of the body; 3. Discuss with students myths and Revision Notes & in our community
associated with lack of a) food types beliefs about some common diseases Exercise For JSS and discuss myth

11
vitamin b) locally produced food in our community (e.g. malaria is (Longman) and life
caused by eating plum and drinking surrounding them.
Create awareness of 4. Diseases associated with vitamins beer). C. Other 3. List some methods
Resources/Suppleme of preventing and
HIV/AIDS. deficiency.
ntary Readings controlling these
4. Let students list locally produced food diseases; (diarrhea,
- Posters
5. Alcohol and drug abuse. within their community. malaria, typhoid,
- Pictures
etc).
- Markers
6. The importance of physical 5. Let teacher assist students to 4. List some harmful
- Posters practices in our
exercises. categorize the food as energy,
- Pictures community.
protective and body building foods.
5. Relate the
7. Risky behavior for HIV infection:
principles of
a) High risk behavior 6. The teacher should lead the discussion hygiene and
b) Low risk behavior on mal-nutrition and diseases balance diet to
c) No-risk behavior associated with them. good health.
6. Discuss nutrition
7. Discuss with students the impact of and name the basic
drug abuse and the importance of food groups.
7. List some locally
exercise to the body.
produced food
within each food
8. Prepare three colors of card (red, group.
yellow and green) representing the 8. Discuss myths and
three risky behaviors (high risk, low taboos associated
risk and no risk). with nutrition.
9. List some diseases
associated with
9. Prepare flash card with a list of risky vitamin deficiency.
behaviors of individuals and ask the 10. Discuss the effect
student to come out one at a time and of alcohol and
take one flash card to place it under drug abuse on the
the appropriate colored card. body.
11. State the
importance of
10. Ask the students to state why they
physical exercise
placed the card under a particular on the body.

12
 color, and ask the other students 12. Identify and
whether they agree. discuss behaviors
that put one at risk
of becoming
11. Correct any misinformation and be
infected with HIV.
sure that the card is moved to the Other essential
correct color. evaluation tools:
Practicals.
Quizzes
Group assignments
Individual projects
Demonstrations.

SEMESTER: TWO
PERIOD: V

GRADE: 7

TOPIC: EARTH AND SPACE SCIENCE

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Explain what causes weather to change and why we have different climates in various parts of the world.
2. Name and describe the spheres of the earth.
3. List and describe the levels of the atmosphere.
4. Name the elements that influence the weather of a place.
5. Explain and describe how rain is produced.
6. Name the three kinds of rocks and areas of Liberia where they are found.
7. Name some materials of the earth found in Liberia.
OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION
RESOURCES
Recognize the spheres of 1. Definition of: 1. Ask students to define Earth Science and Space A. Primary Text Fundamental tasks
the Atmosphere. a) Earth Science Science and lead discussion on their ideas to M.B. Wiredu, et al. A students should be
able to do:
13
 b) Space Science clarify the meaning. New Integrated 1. Explain what
Science for JHS - BK causes weather to
2. Earth climatic zones: 2. Ask students to sketch a globe depicting the 1 (Longman, 2007) change and why
we have different
a) Torrid zone earth’s climatic zones (torrid, frigid, equator,
climates in various
b) Frigid zone tropics of cancer and tropics of Capricorn) and B. Secondary Text parts of the world.
c) Equator lead discussion on the rationale for the doing General Science 2. Name and describe
d) Tropics cancer the work. Revision Notes & the spheres of the
e) Tropics Capricorn Exercise For JSS earth.
3. Lead students to experiment formation of cloud (Longman) 3. List and describe
through evaporation process (boiling of water), the levels of the
atmosphere.
3. Atmosphere and its contents: and then lead discussion on the rest of the C. Other
4. Name the elements
a) Biosphere activities. Resources/Suppleme
that influence the
b) Stratosphere ntary Readings
weather of a place.
- Posters
c) Troposphere 4. Ask students to define: 5. Explain and
- Pictures
d) Mesosphere 5. a). Weather b). Climate and clarify students’ describe how rain
- Markers is produced.
(exosphere/ionosphere) definition and differentiate climate from
- Posters 6. Name the three
e) Magnetosphere weather.
- Pictures kinds of rocks and
areas of Liberia
4. weather and Climate 6. Divide the class into two groups and ask each where they are
- Define; group to list factors influencing either weather found.
a). Weather or climate. Lead discussion on the students’ 7. Name some
b). Climate ideas. materials of the
earth found in
Liberia.
A. Factors influencing 7. Let student brainstorm on the spheres of the
Other essential
weathe:; earth (hydrosphere, lithosphere, mantle and
evaluation tools:
i. air pressure core). Lead discussion on the ideas of students.
Practicals.
ii. temperature Quizzes
iii. precipitation 8. Explain the formation of rocks and the various Group assignments
iv. humidity types (igneous, sedimentary, metamorphic), Individual projects
B. Factors influencing and including rock cycle. Demonstrations.
Climates:
i. position to the place

14
 nearness to the sea or
equator
ii. Latitude
iii. prevailing wind belt
iv. temperature
v. rainfall
vi. sunshine

5. Spheres of the Earth;

a). Hydrosphere
b). Lithosphere
c). Mantle and Core

6. Crust of the Earth;

a). Rock formation
b). Kinds of rock
- Igneous rock
- Sedimentary rock
- Metamorphic roc
c). Rock cycle
- Some product from
rock cycle found in
Liberia.

15
 SEMESTER: TWO
PERIOD: VI

GRADE: 7

TOPIC: AGRICULTURE

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. State the two main types of Agriculture products.
2. Explain how soil is prepared for growing plants.
3. State the importance of fertilizer in the growing of plants, and
4. Apply the fundamentals of Agriculture in the production of food in making the green revolution a reality.

OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION

RESOURCES
Appreciate the value of Agriculture: 1. Let students define agriculture and A. Primary Text Fundamental tasks
nature. a). Definition state the two main types of M.B. Wiredu, et al. A students should be
b). Two main types of agricultural agricultural products – possible New Integrated able to do:
1. State the two main
Develop skills in farming. products; answers; food crops and cash crops. Science for JHS - BK
types of
(i). Food crops 1 (Longman, 2007) Agriculture
(ii). Cash crops 2. Let students bring sample of food and products.
c). The three kinds of plants: cash crops collections for B. Secondary Text 2. Explain how soil is
(i). Annual plant – e.g. categorization. General Science prepared for
(ii). Biannual plant – Revision Notes & growing plants.
e.g. 3. Ask students to brainstorm and state Exercise For JSS 3. State the
importance of
(iii). Perennial plant – those plants that bear fruits once a (Longman)
fertilizer in the
e.g. year, twice a year and throughout the growing of plants,
d). Soil preparation for growing year and ask them to bring specimen C. Other and
plants: Alluvial, Loamy and Sandy of each of the following class time Resources/Suppleme 4. Apply the
soils. (assignment). ntary Readings fundamentals of
T.E. Lartey, et al. Agriculture in the
e). Purpose for soil preparation.

16
f). Seed Germination and growth 4. Teacher display three types of soil BECE Agriculture for production of food
- Dicot seed (beans and used for growing plants and explain JSS – Pupil’s Book 1 in making the
pea) their usage. (Sedco, 2005) green revolution a
reality.
- Monocot seed (paddy/
Other essential
corn) 5. Lead students to experiment the Rice, cassava, oil,
evaluation tools:
- Fertilizers preparation of the soil to grow seeds. coffee, cocoa, pepper,
Practicals.
g). Process of Germination: okra, etc. Quizzes
- testo 6. Explain the purpose of irrigation and Group assignments
- tegmen retention of water in the soil. Individual projects
- cotyledon Demonstrations.
- endosperm 7. Let students experiment the planting
- hilum of seeds into the nursery and observe
- microphle the growing process of seeds.
- embryo
- raddicle 8. Let the students describe the type of
- plumule seeds by observing the germinated
- tap root ones to state whether it is dicot or
- adventitious (fibrous) monocot.
h). Condition for Germination;
- water 9. Lead students to discuss the chemicals
- air(oxygen) and other things that are used to
- sunlight (temperature) improve plant growth.
- spacing
i). Weeding types; 10. Ask students to describe the conditions
- mechanical method that are necessary for plant growth and
- chemical method survival.
- physical method
j). Difference between 11. L
manure and fertilizers ead students to brainstorm various
weeding methods and state the
advantages and disadvantages of
weeding.

17
Group students into two small groups and
let each group state the difference
between fertilizer and manure and then
make clarification of their responses.

18
 SEMESTER: ONE
PERIOD: I

GRADE: 8

TOPIC: SCIENTIFIC KNOWLEDGE

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Discuss the scientific method and demonstrate its application in problem solving.
2. Describe and discuss the basic and derived units of measurement.
3. Describe the composition of matter.
4. Discuss the states of matter and their properties.
5. Discuss the kinds of matter (elements, compound and mixtures).
6. Name some common compounds with their formula, scientific and common names.
7. Distinguish between compounds and mixtures with examples, and
8. Describe and demonstrate some common methods of separating mixtures.

OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION

RESOURCES
Appreciate the use of 1. Scientific knowledge: 1. Ask students to list the components A. Primary Text Fundamental tasks
common sense to solve a). Common sense as a source of of scientific knowledge and tell M.B. Wiredu, et al. students should be able
problems. knowledge. them to find the difference between A New Integrated to do:
1. Discuss the
Acquire knowledge in b). How scientists solve problems. scientific knowledge and Science for JHS -
scientific method
quantitative and c). The nature of scientist. superstition. BK 2 (Longman, and demonstrate its
qualitative measurement d). Measurements; basic and 2007) application in
and identification. derived units (area, volume, 2. Lead students to demonstrate the problem solving.
density, weight and force). components of scientific knowledge B. Secondary Text 2. Describe and discuss
to solve scientific problems. General Science the basic and derived
2. Matter: Non-living Revision Notes & units of
measurement.
a). The structure of matter; 3. Ask students to state the Exercise For JSS
3. Describe the
states of matter and their properties. characteristics and behavior of (Longman) composition of
b). Elements: Definition of scientists and how can these matter.
C. Other 4. Discuss the states of
19
symbols. characteristics be applied in their Resources/Supplem matter and their
c). Compounds: Definition of daily lives. entary Readings properties.
compounds, formulas, scientific - Bucket of water 5. Discuss the kinds of
- Marble matter (elements,
and commercial name. 4. Ask students to state the difference
- Rope or sinker compound and
d). Mixture: examples; petroleum, between basic and derived units. Let - Textbook mixtures).
air, sea water, sugar water. them use these units to solve simple - Weight slots 6. Name some
measurement problems of area, - Seales common compounds
volume, density, weight and force. - Cylinders with their formula,
- Cork scientific and
5. Lead students to discuss and list the - Water common names.
7. Distinguish between
states and properties of non-living - Sand
compounds and
matter. - Gravel
mixtures with
- Soil
examples, and
6. Lead students to define and identify 8. Describe and
elements with their symbols. demonstrate some
common methods of
7. Lead students to define and identify separating mixtures.
compounds with their formulae,
Other essential
scientific and commercial names.
evaluation tools:
Practicals.
Quizzes
Group assignments
Individual projects
Demonstrations.

20
 SEMESTER: ONE
PERIOD: II

GRADE: 8

TOPIC: LIVING MATTER

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Name two groups of living things.
2. Describe the characteristics of protists, plants and animals with examples.
3. List the basic needs of plants.
4. Describe and explain cell structure.
5. Distinguish between respiration and photosynthesis in plants.
6. Discuss the types of roots and leaves.
7. Classify animals according to the major phyla.
8. Describe and discuss the insects with emphasis on grasshopper as an example.
9. Describe the structural organization of the human body; (elementary treatment only).
10. Discuss the skeletal, digestive and circulatory systems with their principal organs and functions, and
11. Identify the structure and the functions of the male and female reproductive systems and list some disorder and disease associated with them.
OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION
RESOURCES
Recognize the classes of 1. Classification of living things: 1. Lead students to classify living things A. Primary Text Fundamental tasks
living things. (i). Protist characteristics with (protist characteristics) with examples. M.B. Wiredu, et al. A students should be
examples. - Plants characteristics with examples. New Integrated able to do:
1. Name two groups
(ii). Plant characteristics with Science for JHS - BK
of living things.
examples. 2. Lead students to discuss and list; 2 (Longman, 2007) 2. Describe the
(iii). Animal characteristics with a. Animal characteristics characteristics of
examples. b. Plant needs B. Secondary Text protists, plants and
- Cell structures General Science animals with
- Respiration/ photosynthesis Revision Notes & examples.
2. Plants - Hydrophytes, epiphytes, Exercise For JSS 3. List the basic
needs of plants.
a). Needs of plants rhodophytes, etc. (according to their (Longman)
4. Describe and
Accept plants as living b). Cell structure environment). C. Other explain cell
21
things. c). Respiration and photosynthesis Resources/Suppleme structure.
d). Types according to 3. Divide the class in two groups and let ntary Readings 5. Distinguish
environment, hydrophytes, each group discuss the types of roots. - Bucket of water between
- Marble respiration and
epiphytes, rhodophytes - Lead them to list each type with
- Rope or sinker photosynthesis in
e). Types of roots: examples. - Textbook plants.
Tap-root, adventitious and modified - Let students describe the various 6. Discuss the types
roots. types of leaves (simple and - Weight slots of roots and
f). Types of leaves: compound). - Seales leaves.
Simple and compound. - describe shapes of leaves and 7. Classify animals
g). Shapes of leaves and arrangements on stem. - Cylinders according to the
major phyla.
arrangements on stem: typical - Cork
8. Describe and
flowers and their functions. 4. Lead the students to identify and state - Water discuss the insects
functions of: with emphasis on
3. Human (animal) cell, tissues, organs, a). Typical flower - Sand grasshopper as an
system, morphology, digestive and b). Human/animal cell, tissues, organs, - Gravel example.
skeletal systems with organs involved systems, morphology, digestive and - Soil 9. Describe the
and functions. skeletal systems with organs involved structural
organization of the
and their functions.
human body;
(elementary
treatment only).
10. Discuss the
skeletal, digestive
and circulatory
systems with their
principal organs
and functions, and
11. Identify the
structure and the
functions of the
male and female
reproductive
systems and list
some disorder and
disease associated

22
 with them.

Other essential
evaluation tools:
Practicals.
Quizzes
Group assignments
Individual projects
Demonstrations.

SEMESTER: ONE
PERIOD: III

GRADE: 8

TOPIC: ENERGY

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Distinguish between potential and kinetic energy with examples.
2. Discuss the forms of energy with examples.
3. Discuss and describe some of the forces in the environment (gravity, inertia, friction and adhesion).
4. Name some sources and uses of fuel, and
5. Discuss the simple machine and demonstrate their applications.
OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION
RESOURCES
Appreciate energy; uses 1. Energy: 1. Lead students to define energy and A. Primary Text Fundamental tasks
and sources. a). definition of energy states the types. M.B. Wiredu, et al. A students should be
b). Energy - potential and kinetic. New Integrated able to do:
1. Distinguish
Recognize forces in the c). Forms of energy; mechanical, 2. Ask students to discuss the types of Science for JHS - BK
between potential
environment. heat, light, chemical, atomic and energy and state examples of each. 2 (Longman, 2007) and kinetic energy

23
 solar. with examples.
Develop ideas on d). Sources and uses of energy. 3. Lead students to identify the forms of B. Secondary Text 2. Discuss the forms
demonstrating forces in e). Forces in the environment; energy and describe them with General Science of energy with
examples.
the environment. gravity, inertia, friction, cohesion examples. Revision Notes &
3. Discuss and
and adhesion. Exercise For JSS describe some of
Appreciate the use of f). fuels – examples and uses. 4. Organize the class into two groups; let (Longman) the forces in the
machine. g). Machines and their work; them brainstorm the sources of energy environment
simple machine: simple and their uses. (gravity, inertia,
mathematical problems on simple friction and
machines. 5. Lead students to demonstrate gravity, C. Other adhesion).
Resources/Suppleme 4. Name some
inertia, friction, cohesion and adhesion
ntary Readings sources and uses
by the following activities: of fuel, and
- Coal
a). sending the ball vertically to the 5. Discuss the simple
- Candle
next end or upward. machine and
- Matches demonstrate their
b). two students on 100 meters race.
- Flashlight applications.
c). rubbing palms together.
- Battery Other essential
d). applying glue/honey on two
- Gas evaluation tools:
surfaces of paper. Closing envelope
- Generator Practicals.
using gum.
- Charts, etc. Quizzes
e). drop oil in water. Group assignments
Individual projects
6. Observe the demonstrations and write Demonstrations.
areport.

7. Ask students to collect charcoal,

kerosene, candle and matches to
demonstrate their uses as fuels by
burning them.

8. Lead students to demonstrate the use

of simple and compound machines in
doing work. Examples; shovels,

24
 wheelbarrows, ladder, scissors, knife,
pulley, etc. Let them determine the
amount and speed of work done.

9. Lead students to solve simple

mathematical problems on work done.

SEMESTER: TWO
PERIOD: IV

GRADE: 8

TOPIC: ENERGY

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Discuss the importance of good health and how it can be promoted.
2. Demonstrate various methods used in maintaining and promoting personal hygiene.
3. Discuss the relationship between personal hygiene and community health.
4. Name some common diseases, their occurrence and methods of preventing them.
5. Clearly explain the concept of reproductive health.
6. Discuss factors that affect sexual behavior of adolescents.
7. Discuss and describe some reproductive tract diseases (RTD).
8. List the vulnerable groups of STIs and HIV/AIDS and describe the impact on the individual, family and community.
9. Give a clarification of the concept on health, morbidity and mortality.
10. Explain good personal hygiene practices of the reproductive organs
OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION
RESOURCES
Realize the importance of 1. The importance and promotion of 1. Let the students name the five aspects A. Primary Text Fundamental tasks
good health. good health. of good health and discuss them. M.B. Wiredu, et al. A students should be
New Integrated able to do:
1. Discuss the
Be aware of diseases that 2. Good hygiene practices. 2. Let student demonstrate the good Science for JHS - BK
importance of
are easily transferable. hygiene practices in relation to fecal 2 (Longman, 2007) good health and

25
3. Personal hygiene barriers. how it can be
a) Care of skin, ear, nose, mouth B. Secondary Text promoted.
and eyes. 3. Let students discuss ways we take care General Science 2. Demonstrate
various methods
b) Care of reproductive organs of our body parts, including Revision Notes &
used in
(menstruation hygiene) menstruation hygiene. Exercise For JSS maintaining and
(Longman) promoting
4. Relationship between personal 4. Discuss with students the relationship personal hygiene.
hygiene and community health. between community and personal C. Other 3. Discuss the
hygiene. Resources/Suppleme relationship
5. Diseases: ntary Readings between personal
- Coal hygiene and
a) common communicable 5. Ask students to list communicable and
- Candle community health.
diseases non-communicable diseases 4. Name some
- Matches
b) occurrences common diseases,
- Flashlight
c) prevention 6. Let them discuss causes and their occurrence
- Battery and methods of
prevention.
- Gas preventing them.
6. Concept of reproductive health.
- Generator 5. Clearly explain the
7. Guide the students to explain what is
- Charts, etc. concept of
7. Reproductive Tract Diseases (RTD) reproductive health and ask them to
reproductive
a). STIs – definition list the reproductive tract infections; health.
- common STIs modes of transmission, treatment and 6. Discuss factors
in Liberia prevention. that affect sexual
- mode of behavior of
transmission 8. Lead students to discuss the meaning adolescents.
7. Discuss and
of STIs of HIV/AIDS.
describe some
b). HIV/AIDS: reproductive tract
- causes 9. Let students discuss the causes, mode diseases (RTD).
- modes of transmission of transmission, sign/symptoms and its 8. List the vulnerable
- sign/symptoms impact in individual, family and groups of STIs and
- Effects (impact) on individual, community. HIV/AIDS and
family and community. describe the
impact on the
- prevention 10. Lead students to describe the
individual, family
- vulnerable groups preventive methods for HIV/AIDS in and community.

26
 - Care and support of people living relation to the ABC method. 9. Give a clarification
with HIV/AIDS. of the concept on
11. Ask students to explain what health, morbidity
and mortality.
7. Morbidity and Mortality vulnerable mean.
10. Explain good
a). definition and causes personal hygiene
b). vulnerable groups affected 12. Let them identify vulnerable group of practices of the
c). methods of prevention people in the community. reproductive
d). types of services. organs
13. organize students into two groups and Other essential
let each group discuss: evaluation tools:
Practicals.
14. a). Is it good to discriminate against Quizzes
Group assignments
people with HIV/AIDS Why?
Individual projects
Demonstrations
15. b). Is it bad to discriminate against
people with HIV/AIDS Why?

16. Lead students to explain.

17. a). the meaning of morbidity and

mortality and discuss their causes.

18. b). Lead students to identify the

vulnerable group affected by
morbidity and mortality.
19. c). Discuss preventive methods.
20. d. List the types of services required
by each group.

27
 SEMESTER: TWO
PERIOD: V

GRADE: 8

TOPIC: EARTH AND SPACE SCIENCE

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Name and describe the spheres of the earth.
2. List and discuss the composition of the atmosphere.
3. Distinguish between weather and climate.
4. Discuss and describe the kinds of winds and clouds.
5. Describe the conditions that influence climate
6. List and describe the sources, properties and usage of water.
7. Demonstrate simple methods of purifying water.
8. Discuss the nature of the ocean with relationship to currents and tides.
9. Name and describe the layers of the earth.
10. List some materials of our environment.
11. Describe and discuss the solar system, and
12. Explain the theories about space and its history

OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION

RESOURCES
Appreciate the earth as a 1. Earth and Space Science. 1. Guide students to name and A. Primary Text Fundamental tasks
supporter of life. A. The Earth – spheres define the various spheres of the M.B. Wiredu, et al. A students should be able
B. The Atmosphere: earth. New Integrated Science to do:
1. Name and describe the
Recognize climate in a). water vapor for JHS - BK 2
spheres of the earth.
Liberia and West Africa. b). precipitation and kinds 2. Lead discussion on the (Longman, 2007) 2. List and discuss the
c). weather and climate composition of each sphere. composition of the
Recognize the geosphere d). kinds of winds B. Secondary Text atmosphere.
as the source of our e). conditions influencing 3. Guide students to define General Science Revision 3. Distinguish between
mineral. C. Climate – weather and climate, Notes & Exercise For weather and climate.
a). natural differentiate them. JSS (Longman) 4. Discuss and describe

28
Understand the theories of b). artificial C. Other the kinds of winds and
space. 4. Lead students to discuss factors Resources/Supplementa clouds.
2. The Hydrosphere: that influence climatic change. ry Readings 5. Describe the
- Coal conditions that
a). Inland water properties
- Candle influence climate
 Purification of water 5. Lead a discussion aim at 6. List and describe the
 Sources and supply of water - Matches
naming and describing wind sources, properties and
b). The Ocean - current and tides. - Flashlight
and cloud. usage of water.
- Battery 7. Demonstrate simple
3. The Geosphere: - Gas methods of purifying
6. Guide students to discuss
a). The earth’s crust - Generator water.
b). Minerals in the space (space factors that influence rainfall.
- Charts, etc. 8. Discuss the nature of
rock). the ocean with
a). Review of the solar system with 7. Lead students to discuss the relationship to currents
emphasis on simple observations. various properties of and tides.
b). Theories about space and early hydrosphere. 9. Name and describe the
space travelers. layers of the earth.
c). Observation and effects of the 10. List some materials of
8. Lead a discussion on the
phases of the moon. our environment.
sources of water and how it can
11. Describe and discuss
be distributed, purified and
the solar system, and
used. 12. Explain the theories
about space and its
9. Let students demonstrate simple history
purification methods
Other essential
evaluation tools:
Practicals.
Quizzes
Group assignments
Individual projects
Demonstrations

29
 SEMESTER: TWO
PERIOD: VI

GRADE: 8

TOPIC: SOIL SCIENCE

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Describe the kinds of soil and methods of improving them.
2. Discuss the effects of different kinds of soil on plant growth, and
3. Describe the kinds of fertilizers and their effects on plant growth.
OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION
RESOURCES
Recognize the types of 1. Types of soil 1. Let students identify the types of soil A. Primary Text Fundamental tasks
soil and the most fertile in their locality. Collect samples for M.B. Wiredu, et al. A students should be
soil. 2. What is fertile soil? examination and list the types they New Integrated able to do:
1. Describe the kinds
have examined. Science for JHS - BK
of soil and
Distinguish seed types. 3. Methods of improving 2 (Longman, 2007) methods of
soil. 2. Let students to identify fertile soil improving them.
among samples collected and B. Secondary Text 2. Discuss the effects
4. Germination of seeds examined. General Science of different kinds
Revision Notes & of soil on plant
5. Types of seeds 3. Discuss with students various ways of Exercise For JSS growth, and
3. Describe the kinds
improving soil fertility. (Longman)
of fertilizers and
6. Conditions necessary their effects on
for germination. 4. Discuss definition of germination and C. Other plant growth.
the types of seeds. Let students list the Resources/Suppleme Other essential
types of seeds with examples of each. ntary Readings evaluation tools:
T.E. Lartey, et al.
Practicals.
BECE Agriculture for Quizzes
5. Lead students to state conditions
JSS – Pupil’s Book 2 Group assignments
necessary for seed germination.
(Sedco, 2005) Individual projects

30
 6. Plant seeds in three different polycene - Samples of soil Demonstrations
bags. Place one in a dark room, second - Manure
one in an open air (outside) and third - Loamy soil
- Fertilizer
one in the classroom. Supply water to
- Animal feces
all of them. - Seeds
- Polythene bags
7. Observe the three plants, ask students - Water.
which one of them germinated well,
and which one did not.
8. Why?

SEMESTER: ONE
PERIOD: I

GRADE: 9

TOPIC: SCIENTIFIC KNOWLEDGE AND NON-LIVING MATTER

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Distinguish between Science and Technology;
2. Demonstrate the use of scientific methods in solving problems;
3. Classify matter into elements, mixtures and compounds, with examples;
4. Describe the atomic structure of the first 20 elements in the periodic table;
5. List the differences between physical and chemical changes of matter, with examples;
6. Describe the composition, properties and usage of air;
7. State differences between mixtures and compounds, with examples;
8. Describe the composition, properties and usage of acids, bases and salts; and
9. Describe the methods of separating various mixtures.

31
 OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION
RESOURCES
Acquire knowledge in 1. Scientific Knowledge: 1. Ask the students to solve problems on A. Primary Text Fundamental tasks
solving scientific a) Man and the scientific methods measurements, converting one system M.B. Wiredu, et al. A students should be
problems; of solving problems; of units to another; New Integrated able to do:
1. Distinguish
b) Scientific methods of study; Science for JHS - BK
2. Lead students to identify a scientific between Science
c)Difference between Science and problem that could be resolved by 3 (Longman, 2007) and Technology;
Technology; using the process of scientific method 2. Demonstrate the
d) The aid of mathematics in of study (Observation; experiment; B. Secondary Text use of scientific
describing things qualitatively and hypothesis; collection of facts and General Science methods in solving
quantitatively conclusion) Revision Notes & problems.
Exercise For JSS ;
(Longman)
C. Other
Resources/Suppleme
ntary Readings
 Meter stick
 Magnifying glass
 Chemicals and
necessary apparatus

Recognize non-living 2. Matter: Non-living matter 1. Use periodic chart to lead students 1. Classify matter
matter. a) Elements – atom and its to identify and classify the first 20 into elements,
structure; elements; mixtures and
compounds, with
b) Classification of elements (Use
2. Lead students to discuss the examples;
the Periodic table only for differences between Science and 2. Describe the
classification of Elements; Technology; atomic structure of
c) Physical and chemical changes; the first 20
d) Mixture: Eg. Air and Sea water 3. List some elements and form elements in the
e) Compounds (Acids, Bases and compounds, and discus their periodic table;
Salts) properties, including mixtures; 3. List the differences
between physical
f) Differences between Elements,
4. Use the following compounds to and chemical

32
Mixtures and Compounds show reactions of acids and Salts changes of matter,
to produce Bases: with examples;
5. (H2SO4; HCl; and HNO3 as acids; 4. Describe the
Na2CO3; KCl3O as salt) composition,
properties and
6. Lead students to demonstrate usage of air;
magnetic separation, filtration, 5. State differences
distillation; between mixtures
and compounds,
7. Lead students to demonstrate with examples;
physical and chemical changes in 6. Describe the
matter. composition,
properties and
usage of acids,
bases and salts;
and
7. Describe the
methods of
separating various
mixtures.
Other essential
evaluation tools:
Practicals.
Quizzes
Group assignments
Individual projects
Demonstrations

33
 SEMESTER: ONE
PERIOD: II

GRADE: 9

TOPICS: LIVING MATTER

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Define and identify living matter;
2. Classify living matter into two groups: Plants and animals;
3. Describe the characteristics of plants and animals;
4. Discuss plant and animal kingdoms;
5. Describe the two kinds of reproduction in both plants and animals;
6. Discuss Mendel’s law of Heredity;
7. Discuss the process of reproduction in human;
8. Describe the development of the Fetus, and the process of Delivery;
9. Discuss the social and psychological implications related to pregnancy;
10. Name and discuss the types of plants , and state their functions;
11. Name and discuss the types of plants and leaves;
12. Group plants according to their classes;
13. Describe the systems of the human body and outline their functions.

OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION

RESOURCES
Acquire zoological and 1. Living matter: 1. Lead students to define and identify A. Primary Text Fundamental tasks
botanical knowledge a) Definition and Identification living things; M.B. Wiredu, et al. A students should be
b)Classification New Integrated able to do:
1. Define and
c)Characteristics 2. Organize the class into two groups, Science for JHS - BK
identify living
and ask them to classify living things 3 (Longman, 2007) matter;
2. Kingdoms: by their characteristics; 2. Classify living
a) Plant kingdom matter into two
b) Animal kingdom 3. Divide the class into two groups and B. Secondary Text groups: Plants and
assign to each a topic (plant kingdom General Science animals;
3. Describe the
34
3. Reproduction: or animal kingdom) two days prior to Revision Notes & characteristics of
a) Sexual class time. Ask each group leader to Exercise For JSS plants and animals;
b) Asexual present their group’s report to the rest 4. Discuss plant and
animal kingdoms;
of the class for discussion and BECE Agriculture for
5. Describe the two
4. Mendel’s law of Heredity correction. JSS – Pupil’s Book 3 kinds of
(Sedco, 2005) reproduction in
5. Human Reproduction: Development 4. Lead students to discuss the two both plants and
of Fetus to the stage of delivery systems of reproduction (sexual and animals;
asexual). C. Other 6. Discuss Mendel’s
6. Pregnancy - Its implications: Resources/Suppleme law of Heredity;
7. Discuss the
a) Social 5. Guide students to discuss the theory of ntary Readings
b) Psychological Heredity.  Seed samples process of
 Model of the reproduction in
human body human;
7. Types of plants and their functions: 6. Let the students draw the reproductive  Meter stick 8. Describe the
a) Types of leaves organs of both male and female and development of the
 Magnifying glass
Fetus, and the
b) Classification of plants label their parts.  Chemicals and
process of
necessary apparatus
Delivery;
8. Systems of the Human Body: 7. Let the students discuss the
9. Discuss the social
a) Structures development process of the Human and psychological
b) Functions Fetus, and the delivery stage. implications
related to
9. The Human life cycle: 8. Ask students to outline the pregnancy;
a) Infancy implications that accompany 10. Name and discuss
the types of plants
b) Childhood pregnancy, with reference to social
, and state their
c) Adolescence (Physical and and psychological stand-points. functions;
emotional changes) 11. Name and discuss
9. Guide students to list some types of the types of plants
10. Juvenile delinquency and causes plants and state their functions. and leaves;
12. Group plants
10. Guide students in a Field trip to collect according to their
classes;
several types of plant leaves and
13. Describe the
classify them according to their systems of the

35
 structures. human body and
outline their
11. Let the students draw and label the functions.
systems of the human body, and
Other essential
discuss their functions. evaluation tools:
Practicals.
12. Leas students to discuss the human Quizzes
life cycle, using chart to depict the Group assignments
various stages. Individual projects
Demonstrations
13. Ask the students to conduct an
investigation into the causes of
juvenile delinquencies, and to suggest
solutions.

36
 SEMESTER: ONE
PERIOD: III

GRADE: 9

TOPICS: HEALTH AND HYGIENE

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Distinguish between Health and Hygiene;
2. Define health and Hygiene;
3. Describe activities necessary to promote personal hygiene and optimum care of the body;
4. Discus food and its care;
5. Discuss reproductive Health;
6. Discuss the causes and effects of teenage pregnancy;
7. State common sexually transmitted infections, and ways to treat or prevent them;
8. Describe the causes and transmission of HIV/AIDS;
9. Discuss care and support of people living with HIV/AIDS;
10. Classify the vulnerable groups of STIs and HIV/AIDS;
11. Define the term “human sexuality” and outline responsible attitudes of adolescents;
12. Explain what is meant by Drug abuse; its effects and corrective measures;
13. Explain and demonstrate simple First Aid methods.

OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION

RESOURCES
Practice good Health care 1. Health and Hygiene definition; 1. Let students define Health and A. Primary Text Fundamental tasks
Hygiene, and indicate the M.B. Wiredu, et al. A students should be
2. Personal Hygiene: differences. New Integrated able to do:
1. Distinguish
a) Care of the body Science for JHS - BK
between Health
b) Food care 2. Ask students to visit the kitchen 3 (Longman, 2007) and Hygiene;
regularly and observe activities 2. Define health and
and report same. Hygiene;
3. Reproductive Health Needs: B. Secondary Text 3. Describe activities
a)Teenage pregnancy 3. Define Reproductive Health, General Science necessary to
promote personal
37
 b) Causes and effects and then lead students to Revision Notes & hygiene and
c) Maternal and child discuss the reproductive health Exercise For JSS optimum care of
nutrition needs and itemize them. the body;
4. Discus food and its
d) Pregnancy and its BECE Agriculture for
care;
implications 4. Ask students to state the JSS – Pupil’s Book 3 5. Discuss
e) Basic needs of mother and common sexually transmitted (Sedco, 2005) reproductive
child infections, and outline the Health;
f) Harmful traditional causes treatment and control. 6. Discuss the causes
practices on women health C. Other and effects of
and child survival 5. Define HIV/AIDS and lead Resources/Suppleme teenage
ntary Readings pregnancy;
students to discuss the causes;
4. Infertility and sterility: mode of transmission; impact;  Model of the 7. State common
human body sexually
Causes: treatment; prevention and transmitted
 Diagrams
a) Biological care/support of victims. infections, and
 Posters/phorograph
b) Cultural ways to treat or
s/literature on
6. Ask students to describe and STDs, STIs, and prevent them;
5. Common sexually transmitted identify the segment of the HIV/AIDS. 8. Describe the
infections: causes and
population considered to be
- Causes, treatments and transmission of
vulnerable to STIs and HIV/AIDS;
prevention (Gonorrhea, HIV/AIDS. 9. Discuss care and
syphilis, chancroid, support of people
Chlamydia, trichomonasis, 7. Ask students to explain what is living with
candidaris) meant by human sexuality; the HIV/AIDS;
10. Classify the
factors that affect sexual
6. HIV/AIDS: vulnerable groups
behavior; and the consequence of STIs and
- Definition of irresponsible sexual HIV/AIDS;
- Causes behavior. 11. Define the term
- Modes of transmission; “human sexuality”
sign and symptoms – 8. Lead students to discuss effects and outline
treatment, Prevention of alcohol and drug abuse and responsible
- Care and support of attitudes of
their corrective measures.
PLWHA adolescents;
12. Explain what is

38
 - Vulnerable groups for both 9. Lead students to define First meant by Drug
STIs and HIV/AIDS Aid, and demonstrate the abuse; its effects
treatment of wounds, bleeding, and corrective
measures;
cuts, bites and burns, and other
7. Human sexuality: emergency treatments,
Other essential
a) Definition of sexuality including artificial respiration. evaluation tools:
b) Factors that affect sexual Practicals.
behavior with reference to Quizzes
adolescents Group assignments
c) Consequences of Individual projects
irresponsible sexual behavior
Demonstrations
8. Drugs and substance abuse:
a) Effects of alcohol and drugs
on the body
b) Corrective measure

9. Definition of First Aid:

a) Treatment of wounds,
bleeding, bites, cuts, burns,
etc.
b) Artificial respiration

SEMESTER: TWO
PERIOD: IV

GRADE: 9

TOPICS: FORCE, HEALTH AND SOUND

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Explain the relationship of force, work, energy, motion and machines;

39
 2. Distinguish between speed and velocity;
3. Explain the relationship between velocity and acceleration;
4. Perform simple calculations involving force, work, energy acceleration and machines;
5. Demonstrate and explain the Bernoulli’s with examples;
6. Demonstrate the measurement of temperature in oC and oF;
7. Perform calculations related to conversion from oC and oF;
8. Identify and describe the use of the various types of thermometers;
9. Describe heat change in relation to work;
10. Discuss Heat transfer
11. Describe the production of sound waves;
12. Explain the transmission of sound waves;
13. State the audibility range of the human ear; and
14. Classify the sources of musical sounds.

OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION

RESOURCES
Appreciate the importance 1. Energy and machines: 1. Lead students to define and state A. Primary Text Fundamental tasks students
of machines a) Force, motion and energy the application: M.B. Wiredu, et al. should be able to do:
forces – definition and Force, motion, and energy; A New Integrated 1. Explain the relationship
of force, work, energy,
Acquire knowledge in application -Forces , inertia, velocity Science for JHS -
motion and machines;
measuring temperature b) Inertia, Velocity, speed and Speed and acceleration BK 3 (Longman, 2. Distinguish between
acceleration 2007) speed and velocity;
Appreciate the uses and c) Solving of simple problem of 2. Provide simple energy problems for B. Secondary Text 3. Explain the relationship
importance of light; energy students to solve; General Science between velocity and
d) Bernoulli’s Principle (Fluid) Revision Notes & acceleration;
3. Lead student to discuss the Exercise For JSS 4. Perform simple
calculations involving
2. Heat and Temperature: Bernoulli’s Principle and its
force, work, energy
Recognize the types of a) Measurement of temperature application; C. Other acceleration and
mirrors/Lenses and their - Thermometer scale Resources/Supplem machines;
uses. - oC and oF 4. Lead the students to define heat and entary Readings 5. Demonstrate and
 Scissors explain the Bernoulli’s
-Clinical types of thermometers, temperature, and describe the
 Shovel with examples;
maximum and minimum difference;  Wheelbarrow
thermometers 6. Demonstrate the
 Pulleys measurement of
b) Effects of heat change – 5. Let the students determine and then  Knife
temperature in oC and

40
 o
Practical application record the temperature of water  Bottle opener F;
c) Methods of Heat transfer and placed under the sun, and in the  Inclined plane 7. Perform calculations
application (Conductors and room;  Siphon related to conversion
 Pipe from oC and oF;
their application)
 Rubber tube 8. Identify and describe
- Convection and radiation 6. Provide sample problems on heat  Thermometers the use of the various
and temperature;  Iron rod types of thermometers;
3. Sound Energy:  Copper wire 9. Describe heat change in
a) Production and transmission 7. Ask students to convert  Wood relation to work;
with water waves; temperatures in degrees centigrade  Paper 10. Discuss Heat transfer
b) Characteristics of sound into Fahrenheit, and vice-versa.  Guitars 11. Describe the
 Drums production of sound
waves;
 Flutes waves;
c) Audibility range 8. Lead students to discover effect of  Bells, etc. 12. Explain the
d) Musical instruments heat on metallic and non-metallic transmission of sound
substances, and lead them to waves;
4. Light Energy: discuss conduction, convection and 13. State the audibility
a) Definition radiation processes. range of the human ear;
b) Speed of light; and and
14. Classify the sources of
characteristics of light shadows 9. Lead students to discuss the height,
musical sounds.
and images; pitch, depth of sound waves;
c) Reflection and refraction of Other essential evaluation
light rays; 10. Let students discuss and state the tools:
d) Colors of the spectrum; characteristics of sound; Practicals.
e) Mirrors and Lenses: Quizzes
- Types; and their usages 11. Lead them to identify the sources of Group assignments
Individual projects
f) Effects of light on substances: sound in relation to musical
Demonstrations.
- Transparent instruments;
-Translucent
- Opaque 12. Let students define light and
explain how it is produced;

13. Let students discuss and compare

the speed of light to sound;

41
14. Let students describe shadows and
images;

15. Lead students to demonstrate the

law of reflection of light rays; and
also demonstrate the principles of
refraction;

16. Organize the class into two groups,

and ask them to use the prism to
disperse light into the colors of the
spectrum; and describe the seven
colors of the spectrum;

17. Display the following to the class:

a) Concave & convex mirrors
b) Concave & convex lenses
18. and discuss with students their uses.

19. Divide the students into three

groups, and let them discuss:
a) Effects of light on
translucent materials
b) Effects of light on
transparent materials
c) Effects of light on opaque
materials
20. Let each group leader give a
summary of the report of the
discussion to the whole class.

42
 SEMESTER: TWO
PERIOD: V

GRADE: 9

TOPICS: MAGNETISM AND ELECTRICITY

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Define Magnetism; Identify some materials with magnetic properties;
2. Discuss the causes of magnetism and its properties;
3. Explain how magnetic field is formed; and discuss the types of magnets and their uses;
4. Discuss the various methods of making magnets;
5. State electrostatic laws; and discuss static electricity and how it is produced;
6. Identify kinds/types of electricity;
7. Define current electricity;
8. Describe the effects of current electricity on both metallic and non-metallic substances, including aqueous solutions;
9. State the difference between direct and alternating current;
10. Explain how current electricity is measured;
11. State Ohm’s Law;
12. Discuss he units used to determine electric quantities;
13. Apply Ohm’s Law to solve simple Math problems in Electricity;
14. Identify fuse and circuit-breaker in an electric circuit and explain their functions;
15. Demonstrate electrolysis;

OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION

RESOURCES
Develop skills in 1. Magnetism: 1. Lead students to discuss magnetism A. Primary Text Fundamental tasks
electronics and electricity. a) Causes and its causes. Ask students to list the M.B. Wiredu, et al. A students should be
b) Properties causes of magnetism; New Integrated able to do:
c) Magnetic field 1. Define
Acquire knowledge to Science for JHS - BK
d) Magnetic field production Magnetism;
solve problems using S.I. 2. Lead students to describe the magnetic 3 (Longman, 2007) Identify some
units. field of current. Ask them to explain B. Secondary Text materials with
2. Types of magnets:

43
 a) Horse-shoe the process of induction; General Science magnetic
b) Bar 3. Lead students to explain the uses and Revision Notes & properties;
c) Electro-magnets nature of electromagnets, using the Exercise For JSS 2. Discuss the causes
d) The Graham bell of magnetism and
electric bell as example;
its properties;
C. Other 3. Explain how
3. Compass: - Uses
4. Lead students to identify various types Resources/Suppleme magnetic field is
of electromagnets, electrodes and their ntary Readings formed; and
4. Motor and Dynamo:
uses;  Magnets discuss the types
 Soft iron , battery of magnets and
5. Effect of lightning and thunder on  Electric motor their uses;
5. Demonstrate the use of compass and
electrical appliances  Diagram 4. Discuss the
ask students to do the same; and find  Dry cell various methods of
the direction of the north pole;  Accumulator making magnets;
6. Electric Current:
a) Types  Circuit breakers 5. State electrostatic
b) Effects on metals and non-metals 6. Lead students to describe how  Circuit fuses laws; and discuss
compass is used in both sea and space  Circuit Boards static electricity
7. Measurement of electric current navigation;  Electrolysis and how it is
apparatus produced;
6. Identify
8. Ohm’s Law 7. Lead students to state the types of
kinds/types of
magnets and describe them; electricity;
9. The S.I. Units 7. Define current
8. Lead students to discuss electricity;
10. Types of transformers: electromagnetism, and name the father 8. Describe the
of electromagnetism; effects of current
a) Step-up
electricity on both
b) Step-down
metallic and non-
9. Ask students to explain the causes of metallic
11. Circuits: lightning and thunder; and state the substances,
a) Series effects associated with them. including aqueous
b) Parallel solutions;
10. Let students define electric current and 9. State the
12. Circuit breakers and fuses state its uses; difference between
direct and
13. Electrolysis alternating current;
11. Lead students to state differences 10. Explain how

44
 between Direct Current (DC) and current electricity
Alternating Current (AC); and explain is measured;
how they are produced. 11. State Ohm’s Law;
12. Discuss he units
used to determine
12. Ask students to differentiate between electric quantities;
dry cell and the lead-acid accumulator; 13. Apply Ohm’s Law
to solve simple
13. Lead students to discuss and state Math problems in
Ohm’s Law; Electricity;
14. Identify fuse and
circuit-breaker in
14. Ask students to discuss S.I. Units for
an electric circuit
measuring electrical quantities. Let and explain their
them solve some problems using S.I. functions;
units; 15. Demonstrate
electrolysis;
15. Ask students to discuss types of
circuits; Breakers; Fuses; and list Other essential
them; evaluation tools:
Practicals.
Quizzes
16. Lead students to construct electric Group assignments
circuits and label them; Individual projects
17. Lead students to demonstrate Demonstrations
electrolysis;

45
 SEMESTER: TWO
PERIOD: VI

GRADE: 9

TOPICS: ENVIRONMENTAL SCIENCE

SPECIFIC OBJECTIVES:
Upon completion of this topic, students will be able to:
1. Discuss the sanitary conditions of environment, community and market places, and ways of improving them;
2. List the sources of water supply;
3. Discuss the treatment and usage of water;
4. Explain air pressure and its effects;
5. Describe how fluid pressure work as machines;
6. Explain and describe water dams and water wheels;
7. Illustrate and measure density and specific gravity;
8. Explain and describe the relationship between the moon and the sun;
9. Explain and describe the surface of the moon;
10. Explain the causes of Eclipses;
11. Describe the solar system;
12. Explain the methods of farming in Liberia;
13. Discuss private and Government farms in Liberia

OUTCOMES CONTENTS ACTIVITIES MATERIALS / EVALUATION

RESOURCES
Practice proper disposal of 1. Sanitation: 1. Lead students to discuss the A. Primary Text Fundamental tasks students
wastes. a) Disposal of wastes sanitary conditions on school M.B. Wiredu, et al. A should be able to do:
- Human waste campuses as well as homes, New Integrated 1. Discuss the sanitary
- Solid wastes (Garbage) conditions of environment,
Recognizing the market places and state the Science for JHS - BK
b) Ways of disposing wastes community and market
importance of water and - Feces causes of such conditions. 3 (Longman, 2007) places, and ways of
their sources. - Garbage improving them;
- Cleaning of school community 2. Lead students to discuss the 2. List the sources of water
Acquire interest in and market places effects of human and solid B. Secondary Text supply;
Astronomy. c) Effects of human solid wastes wastes to the survival of life General Science 3. Discuss the treatment and
usage of water;
46
 (Kinds of diseases caused: Diarrhea; and state ways of preventing. Revision Notes & 4. Explain air pressure and its
Develop interest in cholera; Polio; Typhoid; Malaria; Exercise For JSS effects;
Farming. etc.) 3. Ask students to state how 5. Describe how fluid pressure
work as machines;
2. Hydrosphere: wastes can be managed both in BECE Agriculture for
6. Explain and describe water
a) Water supply school and at home. JSS – Pupil’s Book 3 dams and water wheels;
- Water cycle 4. Divide the class into two (Sedco, 2005) 7. Illustrate and measure
- Water table
groups and ask one density and specific gravity;
- Water sources
C. Other 8. Explain and describe the
- Water treatment
5. Group to discuss the effects of Resources/Suppleme relationship between the
- Water transportation
human waste and the other ntary Readings moon and the sun;
b) Water as solvent
(Hard and soft water) group to discuss the effects of  Hoes 9. Explain and describe the
c) Water usage  Brooms surface of the moon;
solid waste to human survival.
- Water pressure  Wheelbarrow 10. Explain the causes of
 Spray Eclipses;
- Water wheel & dam construction 6. Lead students to discuss and 11. Describe the solar system;
d) Properties of water  Rakes, etc
state the different sources of 12. Explain the methods of
- Adhesion  Chlorine
farming in Liberia;
- Cohesion water supply and determine  Clorax
13. Discuss private and
- Surface tension which one is safe or unsafe and  Filtration
Government farms in
e) Application of fluid pressure – how they can be treated.
Liberia
Hydraulic machine
f) Buoyancy – determining density 7. Explain the cycle of water and Other essential evaluation
and specific gravity (Use simple how the water table is tools:
experiments)
determined. Practicals.
3. Space:
Quizzes
a) Moon and sun relationship Group assignments
8. Ask students to state the
b) The moon – surface and life Individual projects
properties of water and explain
c) Eclipses: Demonstrations
each.
Causes; Solar and Lunar Eclipses;
Meteoroids and shooting stars
9. Lead students to brainstorm
4. Agriculture
and discuss the usage of water
a) Definition of Farming
in relation to water pressure,
b)Types of farming:
water wheel and dam
-Family farms
construction.
- Commercial farm

47
- Private and Govt.
10. Lead students to demonstrate
the use of hydraulic machine to
display the application of fluid
pressure to work (car jack).

11. Lead students to demonstrate

the use of hydraulic machine to
display the application of fluid
pressure to work (car jack).
12. Lead students to demonstrate
the simple experiment of
buoyancy by putting water into
a pan or tub and immersing an
object it for displacement of
water.

13. Let students discuss the

relationship between the moon
and the sun and their impact on
the surface of the earth and
life.

14. Lead students to discuss what

is meteoroids and shooting
star.

15. Lead student to discuss what is

meant by farming and state two
types of farming.

16. Ask students to discuss the

48
advantages and disadvantages
of the two types of farming
(family farming and
commercial farming).

49
The printing of the National Liberian Curriculum is provided by ECSEL - European Commission Support for Education in Liberia