JHS-3 Syllabus - Digestion in animals

3.3.1 identify the parts of the digestive system and state their functions.
Structure of the digestive system in humans.
- review topics on digestion of humans from Primary 6.
- observe and identify the parts of the alimentary canal of humans from models and charts
NOTE: A dissected mammal e.g. rabbit, rat, showing the alimentary canal may be provided.
Explain the changes that take place when a meal of kenkey and fried fish passes through the alimentary canal.
3.3.2 compare the digestive systems of Monogastrics and Ruminants.
- draw and label the digestive systems of humans, chicken and ruminant
- compare the digestive systems of monogastrics and ruminants.
- state the functions of the parts of the digestive systems of the animals
Teacher to display charts/specimens of digestive system of humans, chicken and ruminant.
Pupils to tabulate the similarities and differences in the digestive tracts of monogastrics and ruminants.
3.3.3 describe the changes that occur to different food substances as they pass through the alimentary canal.
Digestion of food substances.
- discuss the processes of digestion in monogastrics and ruminants and note the differences.
- discuss the changes that occur to different types of food substances (carbohydrates, proteins, fats and oils) as they pass through the regions of the alimentary canal.
- demonstrate the action of saliva on cooked starch solution, record and discuss their observations.
NOTE: The term “enzyme” should be introduced. Only general names of digestive enzymes e.g. amylases, lipases, proteases required
- mention the end products of digestion.
3.3.4 describe how undigested food substances are eliminated from
the body.
Ejection of undigested food substances through the anus.
discuss how undigested food substances are removed from the body.
3.3.5 explain the absorption of end-products of digestion in animals.
Absorption of end products of digestion.
Uses of end-products of Digestion.
Causes of indigestion.
Effects of indigestion in animals.
- discuss how undigested food substances are removed from the body
- discuss the absorption of digested food substances into the blood
NOTE: Functions of the liver should be mentioned.
- discuss how the end-products of digestion are used in the body
- discuss causes of indigestion.
- discuss the effects of indigestion on the body.
What are the end products of digestion of protein and starch?
State three functions of the liver.
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JHS-3 Syllabus - Dentition in humans

3.2.1 identify parts of a tooth and describe the functions of different
types of teeth.
Structure of the tooth.
Types of teeth.
Functions of the different types of teeth.
- use charts, digital content and models to identify
the structure of a human tooth.
- mention the different types of teeth in humans.
NOTE: The dental formula is not required.
discuss the functions of the different types of human teeth.
Mention the different types of teeth and give their functions.
3.2.2 explain the causes of tooth decay, gum diseases and the
formation of plaque and how to prevent them.
- explain the causes of tooth decay, gum disease and the formation of plaque.
- Discuss ways of preventing tooth defects.
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JHS-3 Syllabus - The Solar System

3.1.1. describe the components of the solar system.
use charts and digital content to describe the various components of the solar system.
What is the solar system?
3.1.2 explain what a star is.
- explain what a star is.
- explain the meaning of ‘galaxy’
- What is meant by the ‘milky
way’.
- explain the relationship between the sun and the earth in the galaxy.
3.1.3 list the planets of the solar system.
The Planetary System:
Planets of the solar system are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto.
- list the planets of the solar system in the correct order by their distances from the sun.
NOTE: Pluto is in dispute and more planets are being discovered.
3.1.4 explain the meaning of “satellite”.
- brainstorm to bring- out the meaning of satellite.
- construct an object to go round a bigger object to indicate the idea of a satellite.
3.1.5 distinguish between natural and artificial satellites.
- discuss the differences between natural and artificial satellites
NOTE: The Moon is a satellite of the earth while the Earth is a satellite of the Sun.
observe the sky over a period of time for movement of artificial satellites and comment on their observation.
Give three examples of artificial satellites.
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JHS-3 Syllabus - Animal production

2.2.1 describe the general principles of animal production.
General principles of animal production: Breed selection, selection of production system, housing, breeding, management practices, record keeping, finishing, processing, marketing.
Benefits derived from farm animals
- list and discuss the general principles involved in animal production as in content
- use charts and digital content to examine characteristics of animal breeds
- visits farms in the locality to identify the kinds and characteristics of common breeds of farm animals and note the differences between them.
- prepare a chart of farm animals and their characteristics.
NOTE: The discussion should include both local and exotic breeds.
- discuss the benefits derived from farm animals.
- match farm animals with commodities and services derived from them.
Make a chart of farm animals showing their products and by-products.
2.2.2 rear at least one of the animals studied.
Project:
In groups, pupils rear at least one of the following animals and apply the principles in animal production:
i. Poultry
ii. Rabbit/Grass cutter/ Guinea pig
iii. Pig
iv. Sheep/Goat
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JHS-3 Syllabus - Life cycle of mosquito

2.1.1 draw and label the life cycle of a mosquito
- using an experiment , discuss the developmental stages of the mosquito from the egg stage to full grown mosquito.
- prepare report and present to class.
Draw and label the life cycle of the mosquito.
2.1.2 outline methods of controlling mosquitoes.
Methods of controlling the mosquito
i. Environmental control method.
ii. Chemical control method
iii. Biological control:
iv. Genetic control method:
Advantages and disadvantages of the control methods.
- demonstrate the various methods of controlling mosquito.
- discuss the advantages and disadvantages of the control methods.
Teacher to organise a film to show on the life cycle of the mosquito.
How would you control mosquito with the knowledge of its life cycle.
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JHS-3 Syllabus - Soil and water conservation

1.2.1 explain the factors which lead to the depletion of soil resources.
Factors leading to depletion of soil resources
Agents of soil erosion
Types of soil Erosion
Factors of Soil Erosion
- discuss the meaning of soil and water conservation.
- identify the factors that cause depletion of soil resources.
- explain how the factors cause the loss of soil resources.
- brainstorm to bring out the meaning of soil erosion.
- demonstrate how wind and water cause soil erosion.
- undertake a field trip to observe the various types of soil erosion and the assess the destruction caused by soil erosion.
- construct a mud-hill model using clay and top soil to demonstrate the factors which influence soil erosion.
- discuss the effects of soil erosion on farming and the environment.
Differentiate between soil depletion and soil erosion.
Distinguish between splash, rill and gully erosion.
1.2.2 assess the effects of erosion on farming and the environment.
- discuss the effects of soil erosion on farming and the environment.
State four effects of soil erosion on farming.
1.2.3 prevent and control soil erosion.
Methods of preventing and controlling soil erosion.
- demonstrate the methods of checking soil erosion. State five methods of controlling soil erosion.
1.2.4 give reasons for the application of Fertilisers in farming.
Meaning of soil fertility.
- discuss what a fertile soil is in relation to crop yield.
Major and Minor Nutrients.
Importance of N,P,K, and deficiency symptoms in plants.
- make a list of plant nutrients and group them into major and minor nutrients.
- discuss the differences between major and minor soil nutrients.
- discuss the roles of nitrogen, phosphorus and potassium (N. P. K) in plant growth and development.
1.2.5 select and use fertilizers appropriately in farming.
Effects of nutrient deficiency.
Sources of Plant Nutrients.
Maintenance of Soil Fertility.
Compost Preparation.
Types of fertilizers.
Methods of Fertilizer Application.
Effects of chemical fertilizers on the environment.
Teacher to show live specimen/photographs of plants with symptoms of N, P, K deficiencies.
- describe Nitrogen, Phosphorus and Potassium deficiency symptoms in the plants.
- discuss the economic effects of nutrient deficiency in crop production.
- discuss the various sources of plant nutrients.
- discuss the methods of maintaining soil fertility.
- prepare compost, package and market it to Pot Flower Producers, Vegetable Growers, etc.
- discuss the various types of fertilizers giving examples of each type.
- demonstrate the various methods of fertilizer application
- discuss the adverse effects of chemical fertilizers on the environment.
Draw a future’s wheel showing the consequences of misapplication of chemical fertilizers on the environment.
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JHS-3 Syllabus - Acids, bases and salts

1.1.1 distinguish between an acid and a base.
use litmus paper to distinguish between acids and bases.
1.1.2 classify substances as acids or bases.
- bring different substances from home
- rub litmus papers over each of the substances brought
- record their observations
- classify the substances as acidic or basic.
Classify the following substances as acids or bases:
1.2.3 prepare Sodium Chloride by neutralization method.
use small quantities of dilute sodium hydroxide and hydrochloric acid to prepare sodium chloride.
evaporate the product from the reaction to obtain Sodium Chloride crystals (common salt).

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JHS-2 Syllabus - Climate

2.2.1 distinguish between weather and climate.
Meaning of weather and climate
Elements of Climate.
- brainstorm to bring out the meaning of weather and climate.
- discuss the differences between weather and climate
- identify the elements of climate, and discuss how each element affects agriculture.
2.2.2 explain that weather and climate change do occur in a cyclic manner.
Cyclic nature of weather and climate:
Incidences of weather and climatic changes - The 1983 drought, 1969 Heavy rains, 1963 Heavy rains, etc.
- collect information on the incidences and effects of weather and climatic changes that occurred over the past 30 – 50 years from
people, libraries, internet and scientific journals.
- discuss the effects that these changes had on the environment (agriculture, vegetation, water cycle, etc).
How have climatic changes affected your daily activities?
Explain why the climate of Tamale is different from that of Axim.
2.2.3 use weather measuring equipment.
Weather Measuring Equipment: rain gauge, wind vane, sun dial, thermometer etc.
- visit a Meteorological Station, observe various weather measuring equipment and satellite images and how they are used.
- list the various weather measuring equipment and discuss how each one is used.
- practise the use of some of the equipment.
2.2.4 prepare a weather chart.
- collect data by using the equipment and make a simple weather chart.
- relate the weather charts to activities undertaken by humans in the locality.
2.2.5 relate climate to vegetation zones.
Relationship between climate and vegetation zones.
- collect information on the climate of the various vegetation zones in Ghana from libraries and the Internet
- compare the information on climate to the vegetation zones and note the differences
- draw the map of Ghana showing the vegetation zones and the distribution of crops and animals.
-list agencies involved in providing weather and climatic information to the public and discuss their roles.
Give reasons why sorghum thrives best in Northern Ghana while cocoa does well in the rain forest belt.

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JHS-2 Syllabus - Carbon cycle

2.1.1 describe how carbon is cycled in nature.
- discuss and illustrate the carbon cycle
- identify and explain the stages in the carbon cycle
- draw the carbon cycle
Teacher to design a role-play for pupils to perform showing the relationships between the various stages of the cycle.
Pupils to explain how the carbon cycle is disrupted by humans.
2.1.2 outline/ discuss the importance of the carbon cycle.
describe ways the carbon cycle is disrupted.
- gather information from library and the internet on human activities which disrupt the carbon cycle
-describe ways by which the activities disrupt the cycle.
List and discuss three ways the carbon cycle is disrupted.
2.1.3 explain the effects of the disruption of the carbon cycle on the environment.
- list and explain the effects of the disruption of the cycle on the
atmosphere and the environment.
2.1.4 outline ways to maintain the carbon cycle
- suggest ways to maintain the carbon cycle.

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JHS-2 Syllabus - Water

1.5.1 describe the composition and properties of water.
- brainstorm and describe the chemical components of water
- describe the properties of water
- collect water from difference sources and compare them in terms of appearance, odour, taste and any other characteristics
perform activities to demonstrate the properties of water.
What are the chemical elements in water?
Describe three properties of water.
1.5.2 distinguish between hard and soft water.
- compare the lathering abilities of various samples of unboiled water with soap
- use their observations to group the samples into hard and soft water.
- use the activities to define hard and soft water
- discuss the importance of soft and hard water
- discuss the properties of good drinking water.
Why it is advisable to wash clothes with soft water?
1.5.3 demonstrate various ways of softening hard water.
- perform various activities for softening hard water e.g. boiling, addition of washing soda, distilling.
- discuss the importance of purified and treated water.
Describe how to make hard water soft.

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JHS-2 Syllabus - Mixtures

1.4.1 define a mixture and give examples.
Definition of mixture.
- brainstorm to bring out the meaning of a mixture.
- discuss examples of mixtures
- assemble and identify different types of mixtures.
Explain the term ‘mixture’. Mention four examples of mixtures.
1.4.2 prepare salt solution
- put salt in water
- stir for the salt to dissolve
- taste and discuss their observation
1.4.3 define solute, solvent, solution.
Types of solvents and their uses.
- list some solvents in the home and discuss their uses.
- list some common solutes and name their appropriate solvents.
Explain why it is not possible to find water which is completely pure in the environment.
1.4.4 explain the importance of shaking or stirring some mixtures well before using them.
Importance of shaking or stirring mixtures before use.
- obtain some paints (e.g. lime) mix with water and stir .
- leave for some time and observe.
deduce from their observations of mixtures the need to stir or agitate paints and some liquid medicines before use.
Explain what will happen if a baker does not mix the dough well enough before baking.
1.4.5 demonstrate some methods of separating mixtures.
- discuss methods of separating mixtures.
- use appropriate methods to separate different types of mixtures e.g. salt from salt solution.
How will you separate salt when it is mixed with sand.
1.4.6 demonstrate the difference between a mixture and a compound.
Differences between mixtures and compounds.
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