WEEK 1: DIAGNOSTICS, STUDY SKILLS &

OVERVIEW
DAY 1 (April 1)

Topic/Focus: Orientation & Diagnostic Test

 Objectives
1. Introduce students to the workshop structure and expectations.
2. Assess baseline knowledge of all five science strands.
 Activities
1. Warm-Up (5 mins): Greet students, briefly discuss the purpose of the workshop.
2. Workshop Overview (15 mins): Outline the 8-week plan; explain goals
(revision, exam readiness).
3. Diagnostic Test (60–75 mins):
 Distribute a short test (MCQ + short answer) touching each strand.
 Students complete individually under exam conditions.
4. Immediate Feedback (10 mins): Collect scripts; briefly discuss next steps.
 Assessment

o The diagnostic test itself.

o Note common difficulties or incomplete answers.
 Materials/Resources
o Printed diagnostic test papers, pens/pencils, answer sheets.
o Whiteboard/markers for instructions.

DAY 2 (April 2)

Topic/Focus: Effective Study & Exam Skills

 Objectives
1. Equip students with note-taking, memory, and time management techniques.
2. Discuss how to tackle MCQs, short answers, and structured questions effectively.
 Activities
1. Review of Diagnostic Test (10 mins): Summarize broad performance results
(without deep detail yet).
2. Study Skills Presentation (20 mins): Teacher demonstrates Cornell notes, mind
mapping, highlighting.
3. Exam Strategies Role-Play (20 mins): Students in small groups discuss how to
read questions carefully, plan answers, manage time.
4. Practice Exercise (15 mins): Each group picks a past MCQ item, simulates
“thinking aloud” solution approach.
5. Q&A (5 mins): Address questions on personal study challenges.
  Assessment

o Observe group discussions for engagement and clarity.

o Short reflection: students write one “study trick” they learned.
 Materials/Resources
o Slides/handouts on note-taking, mind maps.
o Sample MCQ items for practice.

DAY 3 (April 3)

Topic/Focus: Quick Overview of the Five Strands

 Objectives
1. Provide a broad conceptual map of Diversity of Matter, Cycles, Systems, Forces
& Energy, Humans & Environment.
2. Relate each strand to daily life and typical exam questions.
 Activities
1. Brainstorm (10 mins): In pairs, students list topics they recall under each strand.
2. Teacher’s Summary (20 mins): Present a big-picture chart or mind-map of each
strand.
3. Quick Sample Qs (15 mins): Show a typical question from each strand, let
students try them briefly.
4. Peer Sharing (10 mins): Students compare their answers in small groups.
5. Wrap-Up Discussion (5 mins): Emphasize how all strands connect in real life
(e.g., environment, health).
 Assessment

o Collect short answers from the sample Qs to gauge knowledge.

 Materials/Resources
o Strand mind-map (poster or digital).
o A handful of simple, varied questions per strand.

DAY 4 (April 4)

Topic/Focus: Core Scientific Skills & Formula Lists

 Objectives
1. Reinforce basic measurement units, conversions (cm ↔ m, g ↔ kg, etc.).
2. Introduce or review essential formulas (e.g., density, speed, force, power).
 Activities
1. Warm-Up Quiz (10 mins): Quick 5–6 conversion tasks.
 2. Teacher’s Demonstration (20 mins): Show how to use a “formula chart” for
problem-solving:
 E.g., Speed = Distance/Time, Force = mass × acceleration.
3. Practice Problems (20 mins): Students do short tasks on unit conversion, simple
formula application (speed or density).
4. Group Discussion (10 mins): Each group shares difficulties, clarifies
misconceptions.
5. Compile Formula List (5 mins): Each student starts a dedicated “formula
notebook.”
 Assessment

o Check correctness in practice problems.

o Monitor group clarifications.
 Materials/Resources
o “Formula Chart” handout.
o Simple numeric exercises.

DAY 5 (April 5)

Topic/Focus: Diagnostic Results & Personalized Strategy

 Objectives
1. Return and review diagnostic test results.
2. Help students identify personal strengths/weaknesses per strand.
3. Develop individualized revision goals.
 Activities
1. Return Scripts (10 mins): Students see their performance.
2. Error Analysis (15 mins): Students highlight wrong answers, discuss reasons in
pairs or small groups.
3. Teacher’s Guidance (20 mins): Summarize common issues; give example
solutions for frequently missed items.
4. Individual Action Plans (10 mins): Students set 2–3 personal goals (like
“improve on analyzing diagrams” or “master separation techniques”).
5. Wrap-up (5 mins): Motivational talk on consistency in revision.
 Assessment

o Students share at least one plan with the teacher for feedback.
 Materials/Resources
o Marked scripts, solution outlines.

(Weekend): Students finalize personal revision targets.

WEEK 2: STRAND 1 – DIVERSITY OF MATTER
DAY 6 (April 7)

Topic/Focus: States of Matter & Mixtures

 Objectives
1. Recall properties of solids, liquids, and gases.
2. Distinguish mixtures from compounds; understand basic separation methods.
 Activities
1. Brainstorm & Sorting Game (15 mins): Students classify everyday items
(sugar, salt solution, air, muddy water) into solid/liquid/gas or pure/mixture.
2. Teacher Demo (15 mins): Simple mixture separation (e.g., filtration of
sand+water).
3. Group Worksheet (20 mins): Identify which separation technique (filtration,
distillation, evaporation) suits which mixture scenario.
4. Quick Quiz (5 mins): 3–4 MCQs on states of matter and mixtures.
 Assessment

o Observe group classification accuracy.

o Mark short quiz.
 Materials/Resources
o Samples of mixtures (sand-water, saltwater), filter paper, funnel.

DAY 7 (April 8)

Topic/Focus: Acids, Bases, and Salts

 Objectives
1. Identify properties of acids, bases, salts.
2. Understand neutralization reaction.
 Activities
1. pH Scale Intro (10 mins): Show pH chart; examples of acidic, basic household
substances.
2. Indicator Test Demo (15 mins): If possible, test lemon juice, soap solution with
litmus/universal indicator.
3. Group Discussion (15 mins): Reaction: Acid + Base → Salt + Water. Students
propose daily life examples (antacid for acid stomach).
4. MCQ Practice (10 mins): Past questions on acid/base identification.
 Assessment

o Evaluate group responses, clarity on neutralization.

 Materials/Resources
 o Litmus paper/universal indicator (if available).
o Chart listing common acids/bases.

DAY 8 (April 9)

Topic/Focus: Elements & Periodic Table (Metals, Non-metals, Noble Gases)

 Objectives
1. Differentiate metals, non-metals, and noble gases by properties.
2. Relate daily uses of some elements.
 Activities
1. Card Sort (15 mins): Students receive element cards (symbol + name) and sort
into “metal,” “non-metal,” or “noble gas.”
2. Teacher Explanation (20 mins): Key properties: conduction, malleability,
reactivity.
3. Case Studies (10 mins): Copper wire (electric conduction), Argon in bulbs, etc.
4. Short-Answer Questions (10 mins): Students define terms, list properties.
 Assessment

o Observe correctness in sorting.

o Mark short answers.
 Materials/Resources
o Element flashcards, basic periodic table.

DAY 9 (April 10)

Topic/Focus: Living Cells (Plant vs. Animal Cells; Prokaryotes vs. Eukaryotes)

 Objectives
1. Label cell diagrams accurately.
2. Distinguish prokaryotic from eukaryotic cells.
 Activities
1. Diagram Label (15 mins): Students individually label a blank plant cell diagram.
2. Teacher Mini-Lecture (15 mins): Differences in organelles (chloroplast, cell
wall, etc.). Also define prokaryotes (no nucleus membrane).
3. Compare & Contrast (10 mins): Students fill a Venn diagram for plant vs.
animal cell.
4. Group Brainstorm (5 mins): Examples of prokaryotes (bacteria).
 Assessment

o Check labeled diagrams.

o Collect Venn diagrams for accuracy.
  Materials/Resources
o Blank cell diagrams, Venn chart.

DAY 10 (April 11)

Topic/Focus: Practice & Assessment on Strand 1 (Diversity of Matter)

 Objectives
1. Reinforce topics from the week: states/mixtures, acids/bases, elements, cell
structure.
2. Identify remaining misunderstandings.
 Activities
1. Recap & Q&A (10 mins): Quick overview from Days 6–9.
2. Written Quiz (30 mins): 10 MCQs + 2 short-essay questions.
3. Peer Marking & Discussion (15 mins): Students exchange scripts, mark using
teacher’s rubric.
4. Teacher Clarification (5 mins): Summarize key points or major errors.
 Assessment

o Quiz results and peer marking.

 Materials/Resources
o Prepared quiz, answer rubrics.

(Weekend): Students revise notes on Strand 1.

WEEK 3: STRAND 2 – CYCLES

DAY 11 (April 14)

Topic/Focus: Water Cycle & Carbon Cycle

 Objectives
1. Describe stages of water cycle (evaporation, condensation, precipitation).
2. Outline carbon cycle processes (photosynthesis, respiration, decomposition).
 Activities
1. Illustration (15 mins): Students draw a water cycle diagram with arrows and
labels.
2. Teacher Discussion (10 mins): Carbon cycle flow; highlight CO₂ role.
3. Group Skit (15 mins): Each group enacts the “journey” of a water droplet or
carbon atom (fun approach).
4. Mini-Worksheet (5 mins): 2–3 short Qs about significance of cycles.
  Assessment

o Check correctness in diagrams and worksheets.

 Materials/Resources
o Water cycle/Carbon cycle posters, colored pencils.

DAY 12 (April 15)

Topic/Focus: Nitrogen Cycle

 Objectives
1. Identify nitrification, denitrification, ammonification.
2. Appreciate the importance of nitrogen fixation to soil and plants.
 Activities
1. Diagram Display (10 mins): Teacher shows a nitrogen cycle chart, explaining
key bacteria roles.
2. Guided Reading (15 mins): Short text excerpt about nitrogen cycle. Students
highlight key terms.
3. Q&A (15 mins): Why nitrogen is essential for plants? How do fertilizers relate to
cycle?
4. Apply Knowledge (10 mins): Students solve a scenario: “If farmland is low in
nitrogen, what happens? Solutions?”
 Assessment

o Student answers in scenario discussion.

 Materials/Resources
o Nitrogen cycle chart, short reading passage.

DAY 13 (April 16)

Topic/Focus: Life Cycle of Organisms (Housefly, Mosquito, Grasshopper)

 Objectives
1. Distinguish complete vs. incomplete metamorphosis.
2. Identify control measures for pest insects.
 Activities
1. Picture Cards (15 mins): Students arrange scrambled images of life cycle stages
in correct order.
2. Teacher Demo (10 mins): Explains differences: housefly/mosquito (egg-larva-
pupa-adult) vs. grasshopper (egg-nymph-adult).
3. Disease Prevention Brainstorm (10 mins): Malaria, sanitation.
4. Quick MCQs (5 mins): A few items on metamorphosis.
  Assessment

o Check correctness in stage ordering.

 Materials/Resources
o Life cycle images, real or printed.

DAY 14 (April 17)

Topic/Focus: Crop & Animal Production

 Objectives
1. Explain basic farm practices (soil prep, seedbeds, irrigation).
2. Identify feeding needs of domestic animals.
 Activities
1. Teacher Presentation (15 mins): Key points about seedbeds, fertilizer
application, common crops.
2. Case Study (15 mins): “A local poultry farmer’s daily feed schedule.” Students
discuss water/feed importance.
3. Group Poster (10 mins): Each group creates a mini-poster summarizing best
practices for either a crop or an animal.
4. Gallery Walk (5 mins): Groups view each other’s posters.
 Assessment

o Poster clarity, content completeness.

 Materials/Resources
o Poster paper, markers.

DAY 15 (April 18)

Topic/Focus: Practice & Assessment on Strand 2 (Cycles)

 Objectives
1. Review water/carbon/nitrogen cycles, life cycles, production systems.
2. Identify final clarifications needed.
 Activities
1. Interactive Quiz (20 mins): MCQs + short scenarios (like “explain how farmland
can lose fertility”).
2. Group Discussion (15 mins): Students share their logic on selected questions.
3. Teacher Feedback (10 mins): Summarize correct reasoning, clarify mistakes.
4. Exit Ticket (5 mins): Each student writes one concept still confusing them.
 Assessment
 o Quiz performance, exit ticket questions.
 Materials/Resources
o Quiz handouts, scoreboard.

(Weekend): Students revise notes on Strand 2.

WEEK 4: STRAND 3 – SYSTEMS

DAY 16 (April 21)

Topic/Focus: Human Body (Digestive & Respiratory Systems)

 Objectives
1. Trace the path of food in digestion.
2. Understand respiratory organs and gas exchange.
 Activities
1. Labeling Worksheets (15 mins): Students label a digestive system diagram.
2. Teacher Talk (10 mins): Summarize alveoli function, link to circulatory system.
3. Peer Quiz (10 mins): In pairs, ask each other “Which organ does X?”
4. Open-Ended Qs (5 mins): E.g. “Why is smoking harmful to respiratory system?”
 Assessment

o Mark labeling sheets, check correctness.

 Materials/Resources
o Diagrams of digestive, respiratory systems.

DAY 17 (April 22)

Topic/Focus: Circulatory System

 Objectives
1. Recall heart structure (chambers, valves) & blood vessels.
2. Understand blood components (RBC, WBC, platelets, plasma).
 Activities
1. Heart Model Display (10 mins): If possible, show a plastic model or diagram.
2. Group Brainstorm (10 mins): Functions of RBC vs. WBC vs. platelets.
3. Short Video/Animation (optional, 10 mins): Circulation route.
4. Worksheet (10 mins): Label or match terms (arteries → away from heart, veins
→ to heart, etc.).
5. Q&A (5 mins): Clarifications on common diseases (hypertension, etc.).
 Assessment
 o Worksheet.
o Observational Q&A.
 Materials/Resources
o Heart diagram/model, optional short video.

DAY 18 (April 23)

Topic/Focus: Ecosystems (Food Chains, Webs, Trophic Levels)

 Objectives
1. Define producer, consumer, decomposer.
2. Build simple food chains and webs.
 Activities
1. Poster Sort (15 mins): Teacher shows pictures of plants, herbivores, carnivores,
decomposers. Students form a chain.
2. Food Web Creation (15 mins): Small groups connect multiple chains into a web.
3. Class Presentation (10 mins): Each group explains their food web.
4. Discussion (5 mins): Impact of removing one species (e.g., no frogs → insect
overpopulation).
 Assessment

o Quality of food web diagrams.

 Materials/Resources
o Animal/plant pictures, chart paper, markers.

DAY 19 (April 24)

Topic/Focus: The Solar System

 Objectives
1. Differentiate inner vs. outer planets.
2. Describe Earth-Sun-Moon phenomena (day/night, eclipses).
 Activities
1. Solar System Model (15 mins): Demo with objects or a quick animation,
showing orbits.
2. Group Discussion (10 mins): Each group assigned a planet to present key facts
(size, distance, special features).
3. Short Worksheet (10 mins): Students match phenomena to explanation (e.g.,
day/night → Earth’s rotation).
4. Q&A (5 mins): Clarify any confusion.
 Assessment
 o Check group presentations for correctness.
o Mark worksheet.
 Materials/Resources
o Styrofoam balls or pictures of planets.

DAY 20 (April 25)

Topic/Focus: Practice & Assessment on Strand 3 (Systems)

 Objectives
1. Reinforce knowledge of body systems, ecosystems, solar system.
2. Evaluate retention and address gaps.
 Activities
1. MCQ Mini-Test (25 mins): ~10 questions covering digestive, respiratory,
circulatory, ecosystem, solar system.
2. Peer Review (10 mins): Students swap and mark.
3. Teacher Explanation (15 mins): Discuss tricky items, clarify solutions.
 Assessment

o Mini-test results.
 Materials/Resources
o Printed mini-test, answer keys.

(Weekend): Students revisit any incomplete notes or questions from Strand 3.

WEEK 5: STRAND 4 – FORCES & ENERGY (PART 1)

DAY 21 (April 28)

Topic/Focus: Types of Forces & Newton’s 1st & 2nd Laws

 Objectives
1. Differentiate contact and non-contact forces.
2. Apply F=maF = maF=ma to simple problems.
 Activities
1. Force Brainstorm (10 mins): Students list real-life examples of friction, gravity,
magnetism.
2. Teacher Explanation (15 mins): Newton’s laws, emphasis on 1st & 2nd.
3. Simple Calculation (15 mins): E.g., “A 2 kg mass accelerates at 3 m/s². Find
force.”
4. Quick Demo (5 mins): Pushing a book vs. heavier object.
  Assessment

o Check numeric solutions’ correctness.

 Materials/Resources
o Small objects, whiteboard for calculations.

DAY 22 (April 29)

Topic/Focus: Work, Energy & Power

 Objectives
1. Understand definitions: Work (W = Fd), Kinetic Energy (½mv²), Potential (mgh),
Power (W/t).
2. Solve basic calculations.
 Activities
1. Concept Clarification (10 mins): Distinguish between energy forms.
2. Example Problems (20 mins): Teacher demonstrates step-by-step.
3. Student Practice (15 mins): 3–4 short tasks on KE, PE, power.
4. Review (5 mins): Summarize major formulas.
 Assessment

o Collect practice tasks to check method & answers.

 Materials/Resources
o Worksheets with sample computations.

DAY 23 (April 30)

Topic/Focus: Heat & Temperature

 Objectives
1. Differentiate heat from temperature.
2. Understand conduction, convection, radiation.
 Activities
1. Warm-Up Question (5 mins): “Why is metal spoon hotter than plastic in hot
soup?”
2. Teacher Explanation (15 mins): Transfer methods (conduction, convection,
radiation).
3. Group Experiment (Optional, 20 mins): If feasible, measure temperature
changes, or demonstrate conduction with a metal rod.
4. Discussion (5 mins): Real-life examples (house insulation, cooking).
 Assessment
 o Observing group explanation or experiment notes.
 Materials/Resources
o Thermometer, metal/wood spoons (if possible).

DAY 24 (May 1)

Topic/Focus: Electricity Basics (Ohm’s Law)

 Objectives
1. Understand current, voltage, resistance.
2. Apply Ohm’s law (V=IRV = IRV=IR) in simple circuits.
 Activities
1. Circuit Diagram Explanation (10 mins): Show basic symbols (battery, resistor,
switch).
2. Ohm’s Law Demo (15 mins): If possible, a simple circuit with variable resistor.
3. Calculation Practice (15 mins): E.g., “If R=5 Ω, V=10V, find I.”
4. Peer Check (5 mins): Swap answers, discuss errors.
 Assessment

o Quality of numeric solutions.

 Materials/Resources
o Simple circuit kit, or diagrams.

DAY 25 (May 2)

Topic/Focus: Practice & Problem-Solving

 Objectives
1. Consolidate knowledge of forces, work/energy, heat, electricity.
2. Identify persisting problem areas.
 Activities
1. Revision Race (15 mins): Split class into teams; each solves one short problem
on the board.
2. Past Questions (20 mins): Carefully selected from WAEC/BECE on these
physics concepts.
3. Teacher Explanation (10 mins): Summarize solution strategies.
4. Exit Slip (5 mins): Each writes 1 concept they still find difficult.
 Assessment

o Team solutions, accuracy of past question attempts.

 Materials/Resources
o Whiteboard, marker, question sheets.
(Weekend): Students do extra practice on unsolved physics tasks.

WEEK 6: STRAND 4 – FORCES & ENERGY (PART 2) +

SIMPLE MACHINES
DAY 26 (May 5)

Topic/Focus: Magnetic & Gravitational Forces

 Objectives
1. Distinguish magnetic vs. gravitational forces.
2. Understand weight formula W=mgW=mgW=mg.
 Activities
1. Demo (10 mins): Show magnet attracting pins, discuss Earth’s gravity with a
falling object.
2. Short Problems (15 mins): e.g., “mass=2kg, g=10m/s², find weight.”
3. Q&A (15 mins): Students share everyday examples (compass, dropping objects).
4. Assessment: 2–3 quick MCQs.
 Materials/Resources

o Magnets, small metallic objects.

DAY 27 (May 6)

Topic/Focus: Simple Machines (Levers, Pulleys, Inclined Planes)

 Objectives
1. Understand mechanical advantage, velocity ratio, efficiency.
2. Identify real-life examples (scissors, wheelbarrow, seesaw).
 Activities
1. Teacher Explanation (15 mins): Key definitions, formulae.
2. Hands-On Stations (15 mins): If feasible, a small lever or pulley demonstration.
3. Problem-Solving (10 mins): Calculate MA or VR from given data.
4. Group Discussion (5 mins): Everyday examples.
 Assessment

o Accuracy of calculations.
 Materials/Resources
o Lever set (ruler + fulcrum), small weights.
DAY 28 (May 7)

Topic/Focus: Energy Conversion & Conservation

 Objectives
1. Illustrate energy transformations (e.g., electrical → light).
2. Understand efficiency %=useful outputinput×100\% = \tfrac{\text{useful
output}}{\text{input}} \times 100%=inputuseful output×100.
 Activities
1. Brainstorm (10 mins): Students list devices that convert energy (bulb, fan,
radio).
2. Teacher Talk (10 mins): Law of Conservation of Energy, example calculations.
3. Practice (15 mins): Efficiency Qs: e.g., “If 200 J input yields 150 J output,
what’s efficiency?”
4. Demo (5 mins): Maybe a hand-crank generator if available.
 Assessment

o Student calculations for efficiency.

 Materials/Resources
o Charts or slides on energy flow.

DAY 29 (May 8)

Topic/Focus: Electronics (Basic Components)

 Objectives
1. Familiarize with diodes, capacitors, resistors, LED usage.
2. Understand how these components function in a simple DC circuit.
 Activities
1. Show & Tell (10 mins): Pictures or real resistor, capacitor, LED.
2. Teacher Explanation (10 mins): Brief function of each.
3. Group Brainstorm (10 mins): Where do we see these in daily gadgets (phone
chargers, radios)?
4. Quick Check (5 mins): 2–3 short matching Qs (component → function).
 Assessment

o Matching accuracy.
 Materials/Resources
o Electronic kit or pictures.

DAY 30 (May 9)
Topic/Focus: Consolidated Revision on Machines & Electricity

 Objectives
1. Revisit key formulas (MA, VR, Efficiency, V=IRV=IRV=IR).
2. Solve exam-style questions.
 Activities
1. Board Race (15 mins): Teams rotate solving different problem sets on simple
machines or circuit calculations.
2. Teacher’s Model Solutions (15 mins): Correct method for each.
3. MCQ Quiz (10 mins): Past exam items on these topics.
4. Recap Discussion (5 mins): Pinpoint trouble points.
 Assessment

o Monitor solutions, quiz scores.

 Materials/Resources
o Whiteboard, pre-selected questions.

(Weekend): Focus revision on Force/Energy tasks for mastery.

WEEK 7: STRAND 5 – HUMANS & THE

ENVIRONMENT
DAY 31 (May 12)

Topic/Focus: Waste Management

 Objectives
1. Differentiate biodegradable vs. non-biodegradable waste.
2. Understand disposal methods (recycling, composting, incineration).
 Activities
1. Intro (10 mins): Students name wastes from home. Sort them.
2. Teacher Explanation (10 mins): Methods, pros/cons.
3. Role-Play (15 mins): Group acts as “waste management officials,” propose
solutions for a local scenario.
4. Reflection (5 mins): One key step to reduce waste individually.
 Assessment

o Observing role-play solutions.

 Materials/Resources
o Pictures of waste disposal methods.
DAY 32 (May 13)

Topic/Focus: Human Health (Communicable & Deficiency Diseases)

 Objectives
1. Identify causes, symptoms, prevention of malaria, cholera, etc.
2. Understand deficiency diseases (kwashiorkor, scurvy).
 Activities
1. Class Discussion (10 mins): Students share experiences with common diseases.
2. Teacher Summaries (15 mins): Pathogens, transmission routes, deficiency
nutrients.
3. Scenario Work (10 mins): “A child shows swollen belly, signs of malnutrition—
what’s likely cause?”
4. Q&A (5 mins).
 Assessment

o Group scenario solutions.

 Materials/Resources
o Disease charts, nutritional deficiency images.

DAY 33 (May 14)

Topic/Focus: Science & Industry

 Objectives
1. Understand how science is applied in technology, innovation.
2. Identify local examples (agro-processing, mining, etc.).
 Activities
1. Mini-Presentation (15 mins): Teacher shows examples of industries using
science (e.g., cocoa processing).
2. Group Brainstorm (15 mins): Students list local industries or entrepreneurs
using scientific techniques.
3. Short Reflection (10 mins): “How can we apply science to solve community
problems?”
 Assessment

o Quality of group lists.

 Materials/Resources
o Real-life examples from local context.

DAY 34 (May 15)

Topic/Focus: Climate Change & Green Economy

 Objectives
1. Recognize greenhouse gases and their effects.
2. Explore solutions like renewable energy, reforestation.
 Activities
1. Video Clip/Discussion (10 mins): Show short clip about climate impacts if
available.
2. Teacher Explanation (10 mins): GH gases (CO₂, methane), global warming.
3. Group Debate (15 mins): “Should we ban single-use plastics to reduce
pollution?”
4. Conclusion (5 mins): Summarize green economy actions (solar, wind, tree
planting).
 Assessment

o Debate arguments, clarity.

 Materials/Resources
o Video or infographics on climate change.

DAY 35 (May 16)

Topic/Focus: Understanding the Environment + Quick Review

 Objectives
1. Summarize landforms, biodiversity, survival adaptations.
2. Consolidate Strand 5 content.
 Activities
1. Landforms ID (10 mins): Show pictures (plateau, plain, etc.)—students name
them.
2. Biodiversity Discussion (10 mins): Role of plants, animals.
3. Short MCQ (10 mins): 5–6 questions on environment & climate.
4. Teacher Review (5 mins): Key takeaways.
 Assessment

o MCQ accuracy.
 Materials/Resources
o Photos of Ghanaian landforms.

(Weekend): Students finalize notes on environment topics.

WEEK 8: FINAL REVISION & MOCK EXAMS

DAY 36 (May 19)

Topic/Focus: Recap of Strand 1 & 2

 Objectives
1. Quickly revisit main points of Diversity of Matter & Cycles.
2. Resolve any lingering doubts.
 Activities
1. Speed Recap (15 mins): Teacher runs a slideshow bulleting each sub-topic.
2. Open Floor Q&A (10 mins): Students ask clarifications.
3. Quick Drills (20 mins): 10 MCQs mixing Strand 1 & 2.
4. Teacher Correction (5 mins): Summaries.
 Assessment

o Drills result.
 Materials/Resources
o Quick slides, MCQ sheet.

DAY 37 (May 20)

Topic/Focus: Recap of Strand 3 (Systems)

 Objectives
1. Summarize body systems, ecosystems, solar system.
2. Identify final unclear areas.
 Activities
1. Class Poll (10 mins): “Which system is hardest?” Chart the results.
2. Teacher Key Pointers (15 mins): Highlights of each sub-topic.
3. Group Quizzing (15 mins): Students rotate questions on body systems or
ecosystem diagrams.
4. Assessment: Quick scoreboard of correct answers.
 Materials/Resources

o Summaries or bullet slides.

DAY 38 (May 21)

Topic/Focus: Recap of Strand 4 (Forces & Energy)

 Objectives
1. Consolidate knowledge on motion, electricity, machines.
2. Re-practice formula computations.
  Activities
1. Formula Race (15 mins): Teams write correct formula for scenarios (e.g., “A 10
kg mass at 2 m/s²—force?”).
2. Past Paper Drills (15 mins): 5–7 past items focusing on force/energy.
3. Teacher Solutions (10 mins): Step-by-step.
4. Wrap-Up (5 mins): Encourage formula chart memorization.
 Assessment

o Race scoring, past item solutions.

 Materials/Resources
o Past question sets.

DAY 39 (May 22)

Topic/Focus: Recap of Strand 5 (Humans & Environment)

 Objectives
1. Summarize waste management, health, climate, environment.
2. Final clarifications on community/health questions.
 Activities
1. Jeopardy-Style Quiz (20 mins): “Waste 100 points,” “Disease 200 points,” etc.
Fun group competition.
2. Teacher Feedback (10 mins): Clarify missed questions.
3. Discussion (5 mins): Quick review of major environment solutions.
 Assessment

o Jeopardy quiz performance.

 Materials/Resources
o Jeopardy slides or chart.

DAY 40 (May 23)

Topic/Focus: Mock Exam (Paper 1 & 2) + Reflection

 Objectives
1. Simulate WAEC/BECE exam conditions.
2. Evaluate readiness and final improvement points.
 Activities
1. Mock Paper 1: MCQ (40–45 mins)
2. Short Break
3. Mock Paper 2: Structured/Essay (60–75 mins)
4. Collect Scripts; brief talk on exam discipline.
  Assessment

o Mark scripts after class or next session.

 Materials/Resources
o Printed mock exam papers.

DAY 41+ (May 24 – May 31)

(Continue as needed to mark mock, finalize tips, or add short refresher tests)

 Option: Another short mock or final day of clarifications.

 Encourage: Good rest, balanced review, final formula drill.

FINAL NOTES
 Activity Variation: Adjust each day’s length based on class periods.
 Active Participation: Emphasize group tasks, short quizzes, and quick feedback loops.
 Encouragement & Motivation: Keep morale high, celebrate small victories in quizzes
or improvement.
 Adapt: If any topic needs more time, shift days accordingly.