year four science scheme of work 2007
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8/14/2019 Year Four Science Scheme of Work 2007
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YEARLY SCHEME OF WORKSCIENCE YEAR FOUR
FIRST TERM
THEME: A. Investigating Living Things
Learning Area: 1. Living things have basic needs
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary
Pupils should learn :
1.1. Understanding thathumans have basicneeds
Pupils
• Identify the basic needs of humans
• Give reasons why humans needfood, water, air and shelter
Pupils view video that shows variousfootage related to the basic needs of humans i.e.:
• A child/family taking drinksand a balanced diet,
• Movement of the chest of asleeping baby,
• Different types of houses
Based on the video pupilsdiscuss the basic needs of humans i.e. food, water, air andshelter
Pupils discuss that :a) humans need to eat/drink to
help them grow and to stayhealthy
b) humans need to protectthemselves from danger,sun and rain
Pupils discuss and explain what willhappen to humans if there is no food,water, air and shelter
Observing
Communicating
Making inferences
Predicting
Basic need
Breath
Breathe
Bungalow
Flat
Hut
Long house
Movement
Terrace house
Shelter
Balanced diet
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils should learn :
a. Understanding thatanimals have basic
needs
Pupils
• Identify the basic needs of animals
• Give reasons why animalsneed food, water, air andshelter
• Describe types of sheltersfor animals
Pupils keep pets such as chicks or hamsters
Pupils observe and record what they
do to keep their pet alive and healthy
Pupils discuss why hamsters or chicks are kept in cage and not in anairtight, covered container
Based on their record pupils discussthe basic needs of animals
Pupils discuss that :
a) Animals need to eat/drink to help
them grow and to stay healthyb) Animals need help air to breathec) Animals need to protect
themselves from danger, sunand rain
Pupils study pictures or video anddescribe different types of shelters for animals such as nest, caves andholes.
Observing
Communicating
Making inferences
Handle specimens correctlyand carefully.
Holes
Cage
Container
Reference
Air tight
Pupils should learn :
b. Understanding thatplants have basicneeds
Pupils
• Identify the basic needs of plants
Pupils carry out activities to show thebasic needs of plants by comparingsimilar balsam plants kept in differentconditions :a) 1 watered, 1 without water b) 1 kept outdoor, 1 kept in a tight
plastic bagc) 1 kept outdoor and 1 kept in a
dark cupboard
Pupils observe and record their dailyobservations.
Based on their records pupils discussto conclude that the basic needs of plants are water, air and sunlight.
Observing
Communicating
Making inferences
Making hypotheses
Controlling variables
Experimenting
Interpreting data
Handle specimens correctlyand carefully
Condition
Similar
Watered
Sunlight
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Learning Area 2 : Living things undergo life processes
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils should learn :
2.1 Analysing life processesthat humans undergo
Pupils :
• Identify that human breathe
• Describe what inhale is
• Describe what exhale is
• Differentiate the air that weinhale and exhale
• State that humans use lungs to
breathe.
• Identify the passage of air during
breathe
• Conclude that not all individualshave the same rate of breathing
Pupils use their hands to feel themovement of their chest as they
breathe.
Pupils discuss to conclude that themovement of the chest is due tobreathing.
Pupils discuss that when they inhalethey take in air
Pupils discuss that when they exhalethey give out air
Pupils gather information and discussthat :
a) Inhale air has more oxygen thanexhaled air b) Exhaled air has more carbon
dioxide than inhaled air
Pupils observe model or view video of human body to see that the lung is abreathing organ for human and toidentify the passage of air movementwhen human breathes.
Pupils carry out activity to count the
number of chest movements in aminute when they are breathing andrecord their findings
Pupils compare their group findingsand conclude that not everyone hasthe same rate of breathing.
Observing
Communicating
Making inferences
Defining operationallyObserving
Draw specimens and apparatus
Exhale
Faeces
Inhale
Rate
Undergo
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils should learn :
2.1 Analysing life processeshuman undergo
Pupils;
• State that humans excrete anddefecate
• State the products of human
excretion
• State the products of human
defecation
• Gives reasons why humans needto excrete and defecate
Pupils discuss to conclude thathumans excrete and defecate
Pupils discuss that when humans :
a) excrete they produce urine,
sweat, and water b) defecate they produces faeces
Pupils discuss that humans excreteand defecate to get rid of wastematerials from their bodies.
Pupils discuss to infer the effect onhealth if humans do not excrete or defecate.
Observing
Communicating
Making inferences
Excretion
Defecate
Sweat
UrineWaste products
Pupils should learn :
2.1 Analysing life processeshuman undergo
• State that humans respond tostimuli
• Gives reasons why humansrespond to stimuli
Pupils view video or carry outactivities to show how humansrespond to stimuli. e.g. whentouching a glass of hot water.
Pupils discuss to infer that humansrespond to stimuli to protectthemselves from danger or for survival.
Observing
Communicating
Making inferences
Stimuli
Reaction
Pupils should learn :
2.1 Analysing life processeshuman undergo
• State that humans reproduce
• Predict what will happen if humans do not reproduce
Pupils draw family trees of their
families for three generations. Pupilscompare each other’s diagram andconclude that humans produceoffspring from one generation toanother
Pupils discuss what will happen if human do not reproduce.
Observing
Communicating
Making inferences
Predicting
OffspringReproduce
Survival
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils should learn :
2.2 Being aware that certainbehaviour can disturb lifeprocesses.
Pupils :
• Gives examples of habits thatbring harm to human lifeprocesses
• State the effects of smoking onlungs
• Explain that taking drugs andalcohol can delay a person’sresponse to stimuli
• Participate in a campaign todiscourage smoking, drugstaking, and alcohol drinkingamong their peers.
Pupils discuss to identify bad habitsin humans, e.g. smoking, drinkingalcohol, and taking drugs.
Pupils look at pictures or video of asmoker’s and non-smoker’s lungsand discuss the effects of smoking onlungs
Pupils watch demonstration byteacher to observe the harmfulsubstances produced when acigarette is being burnt.
Pupils listen to a talk on smoking andhealth given by a health officer.
Pupils draw posters about the effectsof smoking on health.
Pupils view video to see the effects of drugs and alcohol on humans interms of the effects of delaying aperson’s response to stimuli, e.g.a) Ability to walk in straight lineb) Delayed reaction of a drunken
driver or a driver high on drugcan cause accident.
Pupils carry out activities todiscourage smoking, drugs taking,
and alcohol drinking among their peers.
Observing
Communicating
Smoker
Affect
Drunken
Delay
Cause
Drug
Alcohol
Peers
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils should learn :
2.3 Analysing the lifeprocesses that animalsundergo
Pupils :
• State that animals excrete
• State that animals defecate
• Gives reasons why animals needto excrete and defecate
• State that animals breathe
• State that breathing organ for different types of animals may bedifferent
Pupils observe animals in sciencegarden to conclude that animalsdefecate and excrete
Pupils discuss that animals excreteand defecate to get rid of wasteproducts from their bodies.Pupils discuss to infer the effect onhealth if animals do not excrete or defecate.
Pupils look at models or livespecimens to see the breathingstructures of :
a) Bird d) Fish
b) Grasshopper e) Crabc) Frog f) Monkey
Based on the viewing of video/models/ live specimens pupilsconclude that breathing organs for animals may be different.
Observing
Communicating
Making inferences
Grasshopper
Occur
defecate
excrete
specimens
breathe
Pupils should learn :
2.3 Analysing the lifeprocesses that animalsundergo
• State that animals reproduce
• State that some animals givebirth and some lay eggs
• Classify animals according to the
ways they reproduce
Pupils view video showing animalsgiving birth and chicks hatching fromeggs
Pupils discuss to conclude that
animals reproduce
Pupils discuss to conclude that someanimals give birth and some lay eggs
Pupils discuss to classify animals intothose that lay eggs and those thatgive birth to their young.
Observing
Communicating
Classifying
Reproduce
Give birth
Hatch
Lay eggs
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils should learn :
2.3 Analysing the lifeprocesses that animalsundergo
• Describe the life cycles of different animals
• Conclude that animals may havedifferent life cycles
Pupils observe animals such asbutterfly, frog, hamster or chickenfrom birth/eggs to adult. Pupils recordthe change animals may havedifferent life cycles s in size/form atthe different stages of the life cycles
Based on their observations andrecords pupils discuss to concludethat animals may have different lifecycles.
Pupils make a scrap book on realanimals as imaginary pet, e.g. tiger,whale, lizard, pangolin, bat worm,snake etc. pupils may write, draw or paste pictures on their scrap book totell about their pets, e.g.a) What pupils have to do to keep
their pets alive and healthy
b) Suitable home for their petsc) Foods for their petsd) How their pets protect
themselves from enemiese) How their pets take care of their
youngf) Life processes of their pets
Observing
Communicating
Draw specimens and apparatus
Life cycle
Stage
Pupils should learn :
2.4 Understanding the lifeprocesses that plantsundergo
Pupils :
• State that plants responds tostimuli
• Identify the part of plant thatresponds to the water
• Identify the part of plant thatresponds to the gravity
• Identify the part of plant thatresponds to the sunlight
• Identify the part of plant thatresponds to the touch
Pupils carry out activities to studyhow plants responds to stimuli, e.g.water, sunlight, touch and gravity
Pupils observe and record their
findings.
Based on the above activities pupilsdiscuss to identify the parts of plantsthat respond to stimulia) Roots respond to the water and
gravityb) Shoots respond to sunlight
certain leaflets respond to touch
Observing
Communicating
Making inferences
Handle specimens correctlyand carefully.
Water lettuce
Bryophyllum
Extinct
ShootLeaflets
Young plant
Parent plant
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Weeks/Dates
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils should learn :
2.4 Understanding the lifeprocesses that plants
undergo
Pupils;
• State that plants reproduce
• Explain why plants need toreproduce
• Predict what will happen to theworld if plants do not reproduce
• Explain the various ways plantsreproduce
Pupils observe :
a) Begonia plants / bryophyllum that
have young plants growing fromthe leaves
b) Banana trees that have youngplants growing around theparents plants
c) Water lettuce that have youngplants attached to parent plants
Pupils carry out discussion based ontheir observations that plantsreproduce
Pupils watch pictures/view video and
discuss that plants reproduce toensure that survival of their species
Pupils discuss and predict what willhappen to the world if plants do notreproduce, e.g. no food supply for human and certain animals
Pupils study live specimens/viewvideo to find out the various waysplants reproduce, i.e.a) Through seeds e.g. balsam, corn
and durianb) Through spores e.g. fernc) Through suckers e.g. banana
and pineappled) Through stems e.g. hibiscus,
rose and tapiocae) Through leaves e.g. begonia
plants and bryophyllum
f) Through underground stem e.g.
potato, onion, ginger and lily.
Observing
Communicating
Predicting
Handle specimens correctlyand carefully.
Spores
Suckers
Stem cuttingUnderground stem
Tapioca plant
Mushroom
Fern
Various
Corn
Dispersal
Splitting
Love grass
Ensure
Relationship
Flame of the forest
Shorea
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Learning Area: 3. Animals and plants protect themselves
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils should learn :
3.1 Understanding thatanimals have specificcharacteristic andbehaviour to protectthemselves from danger.
Pupils;
• Identify special characteristics of
animals that protect them fromdanger.
• Identify special behaviour of animals that protect them fromdanger.
• Describe how the special
characteristics and behaviour of animals help to protect them fromdanger.
Pupils touch animals such as garden
snails or millipedes and observe howthey react to danger
Pupils describe what they observeand give reasons for the animal’sbehaviour, e.g. millipede curls up toprotect itself from danger.
Pupils look at live specimen or collectinformation by looking at pictures or viewing video of various animals toidentify the characteristics and
behaviour of animals that protectthem from danger, e.g.
a) Pangolins have hard scales toprotect themselves from enemies
b) Bed bugs have bad smell torepel enemies
c) Chameleons have the ability to
change skin colour according tothe surrounding
d) Scorpions have stings to protectthemselves from enemies
Pupils discuss and explain how the
characteristics and behaviour of these animals protect them fromdanger.
Pupils present their findings to theclass.
Observing
Communicating
Making inferences
Curl up
Millipede
Centipede
Behaviour
Hurt
Pangolin
Scale
Bed bug
Chameleon
Sting
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils should learn :
3.2 Understanding thatanimals have specificcharacteristics andbehaviour to protectthemselves from extremeweather.
• Identify special characteristics
and behaviour of animals thatprotect them from very hot or cold weather.
• Describe how the special
characteristics and behaviour of animals help to protect them fromvery hot or cold weather.
Pupils view video of animals that livein very hot or cold weather.
Pupils list the special characteristicsand behaviour of animals anddescribe how these characteristicsand behaviour help to protect themfrom very hot or cold weather, e.g.
a) Rhinoceros keep their bodiescool by wallowing in mud holes
b) Polar bears have thick fur toenable them to live in very coldweather
c) Camels have humps on their backs to store food and water toenable them to survive indeserts.
Pupils present their findings to theclass.
Observing
Communicating
Making inferences
.
Rhinoceros
Extreme weather
‘region
Thick fur
Specific characteristic
Humps
Mimosa
Latex
Fine hair
ItchinessWallowing
3.3 Understanding thatanimals have specific
characteristics andbehaviour to enable themto survive.
Pupils;
• Recognise the need for animals to
protect themselves from enemiesand extreme weather conditions.
• Make a model of an imaginaryanimals that can survive bothextreme weather and enemies.
• Give reasons why models arebuilt in such ways.
Pupils discuss that animals need toprotect themselves from enemies and
extreme weathers conditions toenable them to survive.
Pupils design a model of animaginary animals that can protectitself from its enemy and extremeweather conditions.
Pupils build their models and justifywhy models are built with certain
Observing
Communicating
Making inferences
.
Excessive
Extreme
Weather
enemies
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characteristics.
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils should learn :
3.4 Understanding thatplants have specificcharacteristics to protectthemselves from enemies.
Pupils;
• Identify specific characteristics of
plants that protect them fromenemies.
• Describe how the specific
characteristics of plants helpthem from enemies.
Pupils look at pictures/view video of various plants to identify specialcharacteristics that protect theseplants from their enemies.
Pupils list the specifics characteristicsof plants.
Pupils describe how thesecharacteristics of plants help toprotect them from enemies, e.g.
a) Mimosas close their leafletswhen touched
b) Papaya leaves produce latex toprevent them from being eaten
c) Pineapples plants have thorns toprotect themselves
d) Bamboos have very fine hairsthat can cause itchiness
Pupils present their findings to theclass.
Observing
Communicating
Characteristics
Protect
Mimosa
Latex
Prevent
Fine hairs
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Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils should learn :
3.5 Understanding thatplants have specificcharacteristics to protectthemselves from dryregion.
Pupils;
• Give examples of plants found invery dry region.
• Identify specific characteristics of
plants that protect them fromexcessive loss of water.
•
Describe how the specificcharacteristics of plants helpthem to survive in dry region.
• Give examples of plants found instrong wind area.
• Identify specific characteristics of
plants that protect them fromstrong winds.
• Describe how the specific
characteristics of plants help
Pupils view video to identify plantsthat can be found in :
a) Dry region
Pupils collect and interpret data toshow how specifics characteristics of plants help to protect them from :
a) Excessive loss of water b) Strong winds
Pupils carry out an activity to show
which plant can survive in dry region,e.g. the following plants are keptwithout water for a week:
a) a potted balsam plantb) a potted chilly plantc) a potted cactus plant
based on their findings pupils make aconclusion which plants can survivein dry region.
Pupils view video to identify plantsthat can be found in :b) Area with strong winds
Pupils collect and interpret data toshow how specifics characteristics of plants help to protect them from :
b) Strong winds
based on their findings pupils make aconclusion which plants can survive
Observing
Communicating
Making inferences
Dry region
Excessive
Survive
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them to survive in strong winds. in strong winds.
Pupils should learn :
1.1. Understanding themeasurement of length.
Pupils :
• State the different ways tomeasure length.
• State the standard unit for length
in the metric system.
• Choose the appropriatemeasuring tools to measurelength.
• Record length in metric system
Pupils discuss the different ways tomeasure length such as using straw,arm, span, string, ruler, andmeasuring tape.
Pupils discuss the standard unit for length in metric system, i.e. mm, cm,m and km.
Pupils choose the appropriate toolsand measure in standard units.a) The length of objects such as
eraser, pencil or book.b) The length and height of
teacher’s table.c) The length and the width of the
classroom.d) The height of their friends.e) The circumference of any part of
their bodies or round objects.
Record the measurements in agraphic organiser.
Observing
Communicating
Measuring and usingnumbers
Defining operationally
Use and handle scienceapparatus and substances
Store science apparatus
Measurement
Length
Width
Height
Circumference
Arm span
Graphic organiser
Calculate
Standard unit
REVISIONMID-YEAR EXAMINATION
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SECOND TERM
THEME: B. Investigating Force and Energy
Learning Area: 1. Measurement
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils should learn :
1.2. Understanding themeasurement of length.
Pupils :
• State the different ways to
measure length.
• State the standard unit for lengthin the metric system.
• Choose the appropriatemeasuring tools to measurelength.
• Record length in metric system
Pupils discuss the different ways tomeasure length such as using straw,arm, span, string, ruler, andmeasuring tape.
Pupils discuss the standard unit for length in metric system, i.e. mm, cm,m and km.
Pupils choose the appropriate toolsand measure in standard units.
f) The length of objects such as
eraser, pencil or book.g) The length and height of
teacher’s table.h) The length and the width of the
classroom.i) The height of their friends.
j) The circumference of any part of their bodies or round objects.
Record the measurements in agraphic organiser.
Observing
Communicating
Measuring and usingnumbers
Defining operationally
Use and handle scienceapparatus and substances
Store science apparatus
Measurement
Length
Width
Height
Circumference
Arm span
Graphic organiser
Calculate
Standard unit
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils should learn :
1.3. Understanding howto calculate area
Pupils :
• Compare a square and arectangle and guess which objecthas a bigger area
• Carry out a test to confirm their guesses
• State that area = length X width
• State the standard unit for area inthe metric system.
• Calculate the area of a givenshape in metric system
Pupils compare objects of differentshapes such as a square and arectangle and guess which object hasa bigger area, e.g.
a) A square ( 4cm X 4cm )b) A rectangle ( 8cm X 2cm )
Pupils confirm their guesses by fillingthe 4cm X 4cm square and 8cm X2cm rectangle with 1cm X 1cm cardsand count the number of 1cm X 1cmcards used.
Pupils discuss the standard unit for area in metric system, i.e. squaremm, square cm, square m, andsquare km.
Pupils calculate the area of any givensquare and rectangle metric system
Observing
Communicating
Measuring and usingnumbers
Defining operationally
Use and handle scienceapparatus and substances
Store science apparatus
Square
Rectangle
Length
Width
Area
Metric system
Shape
Pupils should learn:
1.4. understanding howto measure thevolume of solid
Pupils :
• Compare a cube and a cuboidand guess which object has abigger volume
• Carry out a test to confirm their guess
Pupils compare 2 different objectssuch as a cube and a cuboid andguess which object has a bigger volume, e.g
A cube ( 4cm x 4cm x 4cm )
A cuboid ( 8cm x 4cm x 2cm)
Pupils confirm their guess by fillingthe 4cm x 4cm x 4cm cube and 8cmx 4cm x 2cm cuboid with 1cm x 1cmcards and count the number of 1cm x1cm cards used.
Observing
Communicating
Measuring and usingnumbers
Defining operationally
Use and handle scienceapparatus and substances
Store science apparatus
Volume
Solid
Cube
Cuboid
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
• State that volume = llength X width X height
• Calculate the volumes of cubesand cuboids based on themeasurement taken in metricsystem.
Pupils discuss the standard unit for volume of solid in metric system, i.e.cubic mm, cubic cm, and cubic m.
Pupils Calculate the volumes of anygiven cubes and cuboids in metricsystem.
Pupils should learn :
1.4 Understanding how tomeasure volume of liquid
Pupils :
• State the different ways tomeasure the volume of a liquid.
• State the standard unit for volumeof liquid in the metric system.
• Choose the appropriatemeasuring tools to measure thevolume of a liquid.
• Measure the volume of a liquid
using the correct techniques.
• Record the volume measured inmetric units.
Pupils discuss the different ways thatcan be used to measure the volumeof liquid such as using cup, the cap of a bottle, beaker and measuringcylinder.
Pupils discuss the standard unit for volume of liquid in the metric system,
i.e. ml and l.
Pupils Choose the appropriate toolsfor measuring the volume of a liquid.
Pupils discuss the correct techniqueto take readings, i.e.a) Taking the reading at the lowest
part of the meniscus
b) Eyes must be at the same level
as the lowest part of themeniscus
Pupils carry out activities to measurethe volumes of liquids using thecorrect techniques.
Pupils record measurement in agraphic organiser.
Observing
Communicating
Measuring and usingnumbers
Use and handle science
apparatus and substances
Store science apparatus
Liquids
Beaker
Measuring cylinder
Meniscus
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Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils should learn :
1.5 Understanding how tomeasure mass
Pupils :
• State tools for measuring mass
• State the standard unit for massin the metric system
• Measure the mass of an objectusing the correct techniques
• Record the measurement usingmetric system
Pupils study level balance anddiscuss that it can be used tomeasure mass of various objects.
Pupils discuss the standard unit for mass in the metric system, i.e. mg, gand kg.
Pupils use tools to measure themasses of various objects such asbooks, pencil cases or school bags.
Pupils record the measurement in agraphic organiser
Observing
Communicating
Measuring and usingnumbers
Use and handle scienceapparatus and substances
Store science apparatus
Lever balance
Compression balance
Mass
Pupils should learn :
1.6 Understanding how tomeasure time
Pupils :
• Identify different ways to measuretime.
• State the processes that repeatuniformly can be used to measuretime.
• State the standard unit for time inthe metric system
• Identify tools for measuring time
• Measure time using appropriatetools.
• State the standard unit for time inthe metric system
Pupils gather information about thedifferent ways to measure time.
Pupils discuss and conclude that aprocess that repeats uniformly can beused to measure time.
Pupils observe the followingprocesses :
a) The swinging of a pendulumb) Water drippingc) Pulse
Pupils discuss why the aboveprocesses can be used to measuretime.
Pupils discuss the standard unit for time in metrics system, i.e. second,minute and hour.
Observing
Communicating
Measuring and usingnumbers
Defining operationally
Use and handle scienceapparatus and substances
Store science apparatus
Uniformly repeat
Swing
Pendulum
Water dripping
Pulse rate
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Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
• Identify tools for measuring time
• Measure time using appropriatetools.
• Record the time measured inmetric system.
Pupils discuss to choose and used
appropriate tools and units tomeasure time.
Pupils measure the time taken tocarry out certain activities using thecorrect tools and appropriate units.
Pupils record the measurement inappropriate in a graphic organiser.
Observing
Communicating
Measuring and usingnumbers
Use and handle scienceapparatus and substances
Store science apparatus
Stop watch
Measurement
Pupils should learn :
1.7 Realising theimportant of usingstandard units.
Pupils :
•
Choose and use the appropriatetools to measure the volumes of liquids and masses of theingredient in a recipe.
• Give reasons for any differencesin the dough prepared by pupilsusing the given recipe.
• Conclude the need for usingstandard unit.
Pupils are shown a piece of playdough made earlier by teacher andask to prepare their own play doughusing the given recipe.
Based on the given recipe pupilsdiscuss what tools to use for measuring the ingredients and how tomeasure.
Pupils make the play dough bymeasuring the ingredients using themeasuring tools and units that theyhave chosen.Pupils feel the texture of the doughand give reasons for any difference in
their dough as compared to the playdough prepared by the teacher.
Pupils conclude that standard unitsare needed for accuracy andconsistency.
Observing
Communicating
Making inferences
Measuring and usingnumbers
Use and handle scienceapparatus and substances
Clean science apparatus
Store science apparatus
Dough
Texture
Accuracy
Knead
Ingredient
Mixture
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THEME: C. Investigating Materials
Learning Area: 1. Properties of materials
Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils should learn :
1.1 understanding theproperties of materials
Pupils :
• classify objects into groupsaccording to the materials theyare made of.
• Identify materials that conductelectricity.
• Identify materials that conductheat.
• Identify materials that float onwater
• Identify materials that absorbwater
• Identify materials that can bestretched.
• Identify materials that allow light
to pass through
• State what a conductor is
• State what a insulator is
• Conclude that a good conductor of heat is also a good conductor of electricity
Pupils are given various objectsmade of wood, plastic, metal, glass,or rubber and group them accordingto the materials they are made of.
Pupils test objects made of wood,plastic, metal, glass, or rubber to findout if there :a) Conduct electricity.b) Conduct heat.c) Float on water
d) Absorb water e) Can be stretched.
f) Allow light to pass through
Pupils record their findings in agraphic organiser.
Discuss what conductor and insulator
are.
Based on the graphic organiser,pupils conclude that a good heatconductor of electricity.
Observing
Communicating
Classifying
Defining operationally
Use and handle scienceapparatus and substances
Clean science apparatus
Store science apparatus
Material
Conductor
Insulator
Metal
Heat
Float
Absorb
Stretch
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Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
• Classify materials based on their abilities to allow light to passthrough
• State what a transparent material
is
• State what a translucent material
is
• State what a opaque material is
• List uses of transparent,translucent and opaque materials.
Pupils carry out activities to testdifferent materials such as wood,plastic, metal, glass, or rubber to find
out their abilities to allow light to passthrough
Based on the above activities, pupilsclassify materials into 3 categories,i.e.Transparent materials that allowsmost light to pass through.
Translucent materials that allow somelight to pass through.
Opaque materials that does not allowany light to pass through
Pupils study and discuss the uses of transparent, translucent and opaquematerials.
Observing
Communicating
Classifying
Defining operationally
Use and handle scienceapparatus and substances
Clean science apparatus
Store science apparatus
Material
Allow
Transparent
Translucent
Opaque
Pupils should learn :
1.2 Applying the knowledge of properties of materials ineveryday life.
Pupils :
• Suggest way to keep things cool
• Suggest way to keep things hot
• Design an effective way to keepthings hot or to keep things cool
Pupils observe models or view videoto see the structure of a polystyrenecontainer or thermos flask tounderstand how they work.
Pupils discuss and suggest ways tokeep things cool, e.g. keeping cooldrinks for picnic.
Pupils discuss and suggest ways tokeep things hot, e.g. keeping hotdrinks for picnic.
Pupils carry out activities to test their suggestions.
Pupils discuss to conclude the bestway to keep things hot or to keep
Observing
Communicating
Making inferences
Use and handle scienceapparatus and substances
Clean science apparatus
Store science apparatus
Keep
Cold
Hot
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things cool
Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils should learn :
1.3 Synthesising the
knowledge about uses of materials based on their properties.
Pupils :
• List objects and materials that
they are made of.
• Give reasons why particular materials are used to make anobject.
• State that materials are chosen tomake an object based on their properties.
• Design an object for a specific
purpose and give reasons whycertain materials are used tomake it.
Pupils study objects List objects andmaterials that they are made of.
Pupils suggest reasons why particular materials are used to make an object.
Pupils discuss that different materialshave different properties which aretaken into consideration whenchoosing materials to make an objecte.g. metal and glass are use to makea pair of glasses.
Pupils Design an object for a specific
purpose using the materials of their choice and justify why they choosethe materials.
Observing
Communicating
Making inferences
Properties
Materials
Metal
Glass
Pupils should learn :
1.4 Knowing the importance of reuse, reduce, and recycleof
Pupils :
• Give examples of naturalmaterials.
• Give examples of man-madematerials.
• State that man-made materialscome from natural materials.
• Give reasons why materials needto be conserved.
Pupils observe and classify objectsaround them into :Objects made of natural materials,
i.e. wood, soil, metal, leather,cotton, fur, rubber and silk.
Objects made of man-madematerials, i.e. plastic andsynthetic cloth.
Pupils discuss that man-madematerials come from naturalmaterials.
Pupils conclude that we need toconserve materials because man-made materials and natural materialsare limited and may be used up isthere is no effort to conserve them.
Observing
Communicating
Making inferences
Conserve
Natural materials
Man-made
Reuse
Recycle
Reduce
Wood
Metal
Cotton
Rubber
Silk
Leather
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Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
• Practise reusing, reducing andrecycling to conserve materials
Pupils carry out activities about ,reducing and recycling of materials
throughout the year.
Pupils should learn :
1.5 Understanding that somematerials can rust.
Pupils :
• Differentiate between a rustyobjects object and non-rustyobjects.
• Conclude that objects made of iron can rust.
• Design a fair test to find out whatfactors that cause rusting bydeciding what to change, what toobserve, and what to keep thesame.
Pupils observe a rusty nail and a nailwithout rust and tell the different.
Pupils observe object around theschool and classify objects as :
a) Rustyb) Non-rusty
Pupils discuss to conclude thatobjects made of iron can rust.
Pupils carry out activities toinvestigate the factors that causerusting, i.e. presence of air and water.
Observing
Communicating
Classifying
Making inferences
Making hypotheses
Controlling variables
Experimenting
Interpreting data
Use and handle scienceapparatus and substances
Clean science apparatus
Store science apparatus
Rusty
Non-rusty
Iron
Pupils should learn :
1.6 Understanding that rustingcan be prevented
• State the different ways to preventobjects from rusting.
• Explain how these ways canprevent rusting.
• Explain why it is necessary to
Pupils observe objects around theschool compound and suggestdifferent ways to prevent rusting.
Explain how these can ways preventrusting iron from coming into contactwith air and water by coating iron withpaint, oil, grease or non-rustingmaterials.
Pupils discuss the advantages of
Observing
Communicating
Making inferences
Grease
Paint
Oil
Advantage
preventing
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prevent rusting. preventing rusting.
THEME: D. Investigating The Earth and The Universe
Learning Area: 1. The Solar System
Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils should learn :
1.1 Understanding the Solar System.
Pupils :
• List the constituents of the Solar System.
• List the planets in the Solar System in a sequence.
• State that planets move around
the Sun.
Pupils study a models or viewsimulation of the Solar System.
Pupils discuss the constituents of theSolar System.
Pupils simulate to demonstrate therelative distance of the planets in theSolar System.
• Pupils discuss that all the planets
in the Solar System move aroundthe Sun.
Observing
Communicating
Solar System
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
NeptunePluto
Pupils should learn :
1.2 Understanding the relativesize and distancebetween the Earth, theMoon and the Sun
Pupils :
• State the size of the Sun relativeto the size of the Earth.
• State the size of the Earth relativeto the size of the Moon.
• State the relative distance fromthe Earth to the Sun compare tothe relative distance to thedistance from the Earth to theMoon.
Pupils compare the size of a sago, aglass marble, and a basket ball toshow the relative size of the Earth,the Moon and the Sun.
Pupils discuss to estimate how manytimes the Sun is bigger than theEarth and how many times the Earthis bigger than the Moon.
Pupils gather information to estimate
how far the Sun is from the Earthrelative to the distance of the Moonfrom the Earth.
Pupils discuss and conclude that thedistance from the Earth to the Sun is400 time the distance from the Earthto the Moon.
Pupils stimulate/build models to show
Observing
Communicating
Sago
Support lives
Absence of water
absence of air
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relative size and distance of the Sunand the Moon from the Earth.
WeeksDates
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils should learn :
1.3 Appreciating the perfectplacement of the planetEarth in the Solar System.
Pupils :
• State why certain planets are not
conducive for living things.
• Predict what will happen if the
Earth is placed much nearer or farther from the Sun.
• Conclude that the Earth is the
only planet in the Solar Systemthat has living things.
Pupils gather information about theplanets about planets in the Solar System.
Pupils discuss how the distance of aplanet from the Sun affects how hotor cool it is.
Pupils discuss to relate hot or cold aplanet is to its ability to support life.
Pupils discuss to predict what willhappen if the Earth is placed muchnearer or farther from the Sun.
Pupils discuss other factors thataffect other planet’s ability to supportlive e.g. absence of water andabsence of air.
Observing
Communicating
Predicting
Living things
Earth
Sun
Solar System
THEME: E. Investigating Technology
Learning Area: 1. Technology
Pupils should learn :
1.1 Understanding theimportance of technologyof everyday life
Pupils :
• State that there are limitations tohuman’s abilities to do things.
• Identify device used to overcome
Pupils test their abilities, e.g.
a) Try to memories a telephonenumber and then try to memoriesanother 5 telephone numberswithout writing them down.
b) Try to jump as high as possibleand touch the ceiling
c) Try to read the same writing fromdifferent distance.
Pupils discuss the limits of their abilities.
Pupils view video to see how
Observing
Communicating
Making inferences
Memories
Device
Abilities
Limitation
Magnifying glass
Overcome
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Week Learning Objectives
human’s limitations.
Learning Outcomes
technologies are used to overcomehuman’s limitation.
Suggested Learning Activities Notes/Vocabulary
Explain how certain devices areused to overcome human’slimitation.
Pupils discuss and give other examples of human’s limitation andways to overcome them, e.g.
a) Unable to see the fine details onan object. This can be overcomeby using magnifying glass or microscope
b) Unable to speak loud enough for someone far away to hear. Thiscan be overcome by usingmicrophone, megaphone or telephone.
c) Unable to walk for long distance.This can be overcome by riding abicycle or travelling by car, train,ship or aeroplane.
Pupils should learn :
1.2 Understanding thedevelopment of technology
Pupils :
• Give examples of development of technology.
• Recognise the needs to innovateor invent devices for thebetterment of mankind.
Pupils gather information and createfolio about the development of technology in the fields of :a) Communicationb) Transportationc) Agricul tured) ConstructionE.g. in communication thedevelopment of technology fromsmoke signal to drum, telephone,walkie-talkie, cell phone, andteleconferencing.
Pupils give reasons on the need toinnovate or invent devices for thebetterment of mankind.
Observing
Communicating
Making inferences
Communication
Transportation
Agriculture
Construction
Innovate
Invent
Betterment
Mankind
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils should learn :
1.3 Synthesising howtechnology can be used
to solve problems
Pupils :
• Identify problems they encounter in their daily life
• Generate ideas to solve theproblems identified.
• Design a device to solve theproblems identified.
• Demonstrate how the deviceinvented can be used to solve theproblems identified.
Pupils discuss and list the problemsthat they encounter in their daily life
Pupils carry out brainstormingsession on how to solve the problemsidentified.
Pupils design and make device tosolve the problems identified.
Pupils present their innovation to theclass.
Observing
Communicating
Encounter
Solve
Device
Invented
Pupils should learn :
1.4 Analysing that technology
can benefit mankind if used wisely
Pupils :
• State that technology hasadvantages and disadvantages.
• Conclude that technology canbenefit mankind if used wisely.
Pupils discuss and list the advantageand disadvantages of technology tomankind.
Pupils hold debates on topics relatedto technology.
Pupils make a conclusion from thedebate that technology can benefitmankind if used wisely.
Observing
Communicating
Advantages
Disadvantages
Benefit
Wisely
REVISIONFINAL YEAR EXAMINATION
26
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