Science+Yearly+Plan+Year+4

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Week LearningArea

LearningObjective

LearningOutcome

Suggested Learning Activities Skills

11. Livingthingshavebasicneeds

1.1Understandingthat humanshave basicneeds

a) Identify thebasic needs ofhumans.

b) Give reasonswhyhumans needfood,water, air andshelter.

a) Pupils view video that shows various footage related tothe basic needs of humans. i.e:i) A child/ family taking drinks and a balanced diet.ii) Movement of the chest of a sleeping baby.iii) Different types of houses.

b) Based on the video pupils discuss the basic needs ofhumans i.e. food, water, air and shelter. Pupils discuss that:i) humans need to eat/drink to help them grow and to stayhealthy.ii) Humans need air to breath.

iii) Humans need to protect themselves from danger, sunand rain.

c) Pupils discuss and explain what will happen if there isno food, water, air and shelter

SPS :- Obseving- Comparing- Relating- MakingInferens- Predicting

Remarks:

22. Livingthingshave

basicneeds.

1.2Understandingthat animals

basic needs.

Pupils:a) Identify thebasic

needs ofanimals.

b) Give reasonwhy

a) Pupils keep pets such as hamster or chick.

b) Pupils observe and record what they do to keep theiralive and healthy.

c) Pupils discuss why hamster or chicks are kept in a cageand not in airtight, covered container

SPS :- Observing- Interpreting

- Classifying- Predicting

MS :- Handle

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animals needfood,water, air and

shelter.

c) Describe typesofshelter foranimals.

d) Based on their records pupils discuss the basic needsofanimals. Pupils discuss that

i)animals need to eat/drink to help them grow and healthy.ii) Animals need air to breath.iii) Animals need to protect themselves from danger, sun,and rain.

e) Pupils study pictures or video and describe differenttypes shelter s or animals such as nests, caves, and holes.

specimenscorrectly andcarefully

Remarks:

31. Livingthings

havebasicneeds.

1.3understanding

that plantshavebasic needs

Pupils:a) Identify the

basicneeds of plants.

a) Pupil carry out activities to show the basic needs of

plants by comparingsimilar balsam plants kept in different conditions :- 1 watered, 1 without water.- 1 kept outdoor, 1 kept in a tight plastic bag.- 1 kept outdoor and 1 kept in dark cupboard.b) Pupils observe and record their daily observations.

c) Based on their records pupils discuss to conclude thatthe basic needs of plants are water, air and sunlight.

SPS :- Classifying

- Experimenting- Observing- Making Inferens- Interpretingdata- Controllingvariable

MS :- Use the handlescienceapparatus and

substancesRemarks:

2. Living 2.1 Analyzing Pupils: SPS:

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4 5 Thingsundergolife

processes.

life processesthathumans

undergo.

a) Explain thathumans

breathe.

b) Describe whatinhale is.

c) Describe whatexhale is.

d) Differentiatetheair that we inhaleand the air we

exhale.

e) State thathumans uselungs to breathe

f) Identify thepassage of airduring breathing.

g) Conclude thatnot all

individuals havethe same rate ofbreathing.

a) Pupils use their hand to feel the movement of theirchest as they breathe.

b) Pupils discuss to conclude that the movement of thechest is due to breathing.

c) Pupils discuss that when they inhale they take in air andwhen they exhale they give out air.

d) Pupils gather information and discuss that :- inhaled air has more oxygen than exhale air.- exhaled air more carbon dioxide than inhale air.

e) Pupils observe model or view video of human body to

see that the lungs is a breathing organ for humans

f) To identify the passage of air movement when humanbreathes

g) Pupils carry out activity to count the number of chestmovement in a minute.

- Observing- Conclusion- Communicating

- Comparing &Contrasting- Observing- Relating

Remarks:

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62. Livingthingsundergo

lifeprocesses.

2.1 Analyzinglife processesthat

humansundergo.

Pupils:a) State thathumans excrete

and defecate.

b) State theproducts ofhumansexcretion.

c) State theproduct ofhumandefecation.

d) Give reasonwhyhumans needexcrete anddefecate.

a) Pupils discuss to conclude that humans excrete anddefecate.

b) Pupils discuss that when humans :- excrete they produce urine, sweat and water.- Defecate they produce faeces

c) Pupils discuss that humans excrete and defecate to getrid of waste materials from their bodies.

d) Pupils discuss to infer the effect on health if humans donot excrete and defecate.

SPS:- Observing- Conclusion

- Communicating- Makinginference

Remarks:

72. LivingThingsundergolifeprocesses

2. Analyzing lifeprocesses thathumansundergo.

Pupil:a) State thathumansrespond tostimuli.

b) Give reasonwhyhumans respondto stimuli.

a) Pupils view video or carry out activities to show howhumans respondto stimuli. e.g. when touching a glass of hot water.

b) Pupils discuss to infer that humans respond to stimuli toprotectthemselves from danger or for survival.

c) Pupils draw family trees of their families for three

SPS:- Experimenting- Synthesizing- Comparing

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c) State thathumans

reproduce.

d) Predict whatwillhappen ifhumans do notreproduce.

generations. PupilsCompare each others diagram and conclude that humansproduce

offspring from one generation to another.

d) Pupils discuss what will happen if humans do notreproduce.

Remarks:

82. Livingthings

undergolifeprocesses

2.2 Beingaware

that behaviourcandisturb lifeprocesses

Pupils:a) Give example

ofhabits that bringharm to humanlifeprocesses.

b) State theeffects ofsmoking onlungs.

c) explain thattakingdrugs andalcohol can delay

a) Pupils discuss to identify bad habits in humans e.g.

smoking, drinking alcohol taking drugs.

b) Pupils look at picture or video of a smokers lungs anddiscuss the effects of smoking on lungs.

c) Pupils watch demonstration by teacher to observe theharmful substances produced when the cigarette is beingburned.

d) Pupils listen to the talk on smoking and health given byhealth officer.e) Pupils draw poster about the effects of smoking on

health.

f) Pupils view video to see the effects of drug and alcoholon human terms of the effects of delaying a personsresponse to stimuli e.g.

SPS:Hypothesis

Thinking SkillGenerating ideasPredicting

SPSObserving

Thinking SkillAttributing

Suggested topics

for the talk :a) Smoking andHealth

b) How Smoking

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a personsresponse tostimuli.

d) Participate inacampaign todiscouragesmoking, drugstaking andalcohol drinkingamong theirpeers.

- ability to walk in straight line- delayed reaction of an drunken driver- a driver high on drug can cause

Affects Health

Remarks :

9 102. LivingThingsundergolifeprocesses

2.3 Analyzingthelife processesthatanimalsundergo

Pupils

a) State thatanimalsexcrete

b) State thatanimaldefecate

c) Give reasons

whyanimals need toexcrete anddefecate

a) Pupils observe animals in science garden to concludethat animals defecate and excrete

b) Pupils discuss that animal excrete and defecate to getrid of waste product from their bodies.

c) Pupils discuss to infer the effects on health if animals donot excrete and defecate.

d) Pupils look at models or live specimens to see thebreathing structures of :i) BirdIi) FishIii) Grasshopper

SPSObserving

TSMakingconclusion

MSHandlespecimenscorrectly and

carefully

SPSMakinginferences

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d) State thatanimalsbreathe.

e) Identify thebreathingstructuresfor certainanimals

f) State thatbreathingstructures fordifferent types of

animals may bedifferent

Iv) CrabV) FrogF) Monkey

ObservingClassifying

Remarks :

112. Livingthingsundergolifeprocesses

2. 3 Analyzingthelife processesthat animalsundergo.

Pupils:a) State thatanimalsreproduce.

b) State thatsome animalsgive birth some

animals laysegg.

c) Classifyanimals

a) Based on the viewing of video/ models/ live specimenspupilsconclude that breathing structures for animals may bedifferent . Pupils view video showing animals giving birthand chicks hatching from eggs.

b) Pupils discuss to conclude that some animals give birth

some animals lays egg.

c) Pupils discuss to classify animals into those that layeggs and those that give birth to their young.

SPSObservingTSMakingconclusionSPSClassifying

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according to theway theyreproduce.

Remarks :


2.3 Analyzingthelife processthatanimalsundergo.

Pupils:a) Describe thelife cycles ofdifferentanimals.

b) Conclude thatanimals mayhave different

life cycles

a) Pupils observe animals such as butterfly, frog, hamsteror chicken from birth / eggs to adult. Pupils record thechanges in size/ form at the different stages of the lifecycles.

b) Based on their observations and record pupils discussto concludethat animals may have different life cycles.

c) Pupils make a scrap book on real animals as imaginarypets example :-Tiger, whale, lizard pangolin, bat, worm, snake. Pupils maywrite, draw or paste pictures on their scrap books to tellabout their pets.- What pupils have to do to keep their pets alive andhealthy.- Suitable home for their pets- Food for their pets- How their pets take care of their young- Life processes of their pets.

SPSObserving

SPS:Comparing

SPS:MakingConclusion

TS:Relating

MS:Use and handlescienceapparatus andsubstances

Remarks:

2. Living 2.4 Pupils: SPS:

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13 14 thingsundergolife

processes

Understandingthe lifeprocesses

that plantsundergo

a) State thatplantsrespond to

stimuli.

b) Identify thepart of plant thatresponds towater.

c) identify thepart ofplant thatresponds

to gravity.

Pupils;a) Identify thepart ofplant thatrespondsto sunlight.

b) Identify thepart ofplant that

respondsto touch.

c) State theplants

a) Pupils carry out activities to study how plant respond tostimuli i.e.water, sunlight, touch and gravity.

b) Pupils observe and record their findings.

c) Based on the above activities pupils discuss to identifythe part of plants that respond to stimuli:i) Roots respond to water and gravity.ii) Shoot respond to sunlight.iii) Certain leaflets respond to touch.

Pupils observe :

a) Begonia plants / Bryophyllum that have young plantsgrowing from the leaves.

b) Banana trees that have youngplants growing around the parent plants.

c) Water lettuce that have young plants attached toparent plants.

Observing

SPS:

Making InferencTS:Interpreting DataComparing

SPS:Observing

SPSMeasuring andusingnumbers

MSUse and handlescienceapparatus andsubstances

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reproduce totouch.

Remarks :

15 16


2.4Understandingthe lifeprocessesthat plantsundergo

Pupils:a) Explain whyplantsneed toreproduce.

b) Predict whatwillhappen to theworld

if plants do notreproduce.

c) Explain thevarious waysplantsreproduce.

a) Pupils carry out discussion based on their observationsthat plant reproduce.

b) Pupils watch picture / view video and discuss thatplants reproduce to ensure the survival of their species.

c) Pupils discuss and predict what will happen to the worldif plants do not reproduce e.g. no food supply for man andcertain animals.

d) Pupils study live specimens / view video to find out thevarious waysplants reproduce i.e. ;

i) Through Seeds E.G. Balsam, Corn And Durian,Ii) Through Spores E.G. Fern and Mushroom,Iii) Through Suckers E.G. Banana and Pineapple,Iv) Through Stem Cutting E.G. Hibiscus , Rose andTapioca,V) Through Leaves E.G. Bryophyllum and Begonia,Vi) Through Underground Stem E.G. Potato, Onion, Ginger

and Lily.

CTS :-GeneratingIdeas-MakingGeneralizations

SPS :

-Observing-Communicating

-Predicting-Observing

CTS :-MakingGeneralizations-Communicating-Visualizing

Remarks:

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172. Animalsand plantsprotect

themselves

3.1Understandingthat animals

havespecificcharacteristicsandbehaviour toprotectthemselvesfrom danger.

Pupils:a) identifyspecial

characteristics ofanimals thatprotectthem fromdanger.

b) Identifyspecialbehaviour ofanimals thatprotect them

from danger.

c) Describe howthespecialcharacteristicsand behaviour ofanimals help toprotect themfrom danger.

a) Pupils touch animals such as garden snails or millipedesand observe how they react to danger.

b) Pupils describe what they observe and give reasons forthe animals behaviour e.g. millipede curls up to protectitself from danger.

c) Pupils look at live specimen or collect information bylooking at picture or viewing video of various animals toidentify the characteristics andbehaviour of animals that protect them from danger.e.g.:

i) pangolins have hard scales to protect themselves fromenemies,ii) Bed bug have bad smell to repel enemies,iii) chameleons have the ability to change skin colouraccording to the surrounding,iv) Scorpions have stings to protect themselves fromenemies.

d) Pupils discuss and explain how the characteristics andbehaviour of these animals protect them from danger.

e) Pupils present their findings to the class.

SPS :-Observing-Communicating

-MakingInferences

MS :1. Use andhandlescienceapparatus andsubstances.2. Handlespecimens

correctly andcarefully.3. Drawspecimensand apparatus.

Thinking Skill :

- Comparing andcontrasting

- Relating- Making

inferencesRemarks :

2. Animalsand plants

3.2Understanding

Pupils:a) Identify a) Pupils view video of animals that live in very hot or cold

SPS :

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18 protectthemselves

that animalshavespecific

characteristicsandbehaviour toprotectthemselvesfrom extremeweather.

specificcharacteristicand

behaviour ofanimals thatprotectthem from veryhotor cold weather.

b) Describe howspecificcharacteristicand behaviour of

animals help toprotect themfromvery hot or coldweather.

weather.

b) Pupils list the special characteristics and behaviour of

animals and describe how these characteristics andbehaviour helpto protect them from very hot or cold weather e.g. :i) Rhinoceros keep their bodies cool by wallowing in mudholes,ii) Polar bears have thick fur to enable them to live in verycold weather,iii) Camels have humps on their backs to food and waterto enable them to survive in deserts.

c) Pupils present their findings to the class.

- Observing- Classifying- Measuring

- MakingInferences

MS :

- handlespecimenscorrectlyandcarefully- Draw specimenand

apparatus

TS :- Comparingand constrasting- Group andclassifying- Visualizing

Remarks :

192. Animalsand

plantsprotectthemselves

3.3Understanding

that animalshavespecificcharacteristicsand

Pupils:a) Recognize the

need or animalsto protectthemselves fromenemies andextreme weather

a) Pupils discuss that animals need to protect themselves

from enemies and extreme weather conditions to enablethem to survive.

SPS:- Classifying

- Observing-Communicating- Predicting- Making

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behavior toenablethem to

survive.

conditions.

b) Make a model

ofan imaginaryanimalthat can survivebothextreme weatherandenemies.

c) Give reasonswhy

models are builtinsuch ways.

b) Pupils design a model of an imaginary animal that canprotect itself from its enemy and extreme weather

conditions.

c) Pupils build their models and justify why models are builtwith certain characteristics.

Inference

Remarks:

202. Animalsandplantsprotectthemselves

3.4Understandingthat plantshavespecificcharacteristicto

protectthemselvesfrom enemies

Pupils:a) Identify thespecificcharacteristics ofplant thatprotectthem from

enemies.

b) Describe howthespecific

a) Pupils look at the pictures /view video of various of plantto identify special characteristics that protect these plantsfrom their enemies.

b) Pupils list the specific characteristics of plants.

c) Pupils describe how these characteristics of plants help

to protectthem from enemies. e.g. :

i) mimosas close their leaflets when touched,ii) papaya leaves produce latex to prevent them from

SPS:- observingclassifying- communicating- makinginference- making

hypothesis

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technique.

e) Recordlengths instandard units .

v) the circumference of any part of their bodies or roundobjects .

d) Record the measurements in a graphic organizer .

Remarks:

23Measurement

1.2Understandinghow tocalculatearea

Pupils:a) Compare asquareand a rectangleandguess which

objecthas a bigger area.

b) Carry out atest toconfirm theirguesses.

c) State thatarea =length x width

d) State thestandardunit for area inthe

a) Pupils compare object of different shapes such as asquare and a rectangle and guess which object has abigger area .

i) s square ( 4cm x 4cm )

ii) a rectangle ( 8cm x 2cm )

b) Pupils confirm their guess by filling the 4cm x 4cmsquare and 8cm x 2cm rectangle with 1cm x 1cm cardsand count the number of 1cm x 1cm cards used .

c) Pupils discuss to state the relationship between thenumber of 1cm x 1cm squares and the length and width ofthe above square m and square km .

d) Pupils calculate the area of any given square andrectangle in standard unit .

SPS:- observing

- Measuringusingnumbers

- Definingoperationally

- Communicating

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metric system .

e) calculate the

areaof a given shapeinstandard unit .

Remarks:

24 25Measurement

1.3Understandinghow tomeasurethe volume of

solid .

Pupils:a) Compare acup and a cuboidand guess whichone has a bigger

volume .

b) Carry out atest toconfirm theirguess .

c) State thatvolume = lengthx width xheight

d) State thestandardunit for solids inthe

a) Pupils compare 2 different object such as a cube and acuboid and guess which object has a bigger volume .e.g .i) a cube ( 4cm x 4cm x 4cm )

ii) a cuboid ( 8cm x 4cm x 2cm )

b) Pupils confirm their guesses by filling the 4cm x 4cm x4cm cube and 8cm x 4cm x 2cm cuboid with 1cm x 1cmx1cm cubes used .

c) Pupils discuss to state the relationship between thenumber of 1cm x 1cm x 1cm cubes and the length, widthand height of the above cube and cuboid .

d) Pupils discuss the standard unit for volume of solid inmetric system i.e . cubic mm , cubic cm and cubic m .

e) Pupils calculate the volumes of any given cubes andcuboids in standard unit .

SPS:- Observing-Measuringusingnumbers

-Definingoperationally-Communicating

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metric system .

e) Calculate the

volume of cubescuboids based onthemeasurementtakenin standard unit .

Remarks:

26 27Measurement

1.4Understandinghow to

measurevolume ofliquid

Pupilsa) State thedifferent

ways to measurethevolume of liquid .

b) State thestandardunit for volumeofliquids in themetricsystem .

c) Choose theappropriatemeasuring toolstomeasure the

a) Pupils discuss the different ways that can be used tomeasure the volume of a liquid such as using cup , the cap

of a bottle , beaker and measuring cylinder .b) Pupils discuss the standard unit for volume of liquid inmetric system i.e ml , and l .

c) Pupils choose the appropriate tool for measuring thevolume of a liquid .

d) Pupils discuss the correct techniques to take readings .i.e .i) taking the reading at the lowest part of the meniscus .ii) eyes must be at the same level as the

c) Pupils carry out activities to measure the volumes ofliquids using the correct techniques .

SPS:- Observing

-Measuring usingnumbers

-Definingoperationally

-Interpretingdata

-Controllingvariable

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volumeof liquid .

e) Measure thevolume of liquidusing the correcttechnique .

f) Record thevolumemeasured instandard unit .

d) Pupils record measurement in a graphicorganizer.

Remarks:

28

Measurement

1.5Understandinghow tomeasuremass

Pupilsa) State tools formeasuringmass .

b) State thestandardunit for mass inthemetric system .

c) Measure themassof an objectusing

a) Pupils study lever balance and discuss that it can beused to measure mass of various object .

b) Pupils discuss the standard unit for mass in metricsystem i.e . mg , g and kg

c) Pupils use tools to measure the masses of variousobject such as books ,pencil cases or school bags.

d) Pupils record the measurement in a graphic organizer .

SPS :- observing-Measuring usingnumbers-Definingoperationally-CommunicatingMS :-use and handlescience

apparatus andsubstances-store scienceapparatusCTS:

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the correcttechniques

d) Record themeasurementusingstandard unit .

-relating-comparing andcontrasting

Remarks:

29 30Measurement

1.6Understandinghow to

measuretime

Pupilsa) Identifydifferent

ways to measuretime.

b) State thatprocessesthat repeatuniformly can beused to measuretime .

c) State the

standardunit for time inthemetric system.

a) Pupils gather information about different ways tomeasure time.

b) Pupils discuss and conclude that a process that repeatsuniformly can be used to measure time .

c) Pupils observe the following processes :i) the swinging of a pendulumii) water drippingiii) pulse.

d) Pupils discuss why the above processescan be used to measure time .

e) Pupils discuss to choose and use appropriate tools andunits to measure time .

d) Pupils measure the time taken to carry out certainactivities using the correct tools and appropriate units.

SPS:

- Observing

-Measuring UsingNumbers- ControllingVariable-Communicating-MakingHypothesis

MS:-Use And HandleScience

Apparatus andSubstances-Store ScienceApparatus

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d) Identify toolsformeasuring time .

e) Measure timeusingappropriate tools.

f) Record thetimemeasured instandard unit

e) Pupils record the measurement in appropriate standardunit in a graphic organizer .

CTS:- Attributing-Relating

-Comparing andContrasting

Remarks:

31Measurement

1.7 Realizingtheimportance ofusing standardunits

Pupils:a) Choose anduse theappropriate toolsto measure thevolumes ofliquidsand masses oftheingredients in a

recipe .

b) Give reasonsforany differences

a) Pupils are shown a piece of play dough made earlierby teacher and ask to prepare their own play dough usingthe given recipe .

b) Based on the given recipe pupils discuss what tools touse for measuring the ingredients and how to measure .

c) Pupils make the play dough by measuring theingredients using the

measuring tools and units that they have choose.

d) Pupils feel that texture of the dough and given reasonsfor any difference in their dough as compared to the playdough prepared by the teacher .

SPS :- observing-Measuring usingnumbers-Controllingvariable- Makinginference

MS:

-use and handlescienceapparatus andsubstances-store science

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inthe doughprepared

by using thegivenrecipe .

c) Conclude theneed for usingstandard unit .

e) Pupils conclude that standard units are needed foraccuracy and consistency .

apparatus-clean scienceapparatus

CTS:- attributing-relating-comparing andcontrasting-makinginferences

Remarks:

32 33PropertiesOfMaterials

1.1Understandingthe propertiesofmaterials

Pupils:a) Classifyobjects intogroups accordingto the materialsthey are madeof.b) Identifymaterials thatconductelectricity.

c) Identify

materials thatconduct heat.

d) Identifymaterials that

a) Pupils are given various objects made of wood, plastic,metal, glass or rubber and group them according to thematerials theyare made of.

b) Pupils test objects made of wood, plastics, metal, glassor rubber to find out if there :i) Conduct electricityii) Conduct heatiii) Float on wateriv) Absorb waterv) Can be stretched

vi) Allow lights to pass through

SPS:- Observing- Classifying- Predicting

MS:- Handlespecimenscorrectly andcarefully.- Store scienceapparatus

TS:- Attributing-Grouping andclassifying

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float on water

e) Identify

materials thatabsorb water

Remarks:

34PropertiesOfMaterials

1.1Understandingthe propertiesofmaterials

Pupilsa) Identifymaterials thatcan be stretched.

b) Identifymaterials thatallow lightto pass trough.

c) State what aconductor is.d) State what aninsulator is

e) Conclude thata goodconductor

of heat is also agood conductorof electricity

a) Pupils record their findings in a graphic organizer

b) Discuss what conductor and insulator are.

c) Based on the graphic organizer, pupils conclude that agood heat conductor is also a good electric conductor

SPS:- Observing- Classifying- CommunicatingMS:- Drawspecimens andapparatus.

TS:- Comparingand contrasting.- Makingconclusions.

Remarks:

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35PropertiesOf

Materials

1.1Understanding

The propertiesofmaterials

Pupilsa) Classify

materials basedon theirabilities to allowlight to passthrough

b) State what atransparentmaterialis.

c) State what atranslucentmaterialis.

d) State what anopaque materialis.

e) List uses oftransparent,translucent and

opaquematerials.

a) Pupils carry out activities to test different materials such

as glass, wood rubber, metal and plastic to find out theirabilities to allowlight to pass through.

b) Based on the above activities, pupils classify materialsinto three categories e.g:i) Transparent material that allows most light to passthrough,ii) Translucent material that allows some light to passthrough,iii) Opaque material that does not allow any light to passthrough.

SPS:- Observing

- Classifying- Makinginferences

MS:- Drawspecimens andapparatus.- Storescienceapparatus.

TS:- Comparingandcontrasting- PrioritizingMakingconclusions

Remarks:

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36PropertiesOfMaterials

1.2 Applyingtheknowledge of

properties ofmaterials ineveryday life

Pupils:a) Suggest waysto keep things

cold.

b) Suggest waysto keep thinshot.

c) Pupils designan affective wayto keep thingshot or to keepthings cold.

a) Pupils observe models or view video to see the structureof polystyrene container or thermos flask to understand

how they work.

b) Pupils discuss and suggest ways to keep things cold e.g.keeping cold drinks for a picnic.

c) Pupils discuss and suggest ways to keep things hot e.g.drinks or food for picnic.

d) Pupils carry out activities to test their suggestions.

e) Pupils discuss to conclude the best way to keep thingshot or cold.

f) Pupils study objects and list the materials that theseobjects are made of.

g) Pupils suggest reasons why the materials are used tomake the objects.

h) Pupils discuss that different materials have differentproperties which are taken into consideration whenchoosing materials to make an object. e.g. metal and glassare used to make a pair of glasses.

i) Pupils design an object for a specific purpose using thematerial of their choice and justify why they choose thematerials.

SPS:- Observing- Classifying

- Communicating

Remarks:

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37

PropertiesOfMaterials

1.3Synthesizingthe knowledgeabout uses ofmaterialsbased ontheir properties

Pupils:a) List objectsand thematerials thatthey are madeof.b) Give reasonswhyparticularmaterials areused to make anobject.

c) State thatmaterials arechosen to makean object basedon theirproperties.

d) Design anobject for a

specific purposeand give reasonswhy certainmaterials areused to make it.

a) Pupils study objects and list the materials that theseobjects are made of.

b) Pupils suggest reasons why the materials are used tomake the objects.

c) Pupils discuss that different materials have differentproperties which are taken into consideration whenchoosing materials to make an object. e.g. metal and glassare used to make a pair of glasses.

d) Pupils design an object for a specific purpose using thematerial of their choice and justify why they choose thematerials.

SPS:- Observing- Classifying- Communicating- Interpretingdata

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Remarks:

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1.

PropertiesofMaterials

1.4 Knowing

theimportanceof Reuse,Reduce andRecycle ofmaterials

Pupils:

a) Give examplesof naturalmaterials.b) Give examplesof man-madematerials.c) State thatman-madematerials comefrom naturalmaterials.d) Give reasonswhymaterials needto beconserved.e) Practicereusing,reducing, andrecycling toconservematerials.

a)Pupils observe and classify object aroundthem into:i) Object made of natural materials i.e: wood, soil, metal,leather,cotton, fur, rubber, and silk.ii) Object made of man-made materials i.e: plastic andsynthetic cloth.

b) Pupils discuss that man-made materials come fromnatural materials.

c) Pupils conclude that we need conserve materialsbecause man-made materials an natural materials arelimited and may be used up if there is no effort to conservethem.

d) Pupils carry out activities about reusing, reducing useand recycling of materials throughout the year.

SPS:

- Observing

- Classifying- Makinginferences- Communicating

Remarks

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1.Propertiesofmaterials.

1.5Understandingthat somematerials can

Pupils:a) Differentiatebetween a rustyobject and non

a) Pupils observe a rusty nail and a nail without rust andtell the differences.

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rust rustyobject.

b) Identify objectthat can rust.

c) Conclude thatobject madefrom iron canrust.

d) Design a fairtest to find outwhat factorscauserusting bydeciding what tochange, what toobserveand what to keepthe same.

d) Carry out thetest and recordtheobserve the

observation

Pupils observe objects around the school and classifyobjects as:i) rusty

ii) non-rusty.

b) Pupils discuss to conclude that objects made iron canrust.

c) Pupils carry out activities to investigate factors thatcause rusting i.e: presence of air and water.

inferences- Controllingvariables

- MakingHypothesis -Definingoperationally

Remarks:

401.Properties

1.1Understanding

Pupilsa) State the a) Iron from coming into contact with air and

SPS:- Observing

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OfMaterials

the propertiesofmaterials

different waysprevent objectsfrom rusting.

b) Explain howthese ways canprevent rusting.

c) Explain why itisnecessary topreventrusting.

water by coating iron with paint, oil, greaseor non- rusting materials.

b) Pupils discuss the advantages of preventingrusting

- Comparing- Contrasting- Experimenting

- Makinghypotheses- Communicating- Predicting- RelatingInterpreting data

Remarks:

411.TheSolarSystem

1.1Understandingthesolar system

Pupilsa) List theconstituents ofthe SolarSystem.

b) List the planetin the SolarSystem in asequence.

c) State thatplanet movearound the sun.

a) Pupils study a model or view simulation of the SolarSystem .

b) Pupils discuss the constituents of the Solar System.

c) Pupils simulate to demonstrate the relative distance ofthe planet in the Solar System.

d) Pupils discuss that all the planets in the Solar Systemmove around the sun.

SPS:- Observing,- Relating-Communicating,- Making- inference

Remarks:

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42

1.TheSolarSystem

1.2Understandingthe relative

science anddistancebetween theEarth ,Moonand the Sun

Pupilsa) State the sizeof the Sun

relative to thesize of the Earth.

b) State the sizeof the Earthrelative to thesize of the Moon.

c) State therelative distancefrom the Earth tothe Suncompare to therelativedistance fromthe Earth tothe Moon.

a) Pupils compare the size of a sago, a glass, marble and abasket ball to show the relative size of the Moon, Earth and

Sun.

b) Sate the size of the Earth relative to the size of theMoon.

c) State the relative distance from the Earth to the Suncompare to the relative distance from the Earth to theMoon.

SPS:- Measuring andusing

number,Comparing andcontrasting

TS:- Prediction,visualizing- Using spacetimeRelationshipsequencing

Remarks:

1.TheSolarSystem

1.3Appreciatingthe perfectplacement of

theplanet Earth intheSolar System.

Pupilsa)State whycertain planetare not

conducive forliving things .

b) Predict whatwill happen if the

a) Pupils gather information about planet in the SolarSystem.

b) Pupils discuss how the distance of a planet from the Sunaffects how hot or cold it is.

c) Pupils discuss to relate how hot or cold a planet is to itsability to support life.

SPS:- Observing-Communicating,

- Predicting,- Makinghypothesis

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overcome by using magnifying glass or microscope,ii) Unable to speak loud enough for someone far away tohear. This can be overcome by using microphone,

megaphone or telephone.iii) Unable to walk for long distance. This can be overcomeby riding a bicycle or traveling by car, train, ship or aeroplane

Remarks:

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1.Technology

1.2Understandingthedevelopmentof technology

Pupils,

a) Give examplesof developmentof technology

b) Recognize theneeds toinnovateor invent devices

for thebetterment ofmankind.

a) Pupils gather information and create folio about thedevelopment of technology in the fields of :

i) communication,ii) transportation,iii) agriculture,iv) construction.

E.g. in communication the development of technology fromsmoke signal to drum, telephone, walkie-talkie, cell phoneand teleconferencing.

b) Pupils give reasons on the needs to innovate or inventdevices for the betterment of mankind.

SPS:- Observing- Communicating

Remarks

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45 46

1.Technolog

y

1.3Synthesizing

how technologycan be used tosolve problems.

Pupilsa) Identify

problems theyencounter intheir daily life.

B) Generateideas to solvethe problemsidentified.

c) Design thedevice to solvethe problemsidentified.

d) Demonstratehow the deviceinvented can beused to solvethe problemidentified.

a) Pupils discuss and list the problems that they encounter

in everyday life.

b) Pupils carry out brainstorming session on how to solvethe problems identified.

c) Pupils design and make devices to solve the problemsidentified.

d) Pupils present their innovations to the class

SPS:- Communicating

- PredictingMS1MS2MS3MS5

Remarks:

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471.Technology

1.4 Analyzingthat technologycan benefitmankind ifusedwisely.

Pupils :a) State thattechnology hasadvantages anddisadvantages.

b) Conclude thattechnology canbenefit mankindif used wisely.

a) Pupils discuss and list the advantages anddisadvantages of technology to mankind.

b) Pupils hold debates on topics related to technology.

c) Pupils make a conclusion from the debate thattechnology can benefitmankind if used wisely.

SPS:- Classifying

Remarks

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