Unit 1:
How a Scientist Works
Content
Topic
Learning Objectives
Knowledge
Skills
Types of
Looking at Observe the
equipment
features of
things in
found in the
Laboratory
the
laboratory
Laboratory equipment
includes
beakers,
measuring
cylinders,
Bunsen
Burners,
Test-tubes.
The functions
Draw some
of some of
of the
the
equipment
found in the equipment
found in the
Laboratory.
Laboratory.
The functions
Draw some
of some the
equipment
found in the safety
equipment
laboratory.
found in the
fire
e.g
extinguisher, Lab.
fire bucket,
fire blanket,
etc.
Understanding
Equipment differ
in structure and
this is related to
their functions
Attitudes
How Various
Laboratory
equipment are
used.
Show due
care of
handling
apparatus
materials
before use.
Show care Safety equipment
of handling and functions.
Hazards:
some
safety
✓ Flammable
gases, liquids
equipment.
and solid.
✓ Electricity
Maintenance
and dangers.
How various
safety equipment
are used e.g fire
extinguisher , fire
blanket etc.
Activities/Materials/Strategies
Evaluation
Areas of Integration
Plan and arrange an exhibition of
science equipment.
✓ Name items
✓ State the function
✓ State the materials they
are made from
Can students
identify
laboratory
equipment?
Art
Drawing
Identify some ways to handle
and care for the equipment.
✓ Group work Presentation
of report
Can students
match
equipment and
the functions?
Language
Reporting
Art
Drawing
Demonstration of the use of
some safety equipment.
Demonstration of the use of
Burners or spirit lamp
Identifying Flame colours.
Can students
Art
Drawing
identify some
safety
equipment in
Life Skills
the Laboratory?
✓ Safety in home
and environment
Identify Fire
Hazards &
Electrical
Hazards.
I
Drawings of
laboratory
equipment e.g
Measuring
Cylinder, Beaker,
funnel, Bunsen
Burner, Test —
tube, Conical flask,
Petri dish, Tripod
Stand,
Thermometer
Some Laboratory
equipment and
functions of each.
1
1 opic
Learning Objectives
Knowledge
Understanding
Skills
Demonstrate Incorrect skills Solve simple
•
correct ways result in
everyday problems
....
• 1-..............
accuracy
of using a
1111111Giai
ruler/ metre
measurement
ruler/ tape
easure.
Identify /
Lnil.W uh, of
Mit of
length.
Content
Attitudes
Appreciate that
it •is worth
...t.:1_
\N
.....
um Lo
measure
accuracy.
The SI Unit for Other units can be
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it,1161..,a 16 incite
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,
ifij u li) iiiCiAzav
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Place the eye and Compare estimated lengths with
•
instrument
measured lengths.
_ ...i. .....:
'
grauumions In
the correct
, positive when
nsing the micr,
metre ruler, tape
measure.
Observe the differences of Units
The instrument
LiSCti 1.0 iii abtifC
(m) identify I length e.g. mm,
State the SI
cm, km
unit of length.
Other units can
be used to
measure length
ActivitiesfiviateriaisiStrategies
Evaluation
Areas of Integration
Language
Discussion on
the needs for
accurate
measurement.
.
Life Skills selecting an
• p
.
USU
ig riiler e.g. 111111, LIT!, MILE.
dpplupitaic will, WI
measuring an object.
length is a ruler I
metre ruler.
All,
V11.13
km.
F.xpinin the
conversion of
units for
measuring
length.
The unite of
Measuring
length/height
in the metric
system are
1 cm = 10mm
1 cm =1/100
100cm = im
1000m =1 km
1000mm = lm
.A pprecinte that
conversinn of
smaller to larger
the conversion smaller/larger
units and vice
of unit length is units and vice
versa.
versa mm, cm, m, important in
km. Conversion of every day 'Life.
imperial to metric.
Crinvercion of
collie problems.
rn students
solve problems
involving
conversion
f, • . ..i,
kasing a viol&
sheet)?
Mathematics
Problems
involving conversion.
4
Topic
Measuring
Mass
Learning Objectives
Skills
Knowled le
Define Mass
Define Mass
Estimate the
mass of objects
in the Lab or
classroom
Measure the
mass of objects
using a variety
of balances I
scales.
✓ Identify
the SI
Unit for
mass
Mass can be
measured using
balances.
SI Unit for Mass is
Kilogram (Kg)
✓ Identify the SI
Unit for mass
✓ Other units can
be used to
measure mass
e.g. g, cg, mg
etc.
Units for measuring
mass in the Metric
System are:
lg = 10mg
100cg = ikg
1000g = lkg.
Explain the
conversion of units
for measuring mass.
Content
Understandin :
The importance
of Standard
Units. Reason
for the use of
balances.
Attitudes
Appreciate
that accurate
measurement
of mass is
very
important in
our daily
lifes.
Appreciate
The difference the
importance of
between
accurate
estimated
results and scale measurement
in our daily
readings.
lives.
Conversion of
mg, cg etc.
Smaller/Larger
units.
Appreciate
that the
metric system
is easier to
use and is an
international
standard.
Activities I Materials I
Strategies
Mass- amount of Group work
matter in an
✓ Record estimation
object.
of mass
Measurement of
mass by
estimation.
The instrument
used to measure
Mass is a
balance.
Group work record
measurement of mass of
objects in appropriate
units.
Evaluation
Areas of Integration
Estimate mass of
objects?
Language
Discussion
Measure Mass using
balances?
Home Economic
weighing ingredients as
per recipe
Make accurate
conversions?
Mathematics
✓ Problems
involving
conversion.
SI Unit for Mass Investigate the various
is Kilogram (Kg) types of balances used in
the laboratory lever,
electronic triple beam
lever, spring.
Conversion of
smaller to larger
units and vice
versa.
cg — g
lbs to kg etc.
Solve problems
Unit 2:
Measuring in Science
Learning Objectives
Knowledge
Skills
Design and
Measuring
construct
an
Mass
improvised
balance.
Define
Define
Measuring
Temperature Temperature? Temperature?
Estimate
temperature
of cold and
warm water
using hand /
finger.
Content
Topic
Measuring
temperature
of cold and
warm water
using
Thermometer.
The Thermometer
measures how hot
or cold a
'
substance is
Understanding Attitudes
Willingness to
share ideas
Reason for the
use of a
thermometer
Appreciate the
accuracy of the
measurement of
temperature and
unreliability of
the senses.
Temperature —
how hot or cold
a substance is.
Addition of heat
to a solid, liquid
or gas raises its
temperature.
The difference
between
estimated
results and
accurate reading
Appreciate the
thermometer is
a useful
invention.
Melting of ice is
0°C and water is
100 ° C.
✓ The human
body
temperature
✓ Temperature
of the
environment
Activities/Materials/ Evaluation
Areas of Integration
Strategies
Assignment construct Can students make an Industrial Arts/ Art and
an improvised balance. efficient balance?
Craft Constructing an
efficient balance.
Record Estimated
Temperature
Estimate
Temperature of cold,
warm water and the
environment?
Record Measurement Manipulation
of Temperature of cold equipment and make
and warm water using accurate readings?
appropriate units.
Topic
Learning Objectives
Knowledge
Skills
State the SI
K can be
converted to °C
unit used to
and vice versa.
measure
temperature.
Kelvin (K) is
the S.I unit for
temperature
but (° C)
degree
Celsius is
more
commonly
used. °F is
another unit.
The parts of a
Draw and
label the Parts thermometer
of
Thermometer
Content
Understanding
Appreciate the
importance of
checking unit of
measurement
used in
equipment.
Attitudes
0°C = 273 K
°C = (K — 273)
K = (°C + 273)
Take care and
use of the
Thermometer
with the
necessary
precautions
I
Conversion of K
to °C and vice
versa.
The thermometer
is made of a
glass tube with a
narrow hole
(bore), scale,
stem liquid and
bulb. The liquid
expands on
heating and
contracts on
cooling suitable
liquids for
thermometers
Activities/Materials/
Strategies
Make accurate
conversion.
Draw and label the
parts the thermometer.
Investigate and
compare the various
properties of liquids
use in the
thermometer.
Evaluation
Areas of Integration
Mathematics
conversions
Home
Economics/Life
Skills Units of
temperature on
thermostats
Can students compare Art
the properties of
Drawing
various liquids used
in the thermometer?
7
Topic
Measuring
Volumes of
Liquids
Learning Objectives
Knowledge
Skills
Construct and Liquids can
expand or
use an
contract.
improvised
thermometer
Volume is
Measure
amount of space
volumes of
liquids using occupied by a
the measuring substance.
Volume of liquid
cylinder.
is measured in
cubic units using
Measuring
Cylinder.
Demonstrate
the correct
ways of
measuring
volumes of
liquids.
Design and
Construct a
Measuring
Cylinder
I Use to
measure
Volume.
The use of a
Measuring
Cylinder
Content
Activities/Materials/ Evaluation
Areas of Integration
Strategies
Report on how it was Construct thermometer
constructed
efficiently using
improvised materials?
Willingness to
use the metric
system
Volume of
liquids — the
quantity of
space a liquid
occupies
Perform
Measure and
measurements of
manipulate equipment
volume of liquids in a efficiently?
variety of containers
(provide different
shapes of containers)
Appreciate the
importance of
accurate
measurement.
Read and record
the level of the
lower minscus
Ensure the
measuring
cylinder is on a
level surface.
Record and Compare
Report. The results
of the various
measurements.
Discussion
Understanding
Attitudes
Willingness to
The principle by
share
ideas
which improvised
thermometer works.
Incorrect skills can
influence results.
Why certain
Appreciate the
importance of
materials are used
in the construction improving in
of the measuring
Science.
cylinder. How
surface area and
volume relate to the
properties of the
state of matter
Home Economics
Liquid components of
recipes — Measurement
Estimations shape and
perception of space
occupied.
_
.
Design and Construct
a measuring Cylinder.
8
Unit 2:
Topic
Measuring
Volumes of
Solid
Measuring in Science
Learning Objectives
Knowledge
Skills
Regular solids
Identify and list
have definite
some regular
shapes.
solids found in
Lab, Classroom
compound
✓ Construct
simple
regular solids
Volume is the
✓ Measure
Volumes of measurement
regular solids of space in
constructed. cubic unit.
e.g. cubes,
cuboids,
cylinder etc.
Collect and
Irregular
observe irregular solids do not
have definite
solids
shapes
Demonstrate the Volume is
displacement
determined by
method of
the amount of
irregular solids
space an
object
occupies.
Activities/Materials/
Strategies
Identify and list some
Regular solids
regular shaped objects
include, cubes,
cuboids cylinder etc. in the classroom/ lab /
compound.
Content
_ Understanding
Attitudes
Evaluation
Areas of Integration
Can students identify
regular Solids?
Group work
Volumes of regular
solids can be
calculated using
measurements and
formulas.
Volume of irregular
solids can be
measured.
Appreciate the
importance of
Volumes in
daily life.
Volume of
Cube =1 x 1 x 1
Volume of
cuboid =1 x b x h
1= length
b = breath
h = height
Irregular solid e.g a
stone a piece of
bottle.
Displacement
Method or Eureka
can (over flow)
method.
Volume of cylinder
= 2-Tirh (r= radius
Use Measurement
recorded to calculate
volume of solids
constructed using
formulas
Solve problems on
volumes?
Collect and observe
irregular solids
Identify irregular
shaped?
Demonstrate
Displacement Method
for irregular shaped
object. Read record
and Calculate
measurement of
volume.
Find volumes of
irregular shapes
using the
Displacement
Method.
Mathematics
Volumes of regular
shapes.
Mathematics
Solution of problem
on volume.
9
Unit 2:
Measuring in Science
Learning Objectives
Knowled g.e
Skills
Define Area
Measuremen Define Area
Area is the
Name
regular
t of Area
shapes e.g
measurement of
Square, circle, surface in square
units.
triangle,
rectangle.
Define Area
Measure
length and
Area is the
measurement of
height of
regular shapes surface in square
using a rule / units.
metre rule.
Calculate the Define Area
Area is the
area of the
shapes using measurement of
measurement surface in square
recorded.
units.
Content
Topic
Measuring
Time
Define Time? Define Time?
Estimate time
in seconds for
specific action
e.g running
from point A
— point B in
classroom
Understandin g.
The metre rule
can be used to
find area of
regular solids.
Attitudes
What is area?
Record Measurements
Appreciate that Measurement
of regular shapes
which must be
technology
makes abundant taken to
the use of area. calculate areas of
specific shapes.
Area of shapes
Square =1 x 1
Rectangle =1 x b
Area can be
calculated using
formulas.
The importance
of accuracy and
standardization
Activities/Materials/
Strategies
Name regular shapes
Time is the
interval between
two events /
periods.
Circle = 7 x r 2
Triangle = 1/2 B x H
Estimate time in
seconds of specific
actions
Evaluation
Areas of Integration
Can students measure Mathematics
area?:
Area of regular shapes
Make accurate
measurements?
Calculate areas from
recorded
measurements of the
shapes using
formulas.
Calculate areas? Solve
problems using formulas?
10
Topic
Measuring
Time
Learning Objectives
Skills
Knowledge
Measure the
The SI unit for
time taken for
time is second
specific
(S).
activities using
a stop clock I
The stop
watch / timer
clock/watch is
the instrument
used for
measuring time.
60 s = 1 minute
(m)
60 minutes = I.
hour (h)
24 hour = 1 day
Explain the
conversion of
units for
measuring time
Content
Understanding
Other units can
be used to
measure time
e.g. minutes
(m), hours (h),
and days.
Conversion of
smaller units to
larger units and
vice versa.
Attitudes
Appreciate that
time must be
used effectively
because it call
not regained.
Minutes, hours
and days are
internationally
accepted as
practical units.
Hours and
minutes are
separated by a
colon, followed
by the symbol
for hour e.g.
16:00 h, in the
24 — hour time
system using the
stop clock I
watch I timer.
Activities/Materials/
Strategies
Measure the time taken
for the activity
previously done
(estimated) using a
stop clock I watch I
timer.
Record and compare
results.
Evaluation
Areas of Integration
Can students:
Measure accurately
and record time in
seconds?
_
Home Economics
Timing the preparation of
meals and other activities.
Life Skills
Time Management
Solve time using time
in s, m, h?
Mathematics
Problem solving.
Solve problems given
in a worksheet
Conversion of
the units of time,
smaller to larger
and vice versa.
11
Unit 3:
Life
Learnin Ob'ectives
Knowledge
Skills
All
living things
Characteristics Observe,
of living things Manipulate, carry out process
of life referred to
Draw,
as characteristics
Predict,
of living
Evaluate,
organisms.
Record
Topic
The environment
must be cared for
so that life and
species can be
conserved.
There are
different types of
environments in
which organisms
are found.
Activities/Materials/
Strategies
Understanding Attitudes
The
Activity:Show due
Each of the
characteristics
care and
characteristics
• Observations of
of life are:
is important in respect for
living and nonmovement,
maintaining the living
living things in the
organisms.
growth,
life of the
environment.
nutritionlfeedin
organism.
• Recording where
g, respiration,
things were found
excretion,
and what they were
sensitivity,
'doing'.
reproduction.
• Noting that there
Distinguish
were various
Careful ways of
between living
environments —
and non-living Takes care to handling the
land, water, air.
organisms and
maintain the
things.
• Using hand lenses
environment their
to observe.
environments.
so that
® Reporting,
organisms are
Discussion of
not harmed.
characteristics and
careful handling.
Willingness to
• Completion of
share ideas
tables, sketches and
and work
descriptions in
together.
files/notebooks.
Content
Evaluation
Areas of Integration
_
• Can students use a
hand lens correctly
to observe
organisms in their
environments?
• Can students list
organisms in their
correct habitats?
• Were students able
to record activities
of organisms in
order to link them
with characteristics?
• Were they able to
name and define
characteristics of
living organisms?
• Were they able to
complete files with
sketches showing at
least two visible
features for each
organism?
Agricultural Science
Plants and animals
Social Studies
Care of the environment
Art/Craft
Drawing of organisms
Language
Reporting
12
Lice
1..) lilt J.
upiu
T
_ _
~ri'
r1~in
0111113
T
;Auk:tug zit
organisms in
:Liar
environment
•
- 111_2
-A.!
JuearriiiiE uujectives
A
IGUIILCIII
1I 1
1111
U
'
Ooserve,
i iii. riaffies of
Record. Draw plants and
1
community.
Some animals,
.....
Organisms can
be grouped into
two kingdorris.
Use of the
environment
with dua vArf.
and
consideration
for all
organibiub.
b ULtid
be handled
carefully
because they
can cause harm.
if
I.
• 1 /
In
I •
allial,1011
Areas of integration
0114 icgica
iknimais differ
from plants.
i-ba
•k•
111:1,1VILICSIIVIALCITdIS/
Show concern
for
i. the habitat
of
organisms.
ii. safety of
organisms.
T
-
Living wings zu e
ETOUDS as plants and
1
11 1,1;reliel 1 0 1, CS
/1 sVi's fll di Lo
Activity:
Identification of a
wi 'is
+st n.r
1.
SLULICHLS ,-
•
rl
physical characteristics animals.
and mode of life.
Rrl
ecocingin
i. Plants are usually
tables, diagrams/
green
dravving.
lib
• Noting
stationary (fixed in
characteristics
soil), may be large
and of varied
Reporting
forms and shapes,
make use of
Distlission
simple, mineral
food materials; do
not seem to react
quickly.
••
Animals are any
colour, definite
shapes .rid sizes,
moving, very
sensitive, use
organic food; tend
to be more
complicated than
plants.
•
oincervnt;ralz
iihz,ziflontinn cyr
using tables,
diagrams and
drawings?
living things.
Mathematics
Icuognize
Recording ill
organisms can be
gyouped as plants
and animals?
•
Agricultural Science
re.cnrri Arilirntply
list
i•
•
1 abler.
Language
Written and oral
reporting
cnirnp of the
distinguishing
characteristics of
„i nrci n nil A
-
1../ALUIL,
A rt./I-1 ,a+
1 11U U1ClAL
Drawing
animals?
• recognize that the
environment has a
wide variety of
organi sms?
13
1
T
lr • P
• • All
LIIe
unit
rir .......
n
T7._
MIRO II ICtigt
MIIS
X
kduilvt urig,
storing arid
classifying
:Observe,
Plait, nesien,
ortYnnIgir,
D a,nrri
ivicuityulaw,
TIrow
communicate
n+b,:f;ne/Min+nrnlqic/
.1.461,:ii
Content
earrii;"Aim.
needed for
colleetine and
storing living
organisms
Items used in the
IT— —
uuun tanuulig
Different
U.L6a1113111,1
require different
kiwis of
equipment to
maintain their
life.
nrricrintnt;nv,
11I i1
and small
involved in
collecting,
storing and
preserving a
flowering twig
Itid small
animals.
Organisms are
classified
according to their
characteristics.
— - - -- - - - pitA,.ZbZ,cb
Ritengpi7ing
distinguishing
features of
Areas of
I
rtuntiueS
011 441101wA140
.1
„ n.tvearil• n+a L11.,
Tna nimcwri
L
Dir,„„..,„„- ffl.
run chirlonIQ-
frit%
111 ,1175
LIISALW
1.1
F'%"'""
fWI selecting and I or
, making the
Qtrroiriqe choic,- of
equipment.
Methods of
collection of
organism.
1 114.1111.1.11/5 1,1 .L1V1UL
I
,,
Methods of
MA-in eauiprnent
selecting equipment.
nrecervatinn of
inifnar
9fion
,111(111.110
c..aiant
JVIVVL
equipment needed
thr the field trin
Pepirting
9
Industrial Arts
explain how the
Field trip.
Consider the safety of organisms.
1,11, La,
•
nowt:Hug Lwig
atimnls.
I
Evaluation
equipment was
Making equipment
the
environment.
.uALcrnal
Wn 1 ingrleSQ tO avoid
rlacci-Fying
the unnecessary
killing of organisms
organism.
......
used in
that
.Apprerinte
some
parts of organisms,
e.e. leaves and fruits
can be collected
without harming the
organism.
nrgranicmq.
,
Willingness to share
ideas in classifying
organisms.
J_
A -.4
icciLiiib : cu LI
report
preserve a flowering
twia7
•-0-
External features
used in
classifying
orgraniSMS
constructing keys
preserved and
class discussion.
displayed?
Construction of
keys for
classification.
Drawing
--
Class discussion.
preserve a small
Preserving organisms animal?
storing organisms.
display preserved
organisms?
Examining external
features, recording
explain how
features, drawing,
classifying organisms organisms are
Construction of
keys for
classification.
Inal.
Social Studies
Group work
Care of environment.
Constract a key to
classify at least five
or anisms?
14
Unit 3:
Topic
Life
Learning Objectives
Knowledge
Skills
Observe,
a) Grouping /
record, draw,
Classifying
classify,
Organisms
according to communicate
their
structure
- Plants
Types of flowering
and non-flowering
plants.
Features of leaves,
roots and seeds of
monocotyledonous
plants.
Content
Activities/Materials/
Strategies
Understanding
Attitudes
Reasons for similarities
and differences between:
i. flowering and nonflowering plants.
ii. Monocotyledonous
with
dicotyledonous
plants.
Field Trip Oral
Demonstrat Types of plants:
questioning class
Flowering,
with
e an interest i.
discussion.
examples
in caring for
Non-flowering,
with
ii.
the
Making charts I poster.
examples
organisms
in our
Reporting
environment
Evaluation
Areas of
Integration
Can students:
record accurately
observations made
using tables,
sketches and
diagrams?
Agricultural
Science
Compare
i. Flowering
and nonflowering
plants?
ii. Monocots
and dicots?
Mathematics
Design charts and
poster showing
classification of
plants?
Classification
of living
things.
Recording in
Tables.
Language
Written and
oral reporting
Art/Craft
Drawing
15
Unit 3:
Life
Learning Objectives
Knowledge
J Skills
Names of
b) Grouping I Observe,
record,
draw,
organisms
Classifying
belonging to the
Organisms classify,
according communicate five classes of
vertebrates.
to their
structure
Names of warm
- Animals
and coldblooded
animals.
Content
Topic
Understanding
The features
which
distinguish the
five classes of
vertebrates and
which are
associated with
the
characteristics
of life.
How cold and
warm blooded
animals adapt to
changing
temperature of
environment.
Attitudes
Appreciate that
there are
variations
among
organisms.
Demonstrate an
awareness that
there are
dangers
associated with
certain
organisms.
Activities/Materials/
Strategies
Field trip group work
presenting written I
oral field trip report.
Classes of
vertebrates and
their
distinguishing
features as they Discussion
relate to
characteristics of
life.
Cold and warm
blooded animals
and their
adaptations
Evaluation
Areas of Integration
Can students:
identify and classify
vertebrates according
to their external
structure?
relate features of
vertebrates to
characteristics of life?
explain how cold and
warm-blooded
animals cope with
changes in
environmental
temperature?
16
Unit 3:
Topic
b) Grouping /
Classifying
Organisms
according
to their
structure
- Animals
Life
Learning Objectives
Skills Knowledge
Names of organisms
belonging to the main
groups of invertebrates:
• Coelenterates
• Arthropods
• Molluscs
• Worms
Names of organisms
belongs belonging to subgroups of invertebrates:
• Coelenterates e.g.
jelly fish
p
• Arthropods
- i nsects, e.g.
butterfl y, mosquito
- arachnids, e.g.
sider
p , tick,
sco rpion
- ceruleans, e.g. crab,
shrimp, lobster,
prawn
- myriad pods, e.g.
centipede,
millipede
Activities/Materials/
Strategies
The main groups Field trip
and sub-groups of Group work
Presenting written and
invertebrates.
oral field
Trip report
The
distinguishing
features of the
Use of preserved
main groups and specimens in lab and
charts
sub-groups of
invertebrates.
Discussion
Examples of
organisms
belonging to the
sub-groups of
invertebrates and
their modes of
life.
Content
Understanding
This great variety
among organisms.
There are
distinguishing
features which
place organisms
into main groups
and sub-groups.
Organisms are
found in a variety
abitats.
of habitats.
Some organisms
are parasitic and
disease causing.
Attitudes
Appreciate that some
organisms provide
food for humans
harvesting and must
be well managed.
Examples of
organisms which
provide food for
humans
Evaluation
Areas of
Integration
Can students:
recognize organisms
and place them in
their groups and
sub-groups of
invertebrates?
state the habitats of
the organisms found
in the sub-groups of
invertebrates?
give examples of
parasitic
invertebrates?
give examples of
disease-causing
invertebrates?
give examples of
invertebrates used
foe food by
humans?
17
Unit 3:
Topic
b) Grouping I
Classifying
Organisms
according
to their
structure
- Animals
Life
Learning Objectives
Knowledge
Skills
• Molluscs e.g.
snails, slugs,
squids
• Worms
- Flat worms
e.g. tape
worm, blood
fluke,
planarian
- Round worms
e.g. hook
worms, thread
worms
- Segmented
worms, e.g.
earthworm,
leech.
Content
Understanding
Attitudes
Activities/Materials/
Strategies
Evaluation
Areas of Integration
18
Unit 3:
Topic
Adaptations
of structures
in plants
Life
Learning Objectives
Skills
Knowledge
The features of plant
Observe,
draw, record in relation to
nutrition
i. Photosynthesis
ii. Transpiration
Plants build their
own food by
photosynthesis.
Content
Understanding
The specific
features of an
organism are
related to
specific
functions.
Photosynthesis
is a food
producing
process for all
Transpiration is loss organisms.
of water vapour
from leaves.
Transpiration is
loss of water
vapour from
leaves.
Attitudes
Appreciate the
External features of
value of
plant in relation to:
specialisation to i. Its made of
the organism's
nutrition by
survival
photosynthesis
(roots, upright
serial or stems,
Appreciate the
leaves)
role of plants in ii. Transpiration
producing food
(numerous,
for all
broad, flat
organisms.
leaves)
Appreciate that
soil must be
well-water for
photosynthesis
and
transpiration.
The importance of
photosynthesis in
food production for
all life forms.
The role of
transpiration in
providing water for
photosynthesis.
Activities/Materials/ Evaluation
Strategies
Displaying a variety Can student:
of plants.
- correctly label
diagram of
Discussing common
external features of
features shown by
plants?
plants.
- list the features of
Relating features to
plants related to
photosynthesis and
i. photosynthesis
transpiration.
ii. transpiration
Areas of Integration
Agricultural Science
Plants
Language
Reporting
Social Studies
Group work
Field trip presenting
and discussing field
trip report.
Demonstrate that
leaves store food
(starch)
Demonstrate that
leaves give off water.
-
-
state the
importance of
photosynthesis for
all organisms?
Art/Craft
Drawings
explain the
importance of
transpiration?
19
Unit 3:
Topic
Adaptations
of structures
in animals for
feeding,
movement
and protection
Life
Learning Objectives
Knowledge
Skills
Observe, draw,
record,
compare,
investigate
The features
shown by
animals for
Understand•ng
Attitudes
The specific
features shown by
an organism are
related to specific
functions in its
made of life.
Appreciate the
value of
specification to
the organism's
survival.
Content
Activities/Materials/
Strategies
External features of
animals related to the
particular
characteristic:
1. feeding
- mouth parts,
e.g. beaks,
teeth, proboscis
- feet with claws
ii. movement
- limbs on land,
water
- wings in air
- fen, tails in
water
iii. protection
- swift moving,
limbs, wings,
fins
- external
coverings
- sensitivity I
sense organs
- sharp teeth and
claws
- camouflage
Display of exhibits of
animals
1 Evaluation
Can students:
label features of
animals related
to a specific
function,
discussed
(feeding /
movement I
protection)?
Field trip
Report on trip.
Discussion of
adaptation shown for
each characteristic.
Areas of
Integration
Language
Reporting
Social Studies
Group work
Art/Craft
Drawings
list the features
of animals
related to
feeding it
movement I
protection?
- draw features of
animals related
to feeding /
movement /
protection?
.
20
Unit: 3: Life
Structure and Function of Floral Parts
Topic
Learning Objectives
Knowledge
Skills
Examine a large
Structure
and Function chart with
drawings of
of Floral
hibiscus and
Parts
yellow bell
flowers showing
structure.
Dissect various
flowers.
Observe the four
whorls of typical
flower.
Draw and label
parts of the
flower.
Record
observations
Identify four
main parts of
a variety of
flowers.
State the
function of
each part of
the flower.
Identify male
and female
parts of
flowers.
Content
Understanding Attitudes
Relate the parts
of the flower to
their function.
Show how the
arrangement of
male and
female flower
parts enables
the flower to be
a reproductive
organ.
Flowers came
in various sizes,
shapes and
Identify
flowers with colour but they
are all
male parts
only and those important to
with female
reproduction in
flowering
parts only;
plants.
also those
with both
male and
female parts.
Appreciate the
aesthetic value
of flowers in the
environs.
Demonstrate
care in
removing
flower plants so
as not to
damage the
flower or plant.
Appreciate the
need to care for
flowers since
their role in
reproduction is
so important.
Flowering plants
have flowers as
their main
reproductive
organs.
The main parts
of a typical
flower are :
Sepals: Protect
the flower while
in it bud.
Petals: Have
colour scent and
a nectary at their
base. Nectary
produces nectar.
1. Carpel:
Female sex
organ — each
carpel
contains one
ovule.
Activities/Materials/
Strategies
1. Teacher —
directed study of
large chart
diagrams.
2. Out door activity
collecting variety
of flowers.
3. Dissecting
flowers collected
and examining
parts.
4. Drawing a section
of flowers and
labelling parts.
5. Examine
arrangement of
flower parts.
6. Discussing
function of each
part of flower
especially male
and female
structures.
Evaluation
Areas of Integration
Can students:
Language -
1. List ten words
associated with
flower structure?
—1
1 Spelling
I Sentences using
vocabulary
I Reporting
2. Identify parts of a
flower on a
specimen?
3. Draw and label
flower parts
correctly?
4. Match labels to
parts of flower on
a large drawing?
5. Match Structure
and functions?
21
Topic
Learning Objectives
Knowledge
Skills
Content
r
Understanding
Attitudes
Carpels that are
fused together
are known as
Pistil.
Stamens: Male
sex organ.
Function of
2. Petals —
attract
pollinators
to flower.
Activities/Materials/
Strategies
Evaluation
Areas of Integration
7. Recording
observations in
notebooks and
8. Summarizing
functions.
Recording in a
table — Name of
plant, number of
petals, sepal,
anthers, carpels /
pistil.
3. Sepals —
protect the
unopened
flower bud.
Pistil — female
part of flower
made up of
stigma — the
sticky part to
receive pollen,
style — a slender
part joining
22
Topic
Learning Objectives
Knowledge
Skills
Content
Understanding Attitudes
Activities/Materials/
Strategies
Evaluation
Areas of Integration
4. Stigma to
ovary.
Ovary where
ovules are
formed.
Stamen — male
part of flower
made up of
anther where
pollen grains are
formed filament
— the stalk to
which the anther
is attached.
23
Unit: 3
Topic
_
Pollination
and
Fertilization
Fruit and Seed Formation
Learning Objectives
Knowledge
Skills
Define pollination,
Examine
fertilization.
specimens and
observe pollen
grains under
Describe the part
microscope/ hand pollinators play in
the transfer of
lens. Also
observe dissected pollen.
ovary with
Describe wind
ovules.
pollination.
Observe
Explain selfpollinations at
pollination and
work.
cross pollination.
Examine
specimens of
Describe how
growing fruit e.g. pollen reaches the
ovule to cause
✓ Pumpkin
fertilization.
from the
Describe the
flower and
growth of ovules
Record
observations. into seeds and
development of
ovary into a fruit
after fertilization.
Content
Understanding
Understand that
flower
structures are
adapted to
ensure that
pollen gets into
contact with the
ovule.
Understand that
fertilization is
the process that
precedes fruit
and seed
formation.
Understand that
ovaries develop
into fruits with
the ovule/s
becoming
seeds in the
fruit.
Attitudes
Appreciate that
plants depend on
animals
✓ Interdependenc
e Appreciate
the importance
of pollinates to
humans farmer
Activities/Materials Evaluation
/ Strategies
Pollen grains
Practical activity Quiz on the two
contain male sex using microscope or process — pollination
cells. Each ovule hand lens to observe and fertilization
contains a female pollen. Dissecting
Can students:
sex cell
ovaries to observe
✓ Define
pollination?
Pollination is the single ovule or many
transfer of pollen ovule or many
✓ Define
from anther to
ovules. Drawingb
fertilization?
stigma.
from specimens.
✓ Distinguish
Fertilization is the Defining terms and
pollination from
joining or fusing explaining processes
fertilization?
of the male sex
in groups. Reporting ✓ Explain how we
cell with the
group work.
get fruits from
female sex cell.
Recording
flowers?
Flowers may be
observations /
✓ Relate flower
pollinated mainly explanations.
structure to
by pollinators —
method of
Discussing in groups
pollination?
insects, birds and and reporting group
✓ Describe role of
by the wind
findings.
pollinators?
plants may crosspollinate or selfpollinate.
The ovary
develops into the
fruit with the
ovules becoming
the seeds.
Areas of
Integration
Language —
Writing reports
24
Unit: 3
Topic
Fruit 'nd
Qoairi
dignercal
Fruit and Seed dispersal
Learning Objectives
Knowledge
LITL1111:3
Draw sections Define dispersal.
of ciiffereni
Identity different
fraits to show Ifirids of fruit
arrangement observed.
Explain/describe
of seeds.
L
VISSeCi IfUILS
How L1111GIGIIL
to observe
parts of the
fruit. Draw
specimen.
Collect
various seeds.
Examine
specimens
and observe
shape, size
and external
featw-es.
Draw seeds
and label
basic
structures.
seeds are adapted
for wspeibtil.
State the function
of the basic
structures of a
seed.
Content
Understanding Aiiitudes
Understand that Appreciate
importance of
a fruit kty yiLao
seed dispersal.
is a developed
.11
ovary.
ni
,
Understand that appreciation of
+1,ct 1.1.1(.1.111
rtin;r1
the nee,' for
function of the variety in
plants.
1.6 Li1 frait
to the pliant is to Appreciate the
interdependence
protect the
SkiGUJr, any
disperse/scatter
them. Explain
why dispersal
VI seeds is
necessary
riS rd a life Qfl
VI F14.4114,
animals in
dispersal.
Cl
ACtiVitiPRIMAterialst
I Evaluation
iCihetiftlfT;a0C
1014 114.16 8alieor
,
11.411.)
rtrni Lan+
ViArLi.
and dispersal
seeds. The
tvn;Pnl fruit ;c
developed ovary
after fertili7ation
the structures of
varicus frlits are
adapted
disperse seeds.
Fruits may he
fleshy with
one seed
fleshy with
many seeds
dry fruits
with just
VI
:Alla
I
nTrynne
Tlanortina An
-
outdoor activity.
Practical — dissectinv
fruits collecting seeds.
drawing and labeling,
Recording
nbspr12tions from
Qn;'rinif.ns WidnEY
brief notes.
i esearchin g
exceptions.
1 false fruit
I
apple
I Cashew fruit
Can sitticients:
niarits' with fleshy
A
griculture
fruits and those with dry
fruits? List three ways
in. which seeds are seeds
are dispersed and give
one example of each.
Project — Make a
scrapbook showing nf
seeds.
various' if.ruits
VI
Fruits and
vegetables
Language
VI
Renort writing
V
Observing growing
seeds in a
ovary — pumpkin and
pod. Seeds
have
reporting what
happens to other parts
of the flower.
fentiffes that
Areas of
Integration
enable them
to be carried
away by
water, wind
or animal.
25
Learning Ubjectives
Knowledge
Skills
identify the main
Germination Draw and label
I diagrams showing Darts ()idle seed
of Seeds
and state their
parts of a seed.
i WA, WAAL
i Perform
experiment to
Classify seeds as
ninnnnot or dicot
deter e the
Describe stages of
conditions
m,ination.
necessary for
Compare growth
germination.
rttnrii■,,rTo
KL,L,Ln
- - - - Li
vi OVV.Ailibo
growing under
observations of
germinating seed different
conditions.
AN a daily basis.
Define
Measure
seedlings growing germination.
under different
conditions. Draw
and label stages
in the growth of
seedling
rnwiCarii.
'Topic
Understanding
Understand how
plants result
f.rom a
germinating
seed.
tinderstand that
certain
conditions are
necessary for
anti
OP-rrn'inqtinn
......
proper growth
41
01 WC
young
nlant/ceedlinci
A_ ttitude
Appreciate that
geminating
seeds and
seedling need
I special care and
attention in
I cultivation.
ActivitiestivintPri21R/
. ,,
ave,rill
in
niant;iron ned
e ,ster
inp
w
a nd
Light and warmth
win en:ihie the
seedling to growth
nroneriv.Stages of
germination include:
I Swollen seed
I Spilt test a
Emerging radicle
and nlem iile
Ffi-st foliage
appears
Cotyledons lo se
mass and
everitually fall.
Germination is the
Strategies
Teacher — led discussion
-lanning for experiment.
p
Observing seeds
germinating on a daily
basis and recording
observation sin table
form. Measuring
seedlings. Comparing
growth and making notes.
\I1(d
y
iviLuvwx. 1;fa rvnio
diagrams of flowing
n1ante
Evaluation
Areas of Integration
Agriculture
1. Listing 4
conditions
necessary for Watching plants grow
germinating. in seed boxes
2. Report on
observations Language
length of
Report -miting
time to
sprout
rate of
growth of
bean
versus
corn.
I Part of
seedling
that grew
fastest
final process in the
reproduction of the
-- the
flowering
five stages are:
1. Pollination
L. Fertilization
3. Seed
Formation
4. Seed dispersal
5. Germination
26
Topic
Reproductio
n without
Seeds
Learning Objectives
Skills
Knowled ..e
Plants that
Observe
plants
reproduce without
growing from seeds. Describe
roots, stems
some ways in
and leaves.
which new plants
Grow plants
can be grown
without seeds.
from roots,
Explain how
stems and
leaves.
mainly plants
Experiment
whether they have
with cuttings, flowers or not can
suckers,
be grown from a
bulbs, tubers, part of the
corms -original plants.
growing in
✓ Leaf, Stem,
boxes / pots.
Root
Define vegetative '
reproduction.
._.__
Understanding
Content
Activities/Materials/
Strategies
Evaluation
Areas of Integration
Many plants,
those that have
flowers or not
can reproduce
without seeds i.e.
by growing a
new plant from a
leaf, stem or root
of the parent
plant. Stems,
roots and leaves
are called
vegetative parts
and the use of
these parts to
produce new
plants is called
vegetative
reproduction.
Most vegetative
parts of plants
that produce new
plants also store
food for the
plant.
Practical Work
✓ growing plants
from stem cutting,
suckers, bulbs, root
and stem tubers,
runners, leaves.
Teacher assessment
of experiments —
✓ plant part placed
under appropriate
conditions.
✓ Entries of daily
observations.
✓ Evidence of plant
growth listing ten
plants that
reproduce
without seeds.
Language
Attitudes
Understand that Appreciate that
plants need care
plants can
at all stages of
reproduce
their growth.
without seeds.
Understanding
why food
storage organs
of plants are
used in
producing new
plants.
Report writing on
experiments
✓ in groups
researching seedless
fruits, sugar cane
planting, cultivation of
cassava, eddo
Report Writing
Agriculture
Transplanting
Making Scrap Book on
findings of Research
with picture,
specimens, and
drawings.
4es
27
Learnin Ob'ectives
Knowledge
Skills
Life Cycles of Examine large chart Recognize
stages in life
Vertebrates diagrams of life
cycles of five
cycles.
classes of
vertebrates.
Explain how
each type of
Observe changes in vertebrate is
the frog from egg — adapted for
tadpole — adult
reproducing
by
giving
frog.
birth flaying
Observe behaviour and hatching
of "yard fowl"
of eggs.
laying and hatching
of eggs. Observe
nesting practices of
common birds in
the neighbourhood.
Content
Topic
Observe household
pets — dogs and cats
caring for young
ones. Recording
observation
Presenting data in
graphical form.
•
Understanding Attitudes
Appreciate
Be aware of the
that
differences in
endangered
structure and
species must
function of
be cared for
reproductive
specially to
systems in
ensure a
various
continuation
vertebrates.
of the species.
Understanding
that when
Appreciate
organisms die,
young ones being the
significance
produced
of the changes
balances out the
numbers. If they that occur
die and no young during
ones are produced puberty in
humans.
they become
extinct.
Appreciate
that
most
Understand why
some animals lay animals
large numbers of produce
young that
eggs.
need lots of
care and
attention.
•
. Stages in the Life
Cycle of Humans
(mammals)
I Mating
• Gestation and
birth
I Infancy
• Childhood
I Adolescence
I Adulthood
2. Stages in Mammals
I Mating
I Gestation and birth
V Care/growth of
young
I Adulthood
3. Stages in Birds,
Fish and Reptiles
I Mating
Fertilization
I Laying and
hatching of eggs
I Growth of young
I Adulthood
4. Stages of Frogs
Egg—tadpole
Frog
Activities/Materials/
Strategies
Teacher — led
discussions.
Group work — making
chart, diagrams of life
cycles.
Evaluation
Assess project
I Number of
samples
Mathematics
VI
Project — make scrap
books with drawings,
pictures of growth
stages of humans,
household pets,
farmyard animals and
birds.
Areas of
Integration
Language
• Reporting
writing
VI
Headling in
report
Measurement
✓ Graphs
VI
Drawings
diagrams
I Information on
care of young
Observe birds nesting
and record observations.
View videos of animals
in the wild taking care
of their young.
Measure height of
students in class to
compare growth and
record in graphs.
28
Unit 3:
Topic
Life
Learning Objectives
Knowledge
Skills
Life Cycle of Use hand lens to
Invertebrates observe butterfly
1 Insects eggs on underside
of leaves.
Examine large
chart drawings /
diagrams of life
cycles of
housefly,
mosquito,
butterfly,
cockroach and
grasshopper.
Draw and label
stages in the life
cycles. Record
observations.
Observe mosquito
larvae in water.
Collect
caterpillars from
green leaves and
observe in
observation jars.
Content
Understanding
Understand that insects
grow and develop in
two main ways —
complete and
incomplete
metamorphosis.
Understand that insects
change a lot as they
Name the stages moult and grow into
adult. Understand that
of stages of
growth in the life the body structure of
insects does not allow
cycles.
them to give birth, they
start the cycle by the
laying eggs.
Identify complete
metamorphosis
and incomplete
from life cycle
diagrams.
Define
metamorphosis.
Activities/Materials/
Strategies
Attitudes
Appreciate
that a
knowledge of
the life Cycle
of some
insects can
aid us in
controlling
their growth
and numbers.
Appreciate
the need to
avoid having
stagnant
water in
containers.
Evaluation
Areas of
Integration
Investigate the areas where Can
Language
different insects lay their students:
eggs.
Group Work
1 list 10 Reporting
1 Listing insects with 3
insects
— stage cycle and
and
Social Studies
1household
divide
those with 4 — stage
into 2
pests
cycle.
groups
affect your
The cockroach and Defining terms. Discus
health
based
grasshopper have and report how humans
on lifecan use knowledge of life
a 3 —stage life
cycles?
cycle which is
cycles to control
called incomplete population growth of
insects. List usefulness of
metamorphosis.
the presence of certain
Cockroach
insects — bee and harmful
Egg
effects.
( egg
Use Resource person from
Ministry of Health to talk
about Mosquito Control.
nymph
adult
Insects like the
housefly, butterfly
and mosquito have
a 4 — stage Life
cycle which is
termed complete
metamorphosis.
•#
__________
29
Topic
Learning Objectives
Knowledge
Skills
Activities/lVlaterials/
Strategies
Content
Understanding Attitudes
Evaluation
Areas of Integration
Butterfly
Egg___
imago
larva
L2
pupa
30
Unit: 4
Topic
Mixing
substances
Mixing and Separating
Learning Objectives
Skills
Knowledge
Observe mixtures Define
Experimenting
mixture.
with mixtures.
Name and
Recording
identify
observations.
different
mixtures —
Manipulating
science apparatus solutions
suspensions
substitutes like
and colloids.
glass jars.
Give
Observe sugar
examples of
and water
the different
mixtures.
solution
1. plain solution Explain what
2. saturated
happens to
solution
some
j
3. sugar crystals substances
forming over when they
time as water dissolve in
evaporates
water e.g.
sugar.
State the
effects of
stirring and
heating in
mixing
substances.
Content
Understanding
Understand that
many
substances
which occur
naturally are
mixtures — airs,
sea water.
Understand that
mixtures are
reversible — i.e.
the original
substances can
be regained
Attitudes
Appreciate that
mixtures are
part of our
everyday lives
and can be very
useful.
Be aware of the
usefulness of
mixtures e.g
medicines
Activities/Materials/
Strategies
A mixture is a
Teacher — directed
combination of
activity
two or more
Experimenting with
substances. A
various mixtures —
mixture causes a
1. Salt and water
physical change
2. Sugar and water
in substances but 3. Salt and sand
it can be
4. Mud and water
reversed
5. Iron filing and
meaning that the
flour
original
✓ Making
substances can
mixtures
be regained.
✓ Stirring
Sugar dissolves
✓ Heating and
in water to form
observing effects
a sugar solution /
Recording
sugar water.
Because sugar
observations
dissolves, it is
Discussion and notemaking.
described as
soluble. The
Defining terms
sugar in the
Research household
solution is called substances to find out
solute and the
which are mixtures.
water is solvent,
that does the
dissolving.
Evaluation
Areas of Integration
Explain what happens Language
when sugar dissolves.
✓ Spelling
List 5 solutions, 5
✓ Reporting
suspensions and 2
colloids.
Assess definition of
terms in students own
words.
31
Mixing and Separating
Topic
Learning Objectives
Knowledge
Skills
Defining
solute,
solvent,
solution
soluble,
insoluble,
aqueous.
Content
T Understanding
Attitudes
Activities/Materials/
Strategies
Evaluation
Areas of Integration
When a substance does
not dissolve easily in
water it is said to be
insoluble.
Some insoluble
substances in powder
form when mixed with
water become suspended
in the water. Such a
mixture is a suspension.
Suspensions usually
settle out and form
sediment at the bottom of
the water. When sugar
and water are mixed the
solution is clear because
the sugar particles are
spread evenly throughout
the water. Suspensions
are cloudy.
32
Topic
Learning Objectives
Knowledge
Skills
Content
Understanding Attitudes
Activities/Materials/
Strategies
Evaluation
Areas of Integration
When powdered
milk is mixed
with water, the
milk particles
stay spread
through the
water and it does
not settle out. It
is neither a
solution nor a
suspension, it is
a colloid.
Mixtures could
be solid and
liquid, solid and
solid, liquid and
liquid, gas and
liquid, gas and
gas.
The solutions
containing water
are called
aqueous
solutions.
33
Unit 4:
Topic
Separating
Mixtures
Mixing and Separating
Learning Objectives
Knowledge
Skills
Manipulation of Name and
Identify
separating
methods of
apparatus
observing
separation.
demonstrations.
Identify and
Recording
name
observations in
different
tables. Observing equipment
safety in using
used to
heat source.
separate
Predicting results mixtures.
before using
Describe
apparatus to
different
separate different methods of
separating
mixtures e.g.
predicting
mixtures.
whether salt
Identify
solution would
appropriate
still be salty when method of
filtered.
separating
different
mixtures.
Content
Understanding_
Understand that
the nature of the
mixture often
determines the
method to be
used in
separation.
Understand that
a combination
of methods may
be used to
effectively
separate some
mixtures.
Attitudes
Appreciate that
separation
methods are
useful in the
home e.g.
sieving
Separation of
mixtures may be
carried out by:
✓ Sieving
✓ Filtering
✓ Evaporating
✓ Settling and
sedimentation
✓ Chromatography
✓ Distillation
Activities/Materials
/ Strategies
Experiments and
practical activities —
separating various
mixtures.
Evaluation
Areas of Integration
Assess manipulation
skills.
Explain what a
✓ tea — bag
separates.
✓ vacuum
cleaner.
Naming a method to
separate:
sand and sugar
mud and water
Language
Report writing
Teacher
demonstrations of
manipulating
apparatus.
Recording:
✓ Observations
✓ Procedures
Matching
Explain, discuss
methods of
separation and make
brief notes.
34
I In it:
S
Topic
Physical and
Chemical
Properties
Prnperties and Chancre
Learning Objectives
Skills
Knowledge
T
iSt nhvsicql
Use the
casuri to
s of
proertie
p
identify some some substances.
physical
nrInpri;e“,,z
of
"
substances
TNX! _
U_MW:
pilysica!
properties of
substances.
1110111MM-1N to
Define chemical
measure
boiling point,
freezing
points and
density of
some
substances.
properties of
substances.
rvmar;rlicril+
1111LAIL it/
uClcliiiliic
solubility and
electrical
conductivity
of substances.
List chemical
properties of
some common
substances.
Content
Understanding I Attitudes
Differentiate
I Use scientific
betweei;
terms to
physical and
describe
_
chemical
substances.
properties.
Store substances
appropriately in
ac,orri anc,with
their properties.
Physical
o me:ties of
substances
bliULLIU 111L,IULIG.
Evaluation
Activities/Materials/
Strategies
Using the senses of touch E Use of multiple
auu
rVuld
K
nrid structured
-- t
questions.
uescIiDC pnySleal
•
as such as
J1
hardness. smooth.riess.
Assessment of
colour, etc for a variety of
givuping
substances.
substances.
colours, density,
hardness,
solubility,
free7ing pnint,
Experimenting in groups
boiling point,
electrical
to determine which
conductivity, etc. substances:
* air soluble in
Differences
water/ethanol
between physical e conduct electricity
and chemical
properties.
111V GJLigaunit; unciink,at
properties of substances
ExperimPnting tn L.E.
a Cr ill
11,1; t1 111 (air
VLI1111115 Iii i6II,
Areas of Integration
mg kiviuw.
Industrial Arts:
Flectrieny
Assessment of
students' lab reports
based on their
accuracy of
Observing, Recording
and Reporting (ORR)
riatarrnina
4. A., A11.1.
reaction with ;;vatcr / acid,
physical
effect on litmus, effect of
properties of
heat, etc.
substances e.g
use the senses of
touch, sight to
identify hardness
and colour.
35
Properties aid ClianEe
Topic
11
Learning Objectives
cimit.
iiiii0Vviedge
061113
Content
4
uw......
;nae, 1 Attitudes
I in—lerst-vim
I Activities/Materials/
Stratevie
-,--
Evaluation
Areas of Integration
4
I Jona;
and
Chemical
Prope,.rt,.ies
Identify and
record Chemical
properties Af
—
some substances.
Measure hoilino
c and
R ecording
.and
freezing points of
substances using a
thermometer.
grouping substances
according to their
physical and chemical
properties.
Group substances
Chemical properties
n....r r.i;no to their
Of come substances
should inclutie:
Exnlaining how
substnnePq can hP
i
reaction v,ith -;r and
water, effect on
litmus paper, effect
of heat, etc.
stored in
their chemical
properties.
,
L- -• -1 --.1
pays1cm anu
chemical
properties
accordance
to
Relate physical and
chemical properties
to handling and
...,......,__
....c ,...1.-4-- --SLIJIagc U1 bUML4114C.
36
Properties and Change
Topic
Physical
and
Chemical
Learning Objectives
Knowledge
Skills
Define a physical
Carry out
change?
experiments to
demonstrate
physical changes. Give examples of
physical changes.
Carry out
experiments to
Define a chemical
demonstrate
changes?
chemical changes
Give examples of
chemical changes.
Content
Understanding
Distinguish
between
physical and
chemical
changes.
Attitudes
Use scientific
terms to
describe
physical and / or
chemical
changes.
Physical changes
include: change of
state, change of
temperature, etc.
Chemical changes
include: digestion of
food, burning wood,
paper, etc. mixing
elements and
compounds, heating of
some substances.
Experiments to
demonstrate physical
and chemical changes
e.g.
• Burning wood,
paper etc.
• Melting candle
• Boiling an egg
• Heating iron
filings and
sulpher
• Heating
sulpher,
naphthalene, etc
Activities/Materials/
Strategies
Experimenting to
show that physical
changes are
reversible e.g melting
of ice, candle, etc.
Evaluation
Areas of Integration
Oral questions
Home Economics:
Multiple choice
and structured
questions.
Relate physical and
chemical changes to
the preparation of
food.
Distinguishing
Assessment of lab
Social Studies:
between physical and report reports.
Chemical changes.
Industrial
Experimenting to
processes e.g
show that new
sugar, rice and
substances are
bauxite
formed when
industries.
chemical changes
take place.
• Protection of
materials through
Writing lab reports
oiling, painting,
for experiments done.
coating, etc.
37
Unit 6: Enemy and Matter
Topic
Forms and
Types of
Energy
Learning Ob j ectves
ectives
Knowledge
Skills
Set up and
Energy is the capacity of
manipulate matter to do work.
apparatus
All living need energy to
Record
perform life processes.
observations
Non-living things, e.g.
Interpret
machines, need energy to
observations work or function properly
Energy exists in various
forms.
All forms of energy are
inter-convertible.
The Law of Conservation
of Energy: Energy cannot
be created or destroyed.
Energy associated (Ep =
Ek) with motion is kinetic
energy; (EK), associated
with position is potential
energy (EP)
Content
Understanding
Energy is
conserved as it
changes from to
another.
The energy
changes which
occur in a
simple
pendulum
Ep = Ek
The energy
changes which
occur in other
processes and
how they apply
to daily life.
Attitudes
Willingness to
work together
and share ideas
about energy —
related issues.
Appreciate the
importance of
energy
conversions to
humans.
Activities/Materials/ Evaluation
Strategies
Circus of Energy
Can students:
Areas of Integration
Home Economics
Ep in foods = Ek in
Set up a pendulum and the work done by
Students carry out a
describe the
bodies.
variety of activities
conversion of energy
on energy interEp in fuels = heat for
Ep = Ek?
conversion, record
cooking.
observation and main
- carry out other
types of Energy 1
prescribed
Energy Interactivities and
Role of energy in conversions involved.
record
living and nonobservations
living things.
Teacher
demonstrations
- interpret these
Some Forms of
observations in
Discussions
energy —
relation to forms
potential, kinetic,
of energy and
light, heat,
inter-conversions
sound, electrical
of energy?
energy,
chemical, wind,
- Name foms of
water.
energy?
What is energy?
Inter-conversion
of energy law of
Conservation of
Energy.
Ep = Ek as
demonstrated in
the pendulum.
- Relate energy
inter-conversions
to daily life?
38
Unit 6:
Topic
Sources of
Energy
Enemy and Matter
Learning Objectives
Knowledge
Skills
Compile
information
on sources of
energy
Sources of
energy.
Understanding
Attitudes
Reasons for the
sun being the
primary source
of energy.
Willingness to
seek
information
and share
ideas with
others.
Sun is the
Primary source of
energy.
Distinguishing,
with examples,
between
Renewable and
renewable and
non-renewable
source of energy. non-renewable
source of
energy.
Types of energy
produced from
sources.
Uses of energy
produced from
sources.
Appreciate
the need to
conserve
energy,
especially
nonThe relationship renewable
between source source of
and types of
energy.
energy
produced
matching
energy sources/
forms with uses
of energy.
Content
Activities/Materials/
Strategies
Sources of energy — Sun is
primary source since it is
the energy of the sunlight
which is trapped by matter
and is converted to other
form of energy.
• Fuels e.g. oil, coal,
natural gas, propane
gas (LPG). Additional
/ optional Earth as
primary source of
geothermal, tidal and
nuclear power.
• Distinguish between
renewable and nonrenewable sources.
• Types of energy
produced from sources
and uses. wind power mechanical —
electricity, Sunlight —
radiation — electricity
Plants — Food
Wood — fuel
Biogas — fuel
May be set in advance as Can students:
a group research project. • compile
Clear headings for report
information
to be given, e.g.
on sources of
energy as
• What is meant by
outlined in
source of energy?
research
• What does primary
project?
source of energy
• distinguish
mean?
between
• List at least six other
renewable
sources of energy.
and
non• Discuss types and
renewable
uses of energy from
sources
of
the sun sources
energy?
• Discussion of
match
forms
•
research reports
of energy to
which may be done
their uses?
asgroup
• discuss
presentations.
importance of
• Discussion on
energy
renewable and nonconservation?
renewable sources
and need for energy
conservation.
Evaluation
Areas of Integration
Language
Reporting
Social Studies
Group Work
Home Economics
Electrical appliances
Management of
Resources
Social Studies
Use of resource
39
Unit 6: Energy and Matter
Topic
The
relationship
between
energy and
force
Learning Objectives
Knowledge
Skills
Set up and
manipulate
apparatus
-
Content
Understanding
A force is push or Energy and
pull on an object. force together
bring about
A force causes an actions such as
object to
moving or
stopping.
accelerate and
change its
A force exerted
position / or to
stop.
on an object
depends on the
Energy is needed amount of
energy applied.
for a force to be
applied.
A force is a
push pull where
as energy is
what is needed
for a force to be
applied.
Attitudes
Appreciate the
importance of
energy and
force in daily
life.
Activities/Materials/
Strategies
Activities: Energy can
Experiments to
make things happen
demonstrate
force and energy. • Force on inclined
plane.
Distinction
• Movement of
between force
paper spiral by
and energy
heat energy.
Convection
•
currents in liquid.
• Sling shot
(CARE)
• Electric motor
• Other suitable
experiments.
Evaluation
Areas of Integration
Can students:
Language
define force?
Reporting
Discussing
distinguish between
energy and force?
explain actions in
terms of energy and
force?
Home Economics
Boiling, heating of ovens
Electrical appliances, e.g.
blender with different
speeds
Recording of
observations.
Discussion of
activities.
40
Unit 6:
Topic
Matter its
nature
Enemy and Matter
Content
Learning Objectives
Understanding Attitudes
Skills
Knowledge
Nature of matter
Appreciate
Manipulate Matter is
that expansion • Matter has mass and
everything around
apparatus
of substances
us that can be
occupies space, has
on heating
observed by the
Observe,
particles
should be
senses (or
Measure,
• Properties of solids,
catered for
extensions of
Mass,
liquids, gases.
every day life. • Effects of heat on solids,
them — use of
Record,
instruments).
Interpret
liquids, gases. Expansion
• Relate the states of matter
Matter has mass
to the arrangement and
and occupies
energy of their particles.
space.
• When energy is supplied
to matter its particles move
Matter is divided
and occupy a larger space
into three
or volume.
categories or
• In solids,particles have
states: solids,
the least energy and are
liquids and gases.
tightly packed.
• In liquids, particles have
Matter consists of
move energy that solids
particles.
and are loosely arranged.
• In gases, particles have the
Mass is the
most energy and move to
amount of
fill their container
particulars in a
substance.
Activities/Materials/
Strategies
• Observations of a
variety of solids,
noting that they
have shapes,
volumes, mass.
• Observations of the
same liquid in
various vessels,
commenting on
shapes, volumes,
mass.
• Observations of
gases (e.g. air in
balloon / plastic
bag)
• Discussions
Experiments showing
Effects of heat on
matter.
Evaluation
Areas of Integration
Can students:
Language
define mass?
Communication
Reporting
explain the
Home Economics
differences in
properties of solids,
liquids, and gases? Life Skills
explain why
expansion occurs?
manipulate
apparatus to carry
out the various
experiments?
Expansion
Contraction in the
home.
record observation
accurately?
interpret results?
Expansion
Discussion
41
Energy and Matter
Topic
Learning Objectives
Knowledge
Skills
The total mass of
reactants in a
chemical reaction
is the same as the
Measure,
Mass, Record, total mass of
Observations products.
Set up and
Law of
Conservation Manipulate
apparatus
of Mass
Content
Understanding
Explain the
Law of
Conservation of
Mass in terms
of the total
number of
particles
remaining the
same.
Attitudes
Activities/Materials/
Strategies
The total mass of the Student activity/ Teacher
reactants is equal to Demonstration
the products.
• Measure solid
Suitable experiment
carbonate (2g)
Acid + carbonate
• Record mass of
--+ Salt + CO2
empty conical flask
• Record mass of flask
+ 1 00CM cm dilute
acid
• Add carbonate to
flask and quickly
attach a balloon to
the mouth of the
flask.
• Record weight of
apparatus during
reaction and other
observations
• When reaction is
complete, remove
the balloon and
record weight of
flask.
• Discuss observations
• Interpret results
3
Evaluation
Areas of Integration
Can students:
Mathematics
describe a
demonstration of
conservation of
mass?
Calculating masses
Language
Writing, Reading and
Discussion of report.
42
Unit: 7
Topic
The Solar
System
Our Solar System and Weather
Learning Objectives
Knowledge
Skills
List the names of
Draw and
label a
the planets of the
diagram of the Solar System.
solar system.
Name the furthest
Make a model and nearest planet
away from the
of the solar
sun.
system.
Demonstrate
rotation and
revolution of
the earth.
Match planets to
the number of
moons.
Content
Understanding
Discuss features
of the planets in
the solar system
e.g. size,
position, and
climate.
Give reasons
for planets and
satellites to stay
in orbit.
Distinguish
Name the largest between
Demonstrate: planet, the hottest rotation and
how night and planet and the
revolution.
day are
planet/planets
caused
Relate the
with life.
The length of
movement of
one day and
Name the force
the earth to:
one year.
that keeps planets • day and night
and satellites in
• length of a
orbit.
day and a
year.
Define rotation
and revolution.
Attitudes
Appreciate the
use of manmade satellites.
Awareness of
how night and
day are caused.
Activities/Materials Evaluation
/ Strategies
Names of planets of Names of planets of Multiple choice test
the solar system.
the solar system.
Assessment of:
Representation of the Drawing labelled
• drawing of the
solar system by
diagrams and
solar system
diagrams and models. making models of
• model of the
the solar system.
solar system
Description of the
• group
planets of the solar
presentation on
system e.g. their size, Role playing rotation
each planet.
position, climate,
and revolution of the
physical features,
earth.
number of rings, etc.
Presenting a report
Meanings of sun,
on the description of
each planet in small
star, planets and
satellites.
groups.
Areas of Integration
Art:
Drawing and making
models of the solar
system.
Language:
Reporting on the
description of planets
Math:
Solving problems
involving speed of
light and planets,
distances between
planets etc.
Gravity keeps planets Researching on how
and satellites in orbit man travels in outer
around the sun.
space.
Demonstrating how
night and day are
caused and the
length of day and a
year.
43
Our Solar System and Weather
Topic
Moon phases
and tides
Learning Objectives
Knowledge
Skills
Name the four
Draw
diagrams to
phases of the
represent
moon.
moon phases,
spring and
Name the force
that causes tides.
neap tides.
Make
observations
and
recordings of
the moon
phases driving
a month.
Match moon
phrases with
spring and neap
tides.
Give the angular
position of the
sun and moon to
the earth driving
Demonstrate
eclipses of the and spring tides.
sun and moon
Content
Understanding
Explain the
causes of the
four phases of
the moon.
Attitudes
Appreciate and The four phases of the
make full use of moon are:
the gifts of the
• New moon
moon phases
• 1 st Quarter
and tides.
• Full moon
Explain how
• Last quarter
spring and neap Appreciate and
tides are caused. make full use of Only the lighted
satellites.
portions of the moon
Discuss the
are seen, thus moon
relationship
phases are caused.
between the
earth and the
The gravity of the seen
moon as its
and the moon acting on
satellite.
the earth causes tides.
Describe the
moon.
Discus uses and
importance of
satellites.
Activities/Materials/
Strategies
Observing and
recording the phases
(shapes) of the moon
for 28 days.
Drawing diagrams to
represent moon phases,
spring and neap tides.
Matching moon phases
with spring and neap
tides.
Explaining how tides
are caused.
Evaluation
Areas of Integration
Assessment of
students' report
on moon phases.
Art:
Assessment of
demonstrations
and drawings /
diagrams.
Structured
questions.
Drawing to show moon
phases and tides.
Language:
Report on tides and
moon phrases.
Mathematics:
Calculation of number of
days between moon
phases.
Importance of satellites Discussing in groups
the uses and
include:
importance
of satellites.
• Scientific
investigation
• Navigation
• Communication
• Weather
investigation
44
Our Solar System and Weather
Topic
4
ta meravg
and Erosion
Learning Objectives
Skills
Knowledge
Measure and Define
weathering.
record the
temperature
irlatlf 1 :
1,1
of the
1,4V111,11:y VV 4.47
-1—
surrounding. which rocks ale
weathered
nemnnqtrnte
the effects of Define erosion.
water and
wind on soil.
? 4,1
.
V 111
Content
Understanding Attitudes
No.r.110c,
-4*
CLECLAJ Ul
crosier..
wnrenec:s fir
tenverature
cr.ange or tne
'1
. surronnAing
taa
Explain the
Appreciate that
effects of
floods; droughts sand I formed
due to the
and human.
weathering of
rocks.
Definition ..Feathering
and erosion.
e.g. Erosion is the a v‘i usy
of the enrth'q surface by
water or wind.
The use of the
thermometer to measure
the surrounding.
Activities/Materials/
Strategies
Measuring And
recording the
temperato_re of the
qui-rounding,
Demonstrating erosion
by wind and water.
Reporting on the
effects of weather or
and
humans in civil
effects of
causes
groups.
erosion eg. causes:
uncovered I bare surface,
trctua1/4,3
heat, etc.
and effects of erosion.
Effects of weather on
Writing, lepuit un
humans. a a tpilo
cannot fly during a
measurement of
weather e.g.
hurricane.
temperature.
tJ
Areas of Integration
Evaluation
milltiple choice
nd structures
-1--
TA4athemqics:
clutf,stic.ns.
i'vleas uremeiit
Assessment of
demonstrations, Geography
group report and I
or individual
• Weather and
report.
climate
• Weathering of
rocks
• Erosion
45
Mir
oa S
r te
ysm
iS
AJ l
V N
Topic
Water
and We ether
Learning objectives
Skills
Knowledge
Identify ways of
Draw the
water cycle.
purifying water.
Demonstrate 1 State the
some ways of importance of
purifying water.
purifying
water.
Activities/Materials/
Strategies
Ways of purifying Discussing and
demonstrating ways of
water include:
- boiling, filtering, purifying water.
Content
Understanding TAttitudes
Awareness of
Explain how
how water
water is
recycled and
recycled.
--44.1:-A
puiflicu.
TN:.
IMSCAlss
etc
+1.,
me
Be responsible Labelled drawing
and conserve on of the water cycle.
wntPr.
Explanation of the
Explain ways of
conserving
processes involved
in the water cycle.
water.
importance of
water.
A list of ways to
conserve on water
e.g.
- repair Af
broken pipes.
- turn off tans
riming the water
cycle.
Explaining how water
is recycled with the use
of a drawing.
Evaluation
Areas of Integration
Structured
questions.
Art:
Drawing of viater cycle
. Assessment of the
I Home Pronnmies:
thawing nf the
water cycle.
• water purification
. imnortance
of
--iwater
Geography:
Discussing ways of
conserving water in
small groups.
• Water cycle
Agricultural Science
• Water cycle
while hruchina
teeth or
soaping
surfaces.
46