SF4_LPLAN_TM1_TM8 1/1/04 12:05 AM Page TM1

Lesson Plan
Week Learning Outcome Learning Activity SPS/TSTS

CHAPTER 1: LIVING THINGS HAVE BASIC NEEDS

1.1 – Humans have basic Activity 1 • Communicating

needs Basic needs of humans • Relating
• Identify the basic needs of • Attributing
humans

• Give reasons why humans Activity 2 • Communicating

need food, water, air and
shelter
Water is important to humans • Relating
Activity 3 • Communicating
Food is important to humans • Relating
• Generating ideas

Activity 4 • Classifying
Classification of food • Predicting
• Generating ideas
• Relating

Activity 5 • Observing
Air is important to humans • Communicating
• Relating
• Attributing

Activity 6 • Communicating
Shelter is important to humans • Relating
• Attributing

1–10 1.2 – Animals have basic

needs
• Identify the basic needs of
Activity 7
Basic needs of animals
• Communicating
• Grouping and
Classifying
animals • Relating

• Identify the basic needs of Activity 8 • Communicating

animals Basic needs of animals • Controlling variables
• Relating
• Making conclusion

• Give reasons why animals Activity 9 • Observing

need food, air, water and
shelter
Basic needs of animals • Communicating
• Experimenting
• Predicting
• Relating
• Atttributing
• Making conclusion

Activity 10 • Communicating
Identify the breathing organs of • Comparing and
animals contrasting

• Describe different types of Activity 11 • Communicating

shelters for animals How animals protect themselves • Observing
from danger • Relating
• Attributing

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Week Learning Outcome Learning Activity SPS/TSTS

1.3 – Plants have basic needs Activity 12 • Observing

• Identify the basic needs of Basic needs of plants • Defining operationally
plants • Controlling variables
• Relating
• Comparing and
contrasting

CHAPTER 2: LIVING THINGS UNDERGO LIFE PROCESSES

2.1 – Analysing the life Activity 13 • Observing

processes that humans Respiration in humans • Communicating
undergo • Relating
• Explain that humans breathe • Attributing
mainly through their nose
• Describe what inhaling and
exhaling are
• Differentiate the air that we
inhale and the air that we
exhale

• State that humans use lungs to Activity 14 • Observing

breathe Understanding the human • Communicating
• Identify the passage of air breathing process • Relating
through breathing

• Conclude that not all individuals Activity 15 • Observing

have the same rate of breathing Determine the rate of breathing in • Measuring and using
humans numbers
• Relating
• Comparing and
contrasting
• Making conclusion

11–17 • State that humans excrete and

defecate
• State the products of human
Activity 16
Excretion and defecation in humans
• Observing
• Communicating
• Relating
excretion and defecation
• Give reasons why humans
need to excrete and defecate

• State that humans respond to Activity 17 • Communicating

stimuli Humans respond to stimuli • Relating
• Give reasons why humans
respond to stimuli

2.2 – Being aware that certain Activity 18 • Observing

behaviours can disturb Understanding that smoking is • Communicating
life processes harmful • Relating
• Give examples of habits that • Attributing
bring harm to human life
processes
• State the effects of smoking on
lungs
• Explain that taking drugs and
alcohol can delay a person’s
response to stimuli

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Week Learning Outcome Learning Activity SPS/TSTS

2.3 – Analysing the life Activity 19 • Observing

processes that animals Excretion and defecation in animals • Communicating
undergo • Relating
• State that animals excrete and
defecate
• Give reasons why animals need
to excrete and defecate

• State that animals breathe Activity 20 • Observing

• Identify the breathing structures Identify the breathing organs of • Communicating
for certain animals animals • Relating
• State that breathing structures
for different types of animals
may be different

• State that animals reproduce Activity 21 • Observing

• State that some animals give Animals reproduce in different • Relating
birth and some lay eggs ways • Grouping and classifying
• Classify animals according to
the way they reproduce

• Describe the life cycles of Activity 22 • Observing

different animals Life cycles of animals • Relating
• Conclude that animals may
have different life cycles

2.4 – Analysing the life Activity 23 • Observing

processes that plants
undergo
• State that plants respond to
stimuli
• Identify the part of plants that
respond to stimuli
Plants respond to stimuli • Making inferences
• Controlling variables
• Relating
• Making conclusion
• Attributing
Activity 24 • Observing
Plants respond to stimuli • Communicating
• Making inferences
• Predicting
• Visualising
• Making conclusion

Activity 25 • Observing
Plants respond to stimuli • Communicating
• Making inferences
• Predicting
• Making conclusion
• Visualising

• Identify the part of plants that Activity 26 • Observing

respond to touch Part of plant which responds to • Communicating
stimuli • Comparing and
contrasting
• Relating

• State that plants reproduce Activity 27 • Relating

• Explain why plants need to Plants need to reproduce • Attributing
reproduce • Comparing and
• Explain the various ways plants contrasting
reproduce • Grouping and classifying

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Week Learning Outcome Learning Activity SPS/TSTS

Activity 28 • Observing
Various ways in which plants • Communicating
reproduce • Relating
• Attributing

Activity 29 • Observing
Ways plants reproduce • Communicating
• Relating
• Attributing
• Comparing and
contrasting
• Grouping and classifying

CHAPTER 3: ANIMALS AND PLANTS PROTECT THEMSELVES

3.1 – Animals have specific Activity 30 • Observing

characteristics and Animals have special • Communicating
behaviour to protect characteristics and behaviour to • Relating
themselves from danger protect themselves • Attributing
• Identify special characteristics of
animals that protect them from
danger
• Identify special behaviour of
animals that protect them from
danger
• Describe how the special
characteristics and behaviour of
animals help to protect them from
danger

3.2 – Animals have specific Activity 31 • Observing

characteristics and
behaviour to protect
themselves from extreme
weather
• Identify specific characteristics
How animals protect themselves in • Making inferences
extreme weather • Relating
• Attributing
• Making conclusion

18–20
and behaviour of animals that
protect them from very hot or cold
weather
• Describe how specific
characteristics and behaviour of
animals help to protect them from
very hot or cold weather

3.3 – Animals have specific Activity 32 • Observing

characteristics and Build a model of an imaginary • Visualising
behaviours to enable animal
them to survive
• Make a model of an imaginary
animal that can survive both
extreme weather and enemies

3.4 – Plants have specific Activity 33 • Observing

characteristics to protect How plants protect themselves • Communicating
themselves from enemies from enemies • Relating
• Identify the specific • Attributing
characteristics of plants that
protect them from enemies

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Week Learning Outcome Learning Activity SPS/TSTS

• Describe how the specific

characteristics of plants help to
protect them from enemies

3.5 – Plants have specific Activity 34 • Observing

characteristics to protect How plants protect themselves in • Making inferences
themselves from dry dry regions and from strong winds • Relating
regions and strong winds • Attributing
• Give examples of plants found in
very dry regions
• Identify specific characteristics
of plants that protect them from
excessive loss of water
• Give examples of plants found in
areas with strong winds
• Identify and describe how
specific characteristics of plants
help them to survive in dry
regions and in areas with strong
winds

• Identify and describe how Activity 35 • Observing

specific characteristics of plants Survival of plants in dry regions • Controlling variables
help them to survive in dry • Experimenting
regions • Relating
• Attributing
• Comparing and
contrasting

CHAPTER 4: MEASUREMENT

4.1 – The measurement of Activity 36 • Observing

length The measurement of length • Communicating
• State the different ways to • Relating
measure length
• State the standard unit for length
in the metric system

• Choose the appropriate Activity 37 • Observing

measuring tools to measure length Measuring the length of objects • Communicating
• Measure length using the • Measuring using
correct techniques numbers
• Record lengths in the metric • Relating

21–27
system • Making conclusion

4.2 How to calculate area Activity 38 • Observing

• Compare a square and a The area of a square and a • Communicating
rectangle and guess which rectangle • Measuring using
object has a bigger area numbers
• Carry out a test to confirm their • Relating
guesses • Comparing and
• State that area = length × width contrasting
• State the standard unit for area
in the metric system

• Calculate the area of a given Activity 39 • Observing

shape in the metric system The area of different shapes • Measuring using numbers
• Relating
• Visualising

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Week Learning Outcome Learning Activity SPS/TSTS

4.3 – How to measure the Activity 40 • Observing

volume of solids The volume of cubes and cuboids • Communicating
• Compare a cube and a cuboid • Measuring using
and guess which one has a numbers
bigger volume • Relating
• Carry out a test to confirm their • Comparing and
guesses contrasting
• State that volume = length ×
width × height
• State the standard unit for
volume of solids in the metric
system

• Calculate the volumes of cubes Activity 41 • Observing

and cuboids based on the The volume of cubes and cuboids • Measuring using
measurement given in the numbers
metric system • Relating
• Visualising

4.4 – How to measure the Activity 42 • Observing

volume of liquids Methods of measuring volume of • Communicating
• State the different ways to liquids • Relating
measure the volume of a liquid • Attributing
• State the standard unit for
volume of liquids in the metric Activity 43 • Observing
system Correct way to measure the volume • Communicating
• Choose the appropriate of liquids • Measuring using
measuring tools to measure the numbers
volume of a liquid • Relating
• Measure the volume of a liquid • Detecting bias
using the correct technique • Visualising

4.5 – How to measure mass Activity 44 • Observing

• State the tools for measuring Identify tools to measure mass • Communicating
mass • Relating
• Attributing

• State the standard unit for mass Activity 45 • Observing

in the metric system Measurement of mass • Communicating
• Measure the mass of an object • Measuring using
using the correct technique numbers
• Record the measurement using • Relating
standard units in the metric • Attributing
system • Detecting bias
• State the standard unit for mass • Visualising
in the metric system
• Measuring the mass of an Activity 46 • Observing
object using the correct Determination of mass • Communicating
technique • Measuring using
numbers
• Relating
• Attributing
• Comparing and
contrasting

4.6 – How to measure time Activity 47 • Observing

• Identify different ways to Ways to measure time • Communicating
measure time • Relating
• State that processes that repeat • Making conclusion
uniformly can be used to • Comparing and
measure time contrasting

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Week Learning Outcome Learning Activity SPS/TSTS

• State the standard units for time Activity 48 • Observing

in the metric system Identify time measuring tools • Measuring using
• Identify tools for measuring time numbers
• Record the measurement in the • Communicating
metric system • Relating
• Attributing
• Visualising

CHAPTER 5: PROPERTIES OF MATERIALS

5.1 – Properties of materials Activity 49 • Observing

• Classify objects into groups
according to the materials they
are made of
Classification of materials • Communicating
• Relating
• Attributing
• Making conclusion
• Grouping and classifying

• Identify materials that conduct Activity 50 • Observing

electricity Different materials have different • Communicating
• Identify materials that conduct properties • Relating
heat • Attributing
• Identify materials that float on • Grouping and classifying
water
• Identify materials that absorb
water
• Identify materials that can be
stretched
• Identify materials that allow light
to pass through

• State what a conductor is Activity 51 • Observing

• State what an insulator is Conductors and insulators • Communicating
• Conclude that a good conductor • Relating

28–33
of heat is also a good conductor • Attributing
of electricity • Grouping and classifying

• State what a transparent material Activity 52 • Observing

is Transparent, translucent and • Classifying
• State what a translucent material opaque materials • Communicating
is • Relating
• State what an opaque material is • Attributing
• Comparing and
contrasting

• Classify materials based on their Activity 53 • Observing

abilities to allow light to pass Transparent, translucent and • Communicating
through opaque materials • Relating
• Grouping and classifying
• Making conclusion

• List uses of transparent, Activity 54 • Observing

translucent and opaque materials Uses of transparent, translucent • Communicating
and opaque materials • Relating
• Attributing

5.2 – Knowledge of properties Activity 55 • Observing

of materials in everyday Materials used in a thermos flask • Communicating
life • Relating
• Suggest ways to keep things • Attributing
cold or hot

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Week Learning Outcome Learning Activity SPS/TSTS

• Suggest ways to keep things Activity 56 • Observing

hot Materials that can keep things hot • Defining operationally
• Controlling variables
• Predicting
• Relating
• Making conclusion

• Suggest ways to keep things Activity 57 • Observing

hot or cold Ways to keep things hot or cold • Communicating
• Relating
• Attributing

5.3 – Knowledge about uses Activity 58 • Observing

of materials based on Materials and their properties • Communicating
their properties • Relating
• List objects and the materials • Attributing
that they are made of

• Give reasons why particular Activity 59 • Observing

materials are used to make an
object
• State that materials are chosen
to make an object based on
their properties
Different materials have different • Making inferences
properties • Relating
• Grouping and classifying
• Making conclusion

5.4 – The importance of Activity 60 • Observing

reusing, reducing and
recycling materials
• Give examples of natural
materials
• Give examples of man-made
materials
Natural and man-made materials • Communicating
• Relating
• Grouping and classifying
Activity 61 • Observing
Classification of materials • Relating
• Grouping and classifying

• State that man-made materials Activity 62 • Observing

come from natural materials The need to conserve materials • Communicating
• Give reasons why materials • Relating
need to be conserved • Attributing

• Practise reusing, reducing and Activity 63 • Observing

recycling to conserve materials Reusing and recycling materials • Relating
• Grouping and classifying

5.5 – Some materials can rust Activity 64 • Observing

• Differentiate between a rusty Differentiate between a rusty and • Relating
object and a non-rusty object non-rusty object • Grouping and classifying
• Identify objects that can rust • Comparing and
contrasting

• Design a fair test to find out Activity 65

what factors cause rusting by
deciding what to change, what
to observe and what to keep the
same
• Carry out the test and record
the observations
Factors that cause rusting
• Observing
• Controlling variables
• Making inferences
• Defining operationally
• Relating
• Attributing
• Making conclusion

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Week Learning Outcome Learning Activity SPS/TSTS

5.6 – Rusting can be Activity 66 • Observing

prevented Importance of preventing rusting • Making inferences
• Conclude that objects made and ways to do it • Relating
from iron can rust • Generating ideas
• State the different ways to
prevent objects from rusting
• Explain how these ways can
prevent rusting
• Explain why it is necessary to
prevent rusting

CHAPTER 6: THE SOLAR SYSTEM

6.1 The Solar System Activity 67 • Observing

• List the constituents of the Solar Sequence of planets in the Solar • Communicating
System System • Relating
• List the planets in the Solar • Sequencing
System in a sequence • Prioritising
• State that planets move around
the Sun

6.2 – The relative size and Activity 68 • Observing

distance between the The relative sizes of the Moon, the • Communicating
Earth, the Moon and the Earth and the Sun • Relating
Sun • Comparing and
• State the size of the Sun contrasting
relative to the size of the Earth
• State the size of the Earth
relative to the size of the Moon

34–37
• State the relative distance from Activity 69 • Observing
the Earth to the Sun compared The relative distances between the • Communicating
to the relative distance from the Moon, the Earth and the Sun • Relating
Earth to the Moon • Attributing
• Comparing and
contrasting

6.3 – Appreciating the perfect Activity 70 • Observing

placement of the planet Characteristics of planets in the • Communicating
Earth in the Solar Solar System • Relating
System • Comparing and
• State why certain planets are contrasting
not conducive for living things

• Predict what will happen if the Activity 71 • Observing

Earth is placed much nearer or The Earth can sustain living things • Communicating
farther from the Sun • Making inferences
• Conclude that the Earth is the • Relating
only planet in the Solar System • Comparing and
that has living things contrasting
• Making conclusion

CHAPTER 7: TECHNOLOGY

7.1 – The importance of Activity 72 • Observing

technology in everyday Limitations of human’s abilities • Communicating
life • Generating ideas
• Making conclusion

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Week Learning Outcome Learning Activity SPS/TSTS

• State that there are limitations

to human’s abilities to do things

• Identify devices used to Activity 73 • Observing

overcome human’s limitations Devices to overcome human’s • Communicating
• Explain how certain devices are limitations • Relating
used to overcome human’s • Attributing
limitations

7.2 – The development of Activity 74 • Observing

technology Development of technology • Communicating
• Give examples of development • Relating
of technology • Attributing

• Recognise the need to innovate Activity 75 • Observing

or invent devices for the benefit Development in agricultural devices • Communicating
of mankind • Making inferences
• Relating
• Comparing and

38–41
contrasting
• Sequencing

7.3 – How technology can be Activity 76 • Observing

used to solve problems Using technology to solve problems • Communicating
• Identify problems people • Relating
encounter in their daily life • Generating ideas
• Generate ideas to solve the • Visualising
problems identified
• Design a device to solve the
problems identified

7.4 – Technology can benefit Activity 77 • Observing

mankind if used wisely Advantages and disadvantages of • Communicating
• State that technology has its technology • Relating
advantges and disadvantages • Attributing

• Conclude that technology can Activity 78 • Observing

benefit mankind if used wisely Misuse of technology can bring • Predicting
problems • Relating
• Generating ideas
• Making conclusion

TM10