SCIENCE YEARLY PLAN

YEAR 4

Week Learning Learning Learning Suggested Learning Activities Skills

Area Objective Outcome
1. Living 1.1 a) Identify the a) Pupils view video that shows various footage related to SPS :
1 things Understanding basic needs of the basic needs of humans. i.e: - Obseving
have that humans humans. i) A child/ family taking drinks and a balanced diet. - Comparing
basic have basic ii) Movement of the chest of a sleeping baby. - Relating
needs needs b) Give reasons iii) Different types of houses. - Making
why Inferens
humans need b) Based on the video pupils discuss the basic needs of - Predicting
food, humans i.e. food, water, air and shelter. Pupils discuss that
water, air and :
shelter. i) humans need to eat/drink to help them grow and to stay
healthy.
ii) Humans need air to breath.
iii) Humans need to protect themselves from danger, sun
and rain.

c) Pupils discuss and explain what will happen if there is

no food, water, air and shelter

Remarks:

2. Living 1.2 Pupils: SPS :

2 things Understanding a) Identify the a) Pupils keep pets such as hamster or chick. - Observing
have that animals basic - Interpreting
basic basic needs. needs of b) Pupils observe and record what they do to keep their - Classifying
needs. animals. alive and healthy. - Predicting

b) Give reason c) Pupils discuss why hamster or chicks are kept in a cage MS :
why and not in airtight, covered container - Handle

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animals need specimens

food, d) Based on their records pupils discuss the basic needs correctly and
water, air and ofanimals. Pupils discuss that carefully
shelter. i)animals need to eat/drink to help them grow and healthy.
ii) Animals need air to breath.
c) Describe types iii) Animals need to protect themselves from danger, sun,
of and rain.
shelter for
animals. e) Pupils study pictures or video and describe different
types shelter s or animals such as nests, caves, and holes.
Remarks:

1. Living 1.3 Pupils: SPS :

3 things understanding a) Identify the a) Pupil carry out activities to show the basic needs of - Classifying
have that plants basic plants by comparing - Experimenting
basic have needs of plants. similar balsam plants kept in different conditions : - Observing
needs. basic needs - 1 watered, 1 without water. - Making Inferens
- 1 kept outdoor, 1 kept in a tight plastic bag. - Interpreting
- 1 kept outdoor and 1 kept in dark cupboard. data
b) Pupils observe and record their daily observations. - Controlling
variable
c) Based on their records pupils discuss to conclude that
the basic needs of plants are water, air and sunlight. MS :
- Use the handle
science
apparatus and
substances
Remarks:

2. Living 2.1 Analyzing Pupils: SPS:

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4–5 Things life processes a) Explain that a) Pupils use their hand to feel the movement of their - Observing
undergo that humans chest as they breathe. - Conclusion
life humans breathe. - Communicating
processes. undergo. b) Pupils discuss to conclude that the movement of the - Comparing &
b) Describe what chest is due to breathing. Contrasting
inhale is. - Observing
c) Pupils discuss that when they inhale they take in air and - Relating
c) Describe what when they exhale they give out air.
exhale is.
d) Pupils gather information and discuss that :
d) Differentiate - inhaled air has more oxygen than exhale air.
the - exhaled air more carbon dioxide than inhale air.
air that we inhale
and the air we e) Pupils observe model or view video of human body to
exhale. see that the lungs is a breathing organ for humans

e) State that f) To identify the passage of air movement when human

humans use breathes
lungs to breathe
g) Pupils carry out activity to count the number of chest
f) Identify the movement in a minute.
passage of air
during breathing.

g) Conclude that
not all
individuals have
the same rate of
breathing.
Remarks:

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2. Living 2.1 Analyzing Pupils: SPS:

6 things life processes a) State that a) Pupils discuss to conclude that humans excrete and - Observing
undergo that humans excrete defecate. - Conclusion
life humans and defecate. - Communicating
processes. undergo. b) Pupils discuss that when humans : - Making
b) State the - excrete they produce urine, sweat and water. inference
products of - Defecate they produce faeces
humans
excretion. c) Pupils discuss that humans excrete and defecate to get
rid of waste materials from their bodies.
c) State the
product of d) Pupils discuss to infer the effect on health if humans do
human not excrete and defecate.
defecation.
d) Give reason
why
humans need
excrete and
defecate.
Remarks:

2. Living 2. Analyzing life Pupil: SPS:

7 Things processes that a) State that a) Pupils view video or carry out activities to show how - Experimenting
undergo humans humans humans respond - Synthesizing
life undergo. respond to to stimuli. e.g. when touching a glass of hot water. - Comparing
processes stimuli.
b) Pupils discuss to infer that humans respond to stimuli to
b) Give reason protect
why themselves from danger or for survival.
humans respond
to stimuli. c) Pupils draw family trees of their families for three

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generations. Pupils
c) State that Compare each other’s diagram and conclude that humans
humans produce
reproduce. offspring from one generation to another.

d) Predict what d) Pupils discuss what will happen if humans do not

will reproduce.
happen if
humans do not
reproduce.
Remarks:

2. Living 2.2 Being Pupils: SPS:

8 things aware a) Give example a) Pupils discuss to identify bad habits in humans e.g. Hypothesis
undergo that behaviour of smoking, drinking alcohol taking drugs.
life can habits that bring Thinking Skill
processes disturb life harm to human b) Pupils look at picture or video of a smoker’s lungs and Generating ideas
processes life discuss the effects of smoking on lungs. Predicting
processes.
c) Pupils watch demonstration by teacher to observe the SPS
b) State the harmful substances produced when the cigarette is being Observing
effects of burned.
smoking on Thinking Skill
lungs. d) Pupils listen to the talk on smoking and health given by Attributing
health officer.
e) Pupils draw poster about the effects of smoking on Suggested topics
health. for the talk :
c) explain that a) Smoking and
taking f) Pupils view video to see the effects of drug and alcohol Health
drugs and on human terms of the effects of delaying a person’s
alcohol can delay response to stimuli e.g. b) How Smoking

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a person’s - ability to walk in straight line Affects Health

response to - delayed reaction of an drunken driver
stimuli. - a driver high on drug can cause

d) Participate in
a
campaign to
discourage
smoking, drugs
taking and
alcohol drinking
among their
peers.
Remarks :

2. Living 2.3 Analyzing Pupils SPS

9 – 10 Things the Observing
undergo life processes a) State that a) Pupils observe animals in science garden to conclude
life that animals that animals defecate and excrete TS
processes animals excrete Making
undergo b) Pupils discuss that animal excrete and defecate to get conclusion
b) State that rid of waste product from their bodies.
animal MS
defecate c) Pupils discuss to infer the effects on health if animals do Handle
not excrete and defecate. specimens
c) Give reasons correctly and
why d) Pupils look at models or live specimens to see the carefully
animals need to breathing structures of :
excrete and i) Bird SPS
defecate Ii) Fish Making
Iii) Grasshopper inferences

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d) State that Iv) Crab Observing

animals V) Frog Classifying
breathe. F) Monkey

e) Identify the
breathing
structures
for certain
animals

f) State that
breathing
structures for
different types of
animals may be
different
Remarks :

2. Living 2. 3 Analyzing Pupils: SPS

11 things the a) State that a) Based on the viewing of video/ models/ live specimens Observing
undergo life processes animals pupils TS
life that animals reproduce. conclude that breathing structures for animals may be Making
processes undergo. different . Pupils view video showing animals giving birth conclusion
b) State that and chicks hatching from eggs. SPS
some animals Classifying
give birth some b) Pupils discuss to conclude that some animals give birth
animals lays some animals lays egg.
egg.
c) Pupils discuss to classify animals into those that lay
c) Classify eggs and those that give birth to their young.
animals

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according to the
way they
reproduce.
Remarks :

2. Living 2.3 Analyzing Pupils: SPS

12 things the a) Describe the a) Pupils observe animals such as butterfly, frog, hamster Observing
undergo life process life cycles of or chicken from birth / eggs to adult. Pupils record the
life that different changes in size/ form at the different stages of the life SPS:
processes animals animals. cycles. Comparing
undergo.
b) Conclude that b) Based on their observations and record pupils discuss SPS:
animals may to conclude Making
have different that animals may have different life cycles. Conclusion
life cycles
c) Pupils make a scrap book on real animals as imaginary TS:
pets example :- Relating
Tiger, whale, lizard pangolin, bat, worm, snake. Pupils may
write, draw or paste pictures on their scrap books to tell MS:
about their pets. Use and handle
- What pupils have to do to keep their pets alive and science
healthy. apparatus and
- Suitable home for their pets substances
- Food for their pets
- How their pets take care of their young
- Life processes of their pets.

Remarks:

2. Living 2.4 Pupils: SPS:

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13 – 14 things Understanding a) State that a) Pupils carry out activities to study how plant respond to Observing
undergo the life plants stimuli i.e.
life processes respond to water, sunlight, touch and gravity. SPS:
processes that plants stimuli. Making Inferenc
undergo b) Pupils observe and record their findings.
b) Identify the TS:
part of plant that c) Based on the above activities pupils discuss to identify Interpreting Data
responds to the part of plants that respond to stimuli: Comparing
water. i) Roots respond to water and gravity.
ii) Shoot respond to sunlight.
c) identify the iii) Certain leaflets respond to touch.
part of SPS:
plant that Observing
responds Pupils observe :
to gravity. a) Begonia plants / Bryophyllum that have young plants SPS
growing from the leaves. Measuring and
Pupils; using
a) Identify the numbers
part of b) Banana trees that have young
plant that plants growing around the parent plants. MS
responds Use and handle
to sunlight. c) Water lettuce that have young plants attached to science
parent plants. apparatus and
b) Identify the substances
part of
plant that
responds
to touch.

c) State the
plants

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reproduce to
touch.
Remarks :

2. Living 2.4 Pupils: CTS :

things Understanding a) Explain why a) Pupils carry out discussion based on their observations -Generating
15 – 16 undergo the life plants that plant reproduce. Ideas
life processes need to -Making
processes that plants reproduce. b) Pupils watch picture / view video and discuss that Generalizations
undergo plants reproduce to ensure the survival of their species.
b) Predict what SPS :
will c) Pupils discuss and predict what will happen to the world
happen to the if plants do not reproduce e.g. no food supply for man and -Observing
world certain animals. -Communicating
if plants do not -Predicting
reproduce. d) Pupils study live specimens / view video to find out the -Observing
various ways
c) Explain the plants reproduce i.e. ; CTS :
various ways -Making
plants i) Through Seeds E.G. Balsam, Corn And Durian, Generalizations
reproduce. Ii) Through Spores E.G. Fern and Mushroom, -Communicating
Iii) Through Suckers E.G. Banana and Pineapple, -Visualizing
Iv) Through Stem Cutting E.G. Hibiscus , Rose and
Tapioca,
V) Through Leaves E.G. Bryophyllum and Begonia,
Vi) Through Underground Stem E.G. Potato, Onion, Ginger
and Lily.

Remarks:

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2. Animals 3.1 Pupils: SPS :

17 and plants Understanding a) identify a) Pupils touch animals such as garden snails or millipedes -Observing
protect that animals special and observe how they react to danger. -Communicating
themselve have characteristics of -Making
s specific animals that b) Pupils describe what they observe and give reasons for Inferences
characteristics protect the animal’s behaviour e.g. millipede curls up to protect
and them from itself from danger. MS :
behaviour to danger. 1. Use and
protect c) Pupils look at live specimen or collect information by handle
themselves b) Identify looking at picture or viewing video of various animals to science
from danger. special identify the characteristics and apparatus and
behaviour of behaviour of animals that protect them from danger. substances.
animals that e.g.: 2. Handle
protect them specimens
from danger. i) pangolins have hard scales to protect themselves from correctly and
enemies, carefully.
c) Describe how ii) Bed bug have bad smell to repel enemies, 3. Draw
the iii) chameleons have the ability to change skin colour specimens
special according to the surrounding, and apparatus.
characteristics iv) Scorpions have stings to protect themselves from
and behaviour of enemies. Thinking Skill :
animals help to
protect them d) Pupils discuss and explain how the characteristics and - Comparing and
from danger. behaviour of these animals protect them from danger. contrasting
- Relating
e) Pupils present their findings to the class. - Making
inferences
Remarks :

2. Animals 3.2 Pupils: SPS :

and plants Understanding a) Identify a) Pupils view video of animals that live in very hot or cold

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18 protect that animals specific weather. - Observing

themselve have characteristic - Classifying
s specific and b) Pupils list the special characteristics and behaviour of - Measuring
characteristics behaviour of animals and describe how these characteristics and - Making
and animals that behaviour help Inferences
behaviour to protect to protect them from very hot or cold weather e.g. :
protect them from very i) Rhinoceros keep their bodies cool by wallowing in mud MS :
themselves hot holes,
from extreme or cold weather. ii) Polar bears have thick fur to enable them to live in very - handle
weather. cold weather, specimens
b) Describe how iii) Camels have humps on their backs to food and water correctly
specific to enable them to survive in deserts. andcarefully
characteristic - Draw specimen
and behaviour of c) Pupils present their findings to the class. and
animals help to apparatus
protect them
from TS :
very hot or cold - Comparing
weather. and constrasting
- Group and
classifying
- Visualizing
Remarks :

2. Animals 3.3 Pupils: SPS:

19 and Understanding a) Recognize the a) Pupils discuss that animals need to protect themselves - Classifying
plants that animals need or animals from enemies and extreme weather conditions to enable - Observing
protect have to protect them to survive. -
themselve specific themselves from Communicating
s characteristics enemies and - Predicting
and extreme weather - Making

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behavior to conditions. Inference

enable b) Pupils design a model of an imaginary animal that can
them to b) Make a model protect itself from its enemy and extreme weather
survive. of conditions.
an imaginary
animal
that can survive
both
extreme weather
and c) Pupils build their models and justify why models are built
enemies. with certain characteristics.

c) Give reasons
why
models are built
in
such ways.
Remarks:

2. Animals 3.4 Pupils: a) Pupils look at the pictures /view video of various of plant SPS:
20 and Understanding a) Identify the to identify special characteristics that protect these plants - observing
plants that plants specific from their enemies. - classifying
protect have characteristics of - communicating
themselve specific plant that b) Pupils list the specific characteristics of plants. - making
s characteristic protect inference
to them from c) Pupils describe how these characteristics of plants help - making
protect enemies. to protect hypothesis
themselves them from enemies. e.g. :
from enemies b) Describe how
the i) mimosas close their leaflets when touched,
specific ii) papaya leaves produce latex to prevent them from

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characteristics of being eaten,

plants help to iii) pineapple plants have thorns to protect themselves,
protect iv) bamboos have very fine hairs that can cause it
them from itchiness.
enemies
d) Pupils present their findings to the
class.
Remarks:

Measurem 1.1 Pupils : SPS:

21 – 22 ent Understanding a) State the a) Pupils discuss the different ways to measure length - Observing
the different such as using straw , arm , span , string , ruler and - Communicating
measurement ways to measure measuring tape . - Measuring and
of length. length . using numbers
- Making
b) State the b) Pupils discuss the standard unit for length in metric inferences
standard system i.e . mm , cm m and km. - Interpreting
unit for length in data
the - Controlling
metric system . c) Pupils choose the appropriate tools and measure in variable
standard units :
c) Choose the
appropriate i) the length of object the object such a eraser , pencil or
measuring tools book .
to
measure length . ii) the length and height of teacher’s table .

d ) Measure iii) the length and width of the classroom

length
using the iv) the height of their friends .
correct

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technique. v) the circumference of any part of their bodies or round

objects .

e) Record d) Record the measurements in a graphic organizer .

lengths in
standard units .
Remarks:

Measurem 1.2 Pupils: SPS:

23 ent Understanding a) Compare a a) Pupils compare object of different shapes such as a - observing
how to square square and a rectangle and guess which object has a
calculate and a rectangle bigger area . - Measuring
area and using
guess which i) s square ( 4cm x 4cm ) numbers
object ii) a rectangle ( 8cm x 2cm )
has a bigger area - Defining
. b) Pupils confirm their guess by filling the 4cm x 4cm operationally
square and 8cm x 2cm rectangle with 1cm x 1cm cards
b) Carry out a and count the number of 1cm x 1cm cards used . - Communicating
test to
confirm their c) Pupils discuss to state the relationship between the
guesses. number of 1cm x 1cm squares and the length and width of
the above square m and square km .
c) State that
area = d) Pupils calculate the area of any given square and
length x width rectangle in standard unit .

d) State the
standard
unit for area in
the

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metric system .

e) calculate the
area
of a given shape
in
standard unit .
Remarks:

Measurem 1.3 Pupils: SPS:

24 – 25 ent Understanding a) Compare a a) Pupils compare 2 different object such as a cube and a - Observing
how to cup and a cuboid cuboid and guess which object has a bigger volume . -Measuring
measure and guess which e.g . using
the volume of one has a bigger i) a cube ( 4cm x 4cm x 4cm ) numbers
solid . volume . ii) a cuboid ( 8cm x 4cm x 2cm ) -Defining
operationally
b) Carry out a b) Pupils confirm their guesses by filling the 4cm x 4cm x -Communicating
test to 4cm cube and 8cm x 4cm x 2cm cuboid with 1cm x 1cm
confirm their x1cm cubes used .
guess .
c) Pupils discuss to state the relationship between the
number of 1cm x 1cm x 1cm cubes and the length, width
c) State that and height of the above cube and cuboid .
volume = length
x width x d) Pupils discuss the standard unit for volume of solid in
height metric system i.e . cubic mm , cubic cm and cubic m .

d) State the e) Pupils calculate the volumes of any given cubes and
standard cuboids in standard unit .
unit for solids in
the

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metric system .

e) Calculate the
volume of cubes
cuboids based on
the
measurement
taken
in standard unit .
Remarks:

Measurem 1.4 Pupils SPS:

26 – 27 ent Understanding a) State the a) Pupils discuss the different ways that can be used to - Observing
how to different measure the volume of a liquid such as using cup , the cap
measure ways to measure of a bottle , beaker and measuring cylinder . -Measuring using
volume of the numbers
liquid volume of liquid . b) Pupils discuss the standard unit for volume of liquid in
metric system i.e ml , and l . -Defining
b) State the operationally
standard c) Pupils choose the appropriate tool for measuring the
unit for volume volume of a liquid . -Interpreting
of data
liquids in the d) Pupils discuss the correct techniques to take readings .
metric i.e . -Controlling
system . i) taking the reading at the lowest part of the meniscus . variable
ii) eyes must be at the same level as the
c) Choose the
appropriate c) Pupils carry out activities to measure the volumes of
measuring tools liquids using the correct techniques .
to
measure the

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volume
of liquid .

d) Pupils record measurement in a graphic

e) Measure the organizer.
volume of liquid
using the correct
technique .

f) Record the
volume
measured in
standard unit .
Remarks:

Measurem 1.5 Pupils SPS :

ent Understanding a) State tools for a) Pupils study lever balance and discuss that it can be - observing
28 how to measuring used to measure mass of various object . -Measuring using
measure mass . numbers
mass b) Pupils discuss the standard unit for mass in metric -Defining
b) State the system i.e . mg , g and kg operationally
standard -Communicating
unit for mass in c) Pupils use tools to measure the masses of various MS :
the object such as books ,pencil cases or school bags. -use and handle
metric system . science
apparatus and
c) Measure the d) Pupils record the measurement in a graphic organizer . substances
mass -store science
of an object apparatus
using CTS:

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the correct -relating

techniques -comparing and
contrasting
d) Record the
measurement
using
standard unit .

Remarks:

Measurem 1.6 Pupils SPS:

29 – 30 ent Understanding a) Identify a) Pupils gather information about different ways to
how to different measure time. - Observing
measure ways to measure -Measuring Using
time time. b) Pupils discuss and conclude that a process that repeats Numbers
uniformly can be used to measure time . - Controlling
b) State that Variable
processes c) Pupils observe the following processes : -Communicating
that repeat i) the swinging of a pendulum -Making
uniformly can be ii) water dripping Hypothesis
used to measure iii) pulse.
time .
d) Pupils discuss why the above processes MS:
can be used to measure time . -Use And Handle
c) State the Science
standard e) Pupils discuss to choose and use appropriate tools and Apparatus and
unit for time in units to measure time . Substances
the -Store Science
metric system. d) Pupils measure the time taken to carry out certain Apparatus
activities using the correct tools and appropriate units.

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d) Identify tools CTS:

for e) Pupils record the measurement in appropriate standard - Attributing
measuring time . unit in a graphic organizer . -Relating
-Comparing and
e) Measure time Contrasting
using
appropriate tools
.

f) Record the
time
measured in
standard unit
Remarks:

Measurem 1.7 Realizing Pupils: SPS :

31 ent the a) Choose and a) Pupils are shown a piece of play dough made earlier - observing
importance of use the by teacher and ask to prepare their own play dough using -Measuring using
using standard appropriate tools the given recipe . numbers
units to measure the -Controlling
volumes of b) Based on the given recipe pupils discuss what tools to variable
liquids use for measuring the ingredients and how to measure . - Making
and masses of inference
the c) Pupils make the play dough by measuring the
ingredients in a ingredients using the MS:
recipe . measuring tools and units that they have choose. -use and handle
science
b) Give reasons d) Pupils feel that texture of the dough and given reasons apparatus and
for for any difference in their dough as compared to the play substances
any differences dough prepared by the teacher . -store science

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in apparatus
the dough e) Pupils conclude that standard units are needed for -clean science
prepared accuracy and consistency . apparatus
by using the
given CTS:
recipe . - attributing
-relating
c) Conclude the -comparing and
need for using contrasting
standard unit . -making
inferences
Remarks:

Properties 1.1 Pupils: SPS:

32 – 33 Of Understanding a) Classify a) Pupils are given various objects made of wood, plastic, - Observing
Materials the properties objects into metal, glass or rubber and group them according to the - Classifying
of groups according materials they - Predicting
materials to the materials are made of.
they are made MS:
of. b) Pupils test objects made of wood, plastics, metal, glass - Handle
b) Identify or rubber to find out if there : specimens
materials that i) Conduct electricity correctly and
conduct ii) Conduct heat carefully.
electricity. iii) Float on water - Store science
iv) Absorb water apparatus
c) Identify v) Can be stretched
materials that vi) Allow lights to pass through TS:
conduct heat. - Attributing
-Grouping and
d) Identify classifying
materials that

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float on water

e) Identify
materials that
absorb water
Remarks:

Properties 1.1 Pupils SPS:

34 Of Understanding a) Identify a) Pupils record their findings in a graphic organizer - Observing
Materials the properties materials that - Classifying
of can be stretched. b) Discuss what conductor and insulator are. - Communicating
materials
b) Identify c) Based on the graphic organizer, pupils conclude that a MS:
materials that good heat conductor is also a good electric conductor - Draw
allow light specimens and
to pass trough. apparatus.

c) State what a TS:

conductor is. - Comparing
and contrasting.
d) State what an - Making
insulator is conclusions.

e) Conclude that
a good
conductor
of heat is also a
good conductor
of electricity

Remarks:

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Properties 1.1 Pupils SPS:

35 Of Understanding a) Classify a) Pupils carry out activities to test different materials such - Observing
Materials The properties materials based as glass, wood rubber, metal and plastic to find out their - Classifying
of on their abilities to allow - Making
materials abilities to allow light to pass through. inferences
light to pass
through b) Based on the above activities, pupils classify materials MS:
into three categories e.g: - Draw
b) State what a i) Transparent material that allows most light to pass specimens and
transparent through, apparatus.
material ii) Translucent material that allows some light to pass - Store
is. through, science
iii) Opaque material that does not allow any light to pass apparatus.
c) State what a through.
translucent TS:
material - Comparing
is. and
contrasting
d) State what an - Prioritizing
opaque material Making
is. conclusions

e) List uses of
transparent,
translucent and
opaque
materials.

Remarks:

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Properties 1.2 Applying Pupils: SPS:

36 Of the a) Suggest ways a) Pupils observe models or view video to see the structure - Observing
Materials knowledge of to keep things of polystyrene container or thermos flask to understand - Classifying
properties of cold. how they work. - Communicating
materials in
every b) Suggest ways b) Pupils discuss and suggest ways to keep things cold e.g.
day life to keep thins keeping cold drinks for a picnic.
hot.
c) Pupils discuss and suggest ways to keep things hot e.g.
c) Pupils design drinks or food for picnic.
an affective way
to keep things d) Pupils carry out activities to test their suggestions.
hot or to keep
things cold. e) Pupils discuss to conclude the best way to keep things
hot or cold.

f) Pupils study objects and list the materials that these

objects are made of.

g) Pupils suggest reasons why the materials are used to

make the objects.

h) Pupils discuss that different materials have different

properties which are taken into consideration when
choosing materials to make an object. e.g. metal and glass
are used to make a pair of glasses.

i) Pupils design an object for a specific purpose using the

material of their choice and justify why they choose the
materials.
Remarks:

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Properties 1.3 Pupils: SPS:

Of Synthesizing a) List objects a) Pupils study objects and list the materials that these - Observing
37 Materials the knowledge and the objects are made of. - Classifying
about uses of materials that - Communicating
materials they are made - Interpreting
based on of. b) Pupils suggest reasons why the materials are used to data
their properties make the objects.
b) Give reasons
why
particular c) Pupils discuss that different materials have different
materials are properties which are taken into consideration when
used to make an choosing materials to make an object. e.g. metal and glass
object. are used to make a pair of glasses.

c) State that d) Pupils design an object for a specific purpose using the
materials are material of their choice and justify why they choose the
chosen to make materials.
an object based
on their
properties.

d) Design an
object for a
specific purpose
and give reasons
why certain
materials are
used to make it.

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Remarks:

1. 1.4 Knowing Pupils: SPS:

Properties the a) Give examples a)Pupils observe and classify object around - Observing
38 of importance of natural them into:
Materials of Reuse, materials. i) Object made of natural materials i.e: wood, soil, metal, - Classifying
Reduce and b) Give examples leather, - Making
Recycle of of man-made cotton, fur, rubber, and silk. inferences
materials materials. ii) Object made of man-made materials i.e: plastic and - Communicating
c) State that synthetic cloth.
man-made
materials come b) Pupils discuss that man-made materials come from
from natural natural materials.
materials.
d) Give reasons c) Pupils conclude that we need conserve materials
why because man-made materials an natural materials are
materials need limited and may be used up if there is no effort to conserve
to be them.
conserved.
e) Practice d) Pupils carry out activities about reusing, reducing use
reusing, and recycling of materials throughout the year.
reducing, and
recycling to
conserve
materials.
Remarks

1. 1.5 Pupils: SPS:

Properties Understanding a) Differentiate a) Pupils observe a rusty nail and a nail without rust and - Observing
39 of that some between a rusty tell the differences. - Classifying
materials. materials can object and non - Making

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rust rusty Pupils observe objects around the school and classify inferences
object. objects as: - Controlling
i) rusty variables
b) Identify object ii) non-rusty. - Making
that can rust. Hypothesis -
b) Pupils discuss to conclude that objects made iron can Defining
c) Conclude that rust. operationally
object made
from iron can c) Pupils carry out activities to investigate factors that
rust. cause rusting i.e: presence of air and water.

d) Design a fair
test to find out
what factors
cause
rusting by
deciding what to
change, what to
observe
and what to keep
the same.

d) Carry out the

test and record
the
observe the
observation
Remarks:

1. 1.1 Pupils SPS:

40 Properties Understanding a) State the a) Iron from coming into contact with air and - Observing

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Of the properties different ways water by coating iron with paint, oil, grease - Comparing
Materials of prevent objects or non- rusting materials. - Contrasting
materials from rusting. - Experimenting
b) Pupils discuss the advantages of preventing - Making
b) Explain how rusting hypotheses
these ways can - Communicating
prevent rusting. - Predicting
- Relating
c) Explain why it Interpreting data
is
necessary to
prevent
rusting.
Remarks:

1.The 1.1 Pupils a) Pupils study a model or view simulation of the Solar SPS:
41 Solar Understanding a) List the System . - Observing,
System the constituents of - Relating
solar system the Solar b) Pupils discuss the constituents of the Solar System. -
System. Communicating,
c) Pupils simulate to demonstrate the relative distance of - Making
b) List the planet the planet in the Solar System. - inference
in the Solar
System in a d) Pupils discuss that all the planets in the Solar System
sequence. move around the sun.

c) State that
planet move
around the sun.
Remarks:

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1.The 1.2 Pupils SPS:

Solar Understanding a) State the size a) Pupils compare the size of a sago, a glass, marble and a - Measuring and
42 System the relative of the Sun basket ball to show the relative size of the Moon, Earth and using
science and relative to the Sun. number,Compari
distance size of the Earth. ng and
between the b) Sate the size of the Earth relative to the size of the contrasting
Earth ,Moon b) State the size Moon.
and the Sun of the Earth TS:
relative to the c) State the relative distance from the Earth to the Sun - Prediction
size of the Moon. compare to the relative distance from the Earth to the ,visualizing
Moon. - Using space
c) State the time
relative distance Relationship
from the Earth to sequencing
the Sun
compare to the
relative
distance from
the Earth to
the Moon.
Remarks:

1.The 1.3 Pupils SPS:

Solar Appreciating a)State why a) Pupils gather information about planet in the Solar - Observing
System the perfect certain planet System. -
placement of are not Communicating,
the conducive for b) Pupils discuss how the distance of a planet from the Sun - Predicting,
planet Earth in living things . affects how hot or cold it is. - Making
the hypothesis
Solar System. b) Predict what c) Pupils discuss to relate how hot or cold a planet is to its
will happen if the ability to support life.

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Earth is placed
much nearer or d) Pupils discuss to predict what will happen if the Earth is
farther from the placed much nearer or farther from the Sun.
Sun.
e) Pupils discuss other factors that affect a planet’s ability
c) Conclude that to support lives e.g. absence of water and absent of air.
the Earth is the
only planet in the
Solar
System that has
living things.
Remarks:

1.Technolo 1.1 Pupils: SPS:

43 gy Understanding a) State that a) Pupils test their abilities e.g. - Observing
the importance there are - Communicating
of limitations to i) try to memorize a telephone number and then try to - Predicting
technology in humans abilities memorize another 5 telephone numbers without writing
everyday life. to do things. them down.
ii) try to jump as high as possible and touch the ceiling.
iii) Try to read the same writing from different distance.

b) Pupils discuss the limit of their abilities.

c) Pupils view video to see how technology are used to

overcome human’s limitations.

d) Pupils discuss and give other examples of human’s

limitations and ways to overcome them e.g.

i) Unable to see the fine details on an object. This can be

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overcome by using magnifying glass or microscope,

ii) Unable to speak loud enough for someone far away to
hear. This can be overcome by using microphone,
megaphone or telephone.
iii) Unable to walk for long distance. This can be overcome
by riding a bicycle or traveling by car, train, ship or aero
plane
Remarks:

1. 1.2 Pupils, SPS:

Technolog Understanding - Observing
44 y the a) Give examples a) Pupils gather information and create folio about the - Communicating
development of development development of technology in the fields of :
of technology of technology
i) communication,
ii) transportation,
iii) agriculture,
iv) construction.

E.g. in communication the development of technology from

smoke signal to drum, telephone, walkie-talkie, cell phone
and teleconferencing.
b) Recognize the
needs to b) Pupils give reasons on the needs to innovate or invent
innovate devices for the betterment of mankind.
or invent devices
for the
betterment of
mankind.
Remarks

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1. 1.3 Pupils SPS:

Technolog Synthesizing a) Identify a) Pupils discuss and list the problems that they encounter - Communicating
45 – 46 y how technology problems they in everyday life. - Predicting
can be used to encounter in MS1
solve problems. their daily life. b) Pupils carry out brainstorming session on how to solve MS2
the problems identified. MS3
B) Generate MS5
ideas to solve c) Pupils design and make devices to solve the problems
the problems identified.
identified.
d) Pupils present their innovations to the class
c) Design the
device to solve
the problems
identified.

d) Demonstrate
how the device
invented can be
used to solve
the problem
identified.

Remarks:

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1. 1.4 Analyzing Pupils : SPS:

47 Technolog that technology a) State that a) Pupils discuss and list the advantages and - Classifying
y can benefit technology has disadvantages of technology to mankind.
mankind if advantages and
used disadvantages. b) Pupils hold debates on topics related to technology.
wisely.
b) Conclude that c) Pupils make a conclusion from the debate that
technology can technology can benefit
benefit mankind mankind if used wisely.
if used wisely.
Remarks

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