SK ST.

THOMAS
YEARLY SCHEME OF WORK
SCIENCE YEAR FOUR
FIRST TERM
THEME: A. Investigating Living Things

Learning Area: 1. Living things have basic needs

Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

Pupils should learn : Pupils Pupils view video that shows various Basic need
footage related to the basic needs of Observing
Breath
1.1. Understanding that • Identify the basic needs of humans i.e.:
humans have basic humans Communicating Breathe
needs • A child/family taking drinks Bungalow
and a balanced diet, Making inferences
Flat
• Movement of the chest of a Predicting
Hut
sleeping baby,
Long house
• Different types of houses Movement

Based on the video pupils Terrace house

discuss the basic needs of Shelter
humans i.e. food, water, air and
shelter Balanced diet

Pupils discuss that :

• Give reasons why humans need
food, water, air and shelter
a) humans need to eat/drink to
help them grow and to stay
healthy
b) humans need to protect
themselves from danger,
sun and rain

Pupils discuss and explain what will

happen to humans if there is no food,
water, air and shelter

1
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

* Pupils should learn : Pupils Pupils keep pets such as chicks or Observing Holes
• Identify the basic needs of hamsters
Cage
a. Understanding that animals Communicating
animals have basic Pupils observe and record what they Container
needs do to keep their pet alive and healthy Making inferences
Reference
Pupils discuss why hamsters or Handle specimens correctly Air tight
chicks are kept in cage and not in an and carefully.
airtight, covered container

Based on their record pupils discuss

the basic needs of animals

Pupils discuss that :

• Give reasons why animals
need food, water, air and
shelter
• Describe types of shelters
for animals
a) Animals need to eat/drink to help
them grow and to stay healthy
b) Animals need help air to breathe
c) Animals need to protect
themselves from danger, sun
and rain
Pupils study pictures or video and
describe different types of shelters for
animals such as nest, caves and
holes.

Pupils should learn : Pupils Pupils carry out activities to show the Observing
• Identify the basic needs of basic needs of plants by comparing Condition
b. Understanding that plants similar balsam plants kept in different Communicating
plants have basic conditions : Similar
needs a) 1 watered, 1 without water Making inferences
b) 1 kept outdoor, 1 kept in a tight Watered
plastic bag Making hypotheses
c) 1 kept outdoor and 1 kept in a Sunlight
Controlling variables
dark cupboard
Experimenting
Pupils observe and record their daily
observations.
Interpreting data
Based on their records pupils discuss
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Learning Area 2 : Living things undergo life processes
Week Learning Objectives
Pupils should learn :
2.1 Analysing life processes
that humans undergo
Learning Outcomes
Pupils :
• Identify that human breathe
• Describe what inhale is
• Describe what exhale is
• Differentiate the air that we
inhale and exhale
• State that humans use lungs to
breathe.
• Identify the passage of air during
breathe
• Conclude that not all individuals
have the same rate of breathing
to conclude that the basic needs of Handle specimens correctly
plants are water, air and sunlight. and carefully
Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils use their hands to feel the Observing
movement of their chest as they Exhale
breathe. Communicating
Faeces
Pupils discuss to conclude that the Making inferences Inhale
movement of the chest is due to
Defining operationally Rate
breathing.
Observing Undergo
Pupils discuss that when they inhale
Draw specimens and apparatus
they take in air
Pupils discuss that when they exhale
they give out air
Pupils gather information and discuss
that :
a) Inhale air has more oxygen than
exhaled air
b) Exhaled air has more carbon
dioxide than inhaled air
Pupils observe model or view video of
human body to see that the lung is a
breathing organ for human and to
identify the passage of air movement
when human breathes.
Pupils carry out activity to count the
number of chest movements in a
minute when they are breathing and
record their findings
Pupils compare their group findings
and conclude that not everyone has
the same rate of breathing.
3
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

Pupils should learn : Pupils; Pupils discuss to conclude that Observing

Excretion
• State that humans excrete and humans excrete and defecate
2.1 Analysing life processes defecate Communicating Defecate
human undergo Pupils discuss that when humans :
Making inferences Sweat
• State the products of human a) excrete they produce urine,
excretion sweat, and water Urine
b) defecate they produces faeces Waste products
• State the products of human
defecation

Pupils discuss that humans excrete

• Gives reasons why humans need and defecate to get rid of waste
to excrete and defecate materials from their bodies.

Pupils discuss to infer the effect on

health if humans do not excrete or
defecate.

Pupils should learn : Observing

Stimuli
• State that humans respond to Pupils view video or carry out
2.1 Analysing life processes stimuli activities to show how humans Communicating Reaction
human undergo respond to stimuli. e.g. when
touching a glass of hot water. Making inferences

• Gives reasons why humans Pupils discuss to infer that humans

respond to stimuli respond to stimuli to protect
themselves from danger or for
survival.

Pupils should learn :

• State that humans reproduce Pupils draw family trees of their Observing
2.1 Analysing life processes families for three generations. Pupils Offspring
human undergo compare each other’s diagram and Communicating
Reproduce
conclude that humans produce
offspring from one generation to Making inferences Survival
another
Predicting
• Predict what will happen if Pupils discuss what will happen if

4

Week Learning Objectives
Pupils should learn :
2.2 Being aware that certain
behaviour can disturb life
processes.
humans do not reproduce
Learning Outcomes
Pupils :
• Gives examples of habits that
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
• Participate in a campaign to
discourage smoking, drugs
taking, and alcohol drinking
among their peers.
human do not reproduce.
Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils discuss to identify bad habits Observing Smoker
in humans, e.g. smoking, drinking
Affect
alcohol, and taking drugs. Communicating
Drunken
Delay
Pupils look at pictures or video of a
smoker’s and non-smoker’s lungs Cause
and discuss the effects of smoking on
Drug
lungs
Alcohol
Pupils watch demonstration by
Peers
teacher to observe the harmful
substances produced when a
cigarette is being burnt.
Pupils listen to a talk on smoking and
health given by a health officer.
Pupils draw posters about the effects
of smoking on health.
Pupils view video to see the effects of
drugs and alcohol on humans in
terms of the effects of delaying a
person’s response to stimuli, e.g.
a) Ability to walk in straight line
b) Delayed reaction of a drunken
driver or a driver high on drug
can cause accident.
Pupils carry out activities to
discourage smoking, drugs taking,
and alcohol drinking among their
peers.
5
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

Pupils should learn : Pupils : Pupils observe animals in science Observing Grasshopper
• State that animals excrete garden to conclude that animals
Communicating Occur
2.3 Analysing the life defecate and excrete
processes that animals defecate
undergo • State that animals defecate Making inferences
excrete
Pupils discuss that animals excrete
• Gives reasons why animals need and defecate to get rid of waste specimens
to excrete and defecate products from their bodies.
breathe
Pupils discuss to infer the effect on
health if animals do not excrete or
defecate.

Pupils look at models or live

• State that animals breathe specimens to see the breathing
structures of :
a) Bird d) Fish
b) Grasshopper e) Crab
c) Frog f) Monkey

• State that breathing organ for Based on the viewing of video/

different types of animals may be models/ live specimens pupils
different conclude that breathing organs for
animals may be different.

Pupils should learn : Pupils view video showing animals Observing

Reproduce
• State that animals reproduce giving birth and chicks hatching from
2.3 Analysing the life eggs Communicating Give birth
processes that animals
Classifying Hatch
undergo Pupils discuss to conclude that
animals reproduce Lay eggs

• State that some animals give Pupils discuss to conclude that some
birth and some lay eggs animals give birth and some lay eggs

Pupils discuss to classify animals into

• Classify animals according to the
those that lay eggs and those that
ways they reproduce give birth to their young.

6
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

Pupils should learn : • Describe the life cycles of Pupils observe animals such as Observing
butterfly, frog, hamster or chicken Life cycle
different animals
2.3 Analysing the life from birth/eggs to adult. Pupils record Communicating Stage
processes that animals the change animals may have
undergo different life cycles s in size/form at Draw specimens and apparatus
the different stages of the life cycles
• Conclude that animals may have
different life cycles Based on their observations and
records pupils discuss to conclude
that animals may have different life
cycles.

Pupils make a scrap book on real

animals as imaginary pet, e.g. tiger,
whale, lizard, pangolin, bat worm,
snake etc. pupils may write, draw or
paste pictures on their scrap book to
tell about their pets, e.g.
a) What pupils have to do to keep
their pets alive and healthy
b) Suitable home for their pets
c) Foods for their pets
d) How their pets protect
themselves from enemies
e) How their pets take care of their
young
f) Life processes of their pets

Pupils should learn : Pupils : Observing

• State that plants responds to Pupils carry out activities to study
Water lettuce
2.4 Understanding the life stimuli how plants responds to stimuli, e.g. Communicating
processes that plants water, sunlight, touch and gravity Bryophyllum
undergo • Identify the part of plant that Making inferences
Pupils observe and record their Extinct
responds to the water
findings. Handle specimens correctly Shoot
• Identify the part of plant that and carefully.
responds to the gravity Based on the above activities pupils Leaflets
discuss to identify the parts of plants Young plant
• Identify the part of plant that that respond to stimuli
responds to the sunlight a) Roots respond to the water and Parent plant
gravity
• Identify the part of plant that b) Shoots respond to sunlight
responds to the touch certain leaflets respond to touch

7
Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Dates

Pupils should learn : Pupils;

Pupils observe : Observing Spores
2.4 Understanding the life • State that plants reproduce Suckers
processes that plants a) Begonia plants / bryophyllum that Communicating
undergo have young plants growing from Stem cutting
the leaves Predicting
Underground stem
b) Banana trees that have young
plants growing around the Handle specimens correctly Tapioca plant
parents plants and carefully.
Mushroom
c) Water lettuce that have young
plants attached to parent plants Fern
Various
Pupils carry out discussion based on
their observations that plants Corn
reproduce Dispersal
Splitting
• Explain why plants need to Pupils watch pictures/view video and Love grass
reproduce discuss that plants reproduce to
ensure that survival of their species Ensure
Relationship
• Predict what will happen to the Pupils discuss and predict what will
world if plants do not reproduce happen to the world if plants do not Flame of the forest
reproduce, e.g. no food supply for Shorea
human and certain animals

• Explain the various ways plants Pupils study live specimens/view

video to find out the various ways
reproduce
plants reproduce, i.e.
a) Through seeds e.g. balsam, corn
and durian
b) Through spores e.g. fern
c) Through suckers e.g. banana
and pineapple
d) Through stems e.g. hibiscus,
rose and tapioca
e) Through leaves e.g. begonia
plants and bryophyllum
f) Through underground stem e.g.
potato, onion, ginger and lily.

8
Learning Area: 3. Animals and plants protect themselves
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

Pupils should learn : Pupils; Pupils touch animals such as garden Observing
snails or millipedes and observe how Curl up
3.1 Understanding that • Identify special characteristics of they react to danger Communicating
Millipede
animals have specific animals that protect them from
characteristic and danger. Making inferences Centipede
behaviour to protect Pupils describe what they observe
Behaviour
themselves from danger. and give reasons for the animal’s
• Identify special behaviour of
behaviour, e.g. millipede curls up to Hurt
animals that protect them from
protect itself from danger.
danger. Pangolin
Scale
• Describe how the special Pupils look at live specimen or collect
Bed bug
characteristics and behaviour of information by looking at pictures or
animals help to protect them from viewing video of various animals to Chameleon
danger. identify the characteristics and
Sting
behaviour of animals that protect
them from danger, e.g.

a) Pangolins have hard scales to

protect themselves from enemies
b) Bed bugs have bad smell to
repel enemies
c) Chameleons have the ability to
change skin colour according to
the surrounding
d) Scorpions have stings to protect
themselves from enemies

Pupils discuss and explain how the

characteristics and behaviour of
these animals protect them from
danger.

Pupils present their findings to the

class.

9
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

Pupils should learn :

• Identify special characteristics
3.2 Understanding that
animals have specific
characteristics and
behaviour to protect
themselves from extreme
weather. • Describe how the special
Pupils view video of animals that live Observing Rhinoceros
and behaviour of animals that in very hot or cold weather.
Extreme weather
protect them from very hot or Communicating
cold weather. Pupils list the special characteristics ‘region
and behaviour of animals and Making inferences
Thick fur
describe how these characteristics
and behaviour help to protect them . Specific characteristic
characteristics and behaviour of from very hot or cold weather, e.g.
animals help to protect them from Humps
very hot or cold weather. a) Rhinoceros keep their bodies Mimosa
cool by wallowing in mud holes
Latex
b) Polar bears have thick fur to
enable them to live in very cold Fine hair
weather
Itchiness
c) Camels have humps on their
backs to store food and water to Wallowing
enable them to survive in
deserts.

Pupils present their findings to the

class.

Pupils;
3.3 Understanding that Pupils discuss that animals need to Observing Excessive
animals have specific • Recognise the need for animals to protect themselves from enemies and
Extreme
characteristics and protect themselves from enemies extreme weathers conditions to Communicating
behaviour to enable them and extreme weather conditions. enable them to survive. Weather
to survive. Making inferences
enemies
• Make a model of an imaginary Pupils design a model of an
animals that can survive both imaginary animals that can protect .
extreme weather and enemies. itself from its enemy and extreme
weather conditions.

• Give reasons why models are Pupils build their models and justify
built in such ways. why models are built with certain
10
 characteristics.

Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

Pupils should learn : Pupils; Characteristics

Pupils look at pictures/view video of Observing
3.4 Understanding that • Identify specific characteristics of various plants to identify special Protect
plants have specific plants that protect them from characteristics that protect these Communicating
characteristics to protect enemies. plants from their enemies. Mimosa
themselves from enemies.
Latex
Pupils list the specifics characteristics
• Describe how the specific of plants. Prevent
characteristics of plants help
them from enemies. Fine hairs
Pupils describe how these
characteristics of plants help to
protect them from enemies, e.g.

a) Mimosas close their leaflets

when touched
b) Papaya leaves produce latex to
prevent them from being eaten
c) Pineapples plants have thorns to
protect themselves
d) Bamboos have very fine hairs
that can cause itchiness

Pupils present their findings to the

class.

11
Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary

Pupils should learn : Pupils; Pupils view video to identify plants Observing
that can be found in : Dry region
3.5 Understanding that • Give examples of plants found in Communicating
plants have specific very dry region. a) Dry region Excessive
characteristics to protect Making inferences
themselves from dry Survive
region. Pupils collect and interpret data to
show how specifics characteristics of
• Identify specific characteristics of
plants help to protect them from :
plants that protect them from
excessive loss of water. a) Excessive loss of water
b) Strong winds

Pupils carry out an activity to show

• Describe how the specific which plant can survive in dry region,
characteristics of plants help e.g. the following plants are kept
them to survive in dry region. without water for a week:

a) a potted balsam plant

b) a potted chilly plant
c) a potted cactus plant

based on their findings pupils make a

conclusion which plants can survive
in dry region.

• Give examples of plants found in Pupils view video to identify plants

strong wind area. that can be found in :
b) Area with strong winds

Pupils collect and interpret data to

• Identify specific characteristics of
show how specifics characteristics of
plants that protect them from
plants help to protect them from :
strong winds.
b) Strong winds

• Describe how the specific based on their findings pupils make a

characteristics of plants help conclusion which plants can survive

12
 them to survive in strong winds. in strong winds.

Pupils should learn : Pupils :
1.1. Understanding the • State the different ways to
measurement of measure length.
length.
• State the standard unit for length
in the metric system.
• Choose the appropriate
measuring tools to measure
length.
Pupils discuss the different ways to Observing Measurement
measure length such as using straw,
Length
arm, span, string, ruler, and Communicating
measuring tape. Width
Measuring and using
Height
numbers
Pupils discuss the standard unit for Circumference
length in metric system, i.e. mm, cm, Defining operationally
m and km. Arm span
Use and handle science Graphic organiser
apparatus and substances
Pupils choose the appropriate tools Calculate
and measure in standard units. Store science apparatus Standard unit
a) The length of objects such as
eraser, pencil or book.
b) The length and height of
teacher’s table.
c) The length and the width of the
classroom.
d) The height of their friends.
e) The circumference of any part of
their bodies or round objects.

Record the measurements in a

• Record length in metric system graphic organiser.

REVISION
MID-YEAR EXAMINATION

13
SECOND TERM

THEME: B. Investigating Force and Energy

Learning Area: 1. Measurement

Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary

Pupils should learn : Pupils :
1.2. Understanding the • State the different ways to
measurement of measure length.
length.
• State the standard unit for length
in the metric system.
• Choose the appropriate
measuring tools to measure
length.
Pupils discuss the different ways to Observing Measurement
measure length such as using straw,
Length
arm, span, string, ruler, and Communicating
measuring tape. Width
Measuring and using
Height
numbers
Pupils discuss the standard unit for Circumference
length in metric system, i.e. mm, cm, Defining operationally
m and km. Arm span
Use and handle science Graphic organiser
apparatus and substances
Pupils choose the appropriate tools Calculate
and measure in standard units. Store science apparatus Standard unit
f) The length of objects such as
eraser, pencil or book.
g) The length and height of
teacher’s table.
h) The length and the width of the
classroom.
i) The height of their friends.
j) The circumference of any part of
their bodies or round objects.

Record the measurements in a

• Record length in metric system graphic organiser.

14
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary

Pupils should learn : Pupils : Square

• Compare a square and a Pupils compare objects of different Observing
1.3. Understanding how rectangle and guess which object shapes such as a square and a Rectangle
to calculate area has a bigger area rectangle and guess which object has Communicating
a bigger area, e.g. Length
Measuring and using
Width
• Carry out a test to confirm their a) A square ( 4cm X 4cm ) numbers
guesses b) A rectangle ( 8cm X 2cm ) Area
Defining operationally
Metric system
Pupils confirm their guesses by filling
• State that area = length X width Use and handle science
the 4cm X 4cm square and 8cm X Shape
2cm rectangle with 1cm X 1cm cards apparatus and substances
and count the number of 1cm X 1cm
cards used. Store science apparatus

• State the standard unit for area in

Pupils discuss the standard unit for
the metric system.
area in metric system, i.e. square
mm, square cm, square m, and
square km.

• Calculate the area of a given Pupils calculate the area of any given
shape in metric system square and rectangle metric system

Pupils should learn: Pupils : Pupils compare 2 different objects Observing

Volume
such as a cube and a cuboid and
1.4. understanding how • Compare a cube and a cuboid guess which object has a bigger Communicating Solid
to measure the and guess which object has a volume, e.g
Measuring and using Cube
volume of solid bigger volume A cube ( 4cm x 4cm x 4cm )
numbers Cuboid
A cuboid ( 8cm x 4cm x 2cm)
Defining operationally

Pupils confirm their guess by filling Use and handle science

• Carry out a test to confirm their apparatus and substances
the 4cm x 4cm x 4cm cube and 8cm
guess
x 4cm x 2cm cuboid with 1cm x 1cm
cards and count the number of 1cm x Store science apparatus
1cm cards used.

15
Week Learning Objectives Learning Outcomes
• State that volume = l
length X width X height
• Calculate the volumes of cubes
and cuboids based on the
measurement taken in metric
system.
Pupils should learn : Pupils :
1.4 Understanding how to • State the different ways to
measure volume of measure the volume of a liquid.
liquid
• State the standard unit for volume
of liquid in the metric system.
• Choose the appropriate
measuring tools to measure the
volume of a liquid.
• Measure the volume of a liquid
using the correct techniques.
• Record the volume measured in
metric units.
Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils discuss the standard unit for
volume of solid in metric system, i.e.
cubic mm, cubic cm, and cubic m.
Pupils Calculate the volumes of any
given cubes and cuboids in metric
system.
Liquids
Pupils discuss the different ways that Observing
Beaker
can be used to measure the volume
of liquid such as using cup, the cap of Communicating Measuring cylinder
a bottle, beaker and measuring
Measuring and using Meniscus
cylinder.
numbers
Pupils discuss the standard unit for
volume of liquid in the metric system, Use and handle science
i.e. ml and l. apparatus and substances
Store science apparatus
Pupils Choose the appropriate tools
for measuring the volume of a liquid.
Pupils discuss the correct technique
to take readings, i.e.
a) Taking the reading at the lowest
part of the meniscus
b) Eyes must be at the same level
as the lowest part of the
meniscus
Pupils carry out activities to measure
the volumes of liquids using the
correct techniques.
Pupils record measurement in a
graphic organiser.
16
Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary

Pupils should learn : Pupils :
1.5 Understanding how to • State tools for measuring mass
measure mass
• State the standard unit for mass
in the metric system
• Measure the mass of an object
using the correct techniques
Pupils study level balance and Observing Lever balance
discuss that it can be used to
Communicating Compression balance
measure mass of various objects.
Mass
Pupils discuss the standard unit for Measuring and using
mass in the metric system, i.e. mg, g numbers
and kg.
Use and handle science
Pupils use tools to measure the
apparatus and substances
masses of various objects such as
books, pencil cases or school bags.
Store science apparatus

• Record the measurement using Pupils record the measurement in a

metric system graphic organiser

Pupils should learn : Pupils :

Pupils gather information about the Observing Uniformly repeat
1.6 Understanding how to • Identify different ways to measure different ways to measure time.
Swing
measure time time. Communicating
Pupils discuss and conclude that a Pendulum
• State the processes that repeat process that repeats uniformly can be Measuring and using
numbers Water dripping
uniformly can be used to measure used to measure time.
time. Pulse rate
Pupils observe the following Defining operationally
• State the standard unit for time in processes :
Use and handle science
the metric system apparatus and substances
a) The swinging of a pendulum
b) Water dripping
Store science apparatus
• Identify tools for measuring time c) Pulse

• Measure time using appropriate Pupils discuss why the above

tools. processes can be used to measure
time.
• State the standard unit for time in
Pupils discuss the standard unit for
the metric system
time in metrics system, i.e. second,
minute and hour.

17
Weeks Learning Objectives Learning Outcomes
• Identify tools for measuring time
• Measure time using appropriate
tools.
• Record the time measured in
metric system.
Pupils should learn : Pupils :
1.7 Realising the • Choose and use the appropriate
important of using tools to measure the volumes of
standard units. liquids and masses of the
ingredient in a recipe.
• Give reasons for any differences
in the dough prepared by pupils
using the given recipe.
• Conclude the need for using
standard unit.
Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils discuss to choose and used Observing Stop watch
appropriate tools and units to
measure time. Communicating Measurement
Pupils measure the time taken to Measuring and using
carry out certain activities using the numbers
correct tools and appropriate units.
Use and handle science
Pupils record the measurement in
apparatus and substances
appropriate in a graphic organiser.
Store science apparatus
Pupils are shown a piece of play Observing Dough
dough made earlier by teacher and
Texture
ask to prepare their own play dough Communicating
using the given recipe. Accuracy
Making inferences
Knead
Based on the given recipe pupils
discuss what tools to use for Measuring and using Ingredient
measuring the ingredients and how to numbers
Mixture
measure.
Use and handle science
Pupils make the play dough by
apparatus and substances
measuring the ingredients using the
measuring tools and units that they Clean science apparatus
have chosen.
Pupils feel the texture of the dough Store science apparatus
and give reasons for any difference in
their dough as compared to the play
dough prepared by the teacher.
Pupils conclude that standard units
are needed for accuracy and
consistency.
18
THEME: C. Investigating Materials
Learning Area: 1. Properties of materials
Weeks Learning Objectives
Pupils should learn :
1.1 understanding the
properties of materials
Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils :
Pupils are given various objects Observing
Material
• classify objects into groups made of wood, plastic, metal, glass,
according to the materials they or rubber and group them according Communicating Conductor
are made of. to the materials they are made of.
Classifying Insulator
• Identify materials that conduct Pupils test objects made of wood, Metal
Defining operationally
electricity. plastic, metal, glass, or rubber to find
Heat
out if there :
Use and handle science
• Identify materials that conduct a) Conduct electricity. Float
apparatus and substances
heat. b) Conduct heat.
Absorb
c) Float on water
• Identify materials that float on d) Absorb water Clean science apparatus Stretch
water e) Can be stretched.
f) Allow light to pass through Store science apparatus
• Identify materials that absorb Pupils record their findings in a
water graphic organiser.
• Identify materials that can be
stretched.
• Identify materials that allow light
to pass through
Discuss what conductor and insulator
• State what a conductor is
are.
• State what a insulator is Based on the graphic organiser,
pupils conclude that a good heat
• Conclude that a good conductor conductor of electricity.
of heat is also a good conductor
of electricity
19
Weeks Learning Objectives
Pupils should learn :
1.2 Applying the knowledge of
properties of materials in
everyday life.
Learning Outcomes
• Classify materials based on their
abilities to allow light to pass
through
• State what a transparent material
is
• State what a translucent material
is
• State what a opaque material is
• List uses of transparent,
translucent and opaque materials.
Pupils :
• Suggest way to keep things cool
• Suggest way to keep things hot
• Design an effective way to keep
things hot or to keep things cool
Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils carry out activities to test Observing Material
different materials such as wood,
plastic, metal, glass, or rubber to find Communicating Allow
out their abilities to allow light to pass
through Classifying Transparent
Defining operationally
Based on the above activities, pupils Translucent
classify materials into 3 categories,
Use and handle science
i.e. Opaque
apparatus and substances
Transparent materials that allows
most light to pass through. Clean science apparatus
Translucent materials that allow some Store science apparatus
light to pass through.
Opaque materials that does not allow
any light to pass through
Pupils study and discuss the uses of
transparent, translucent and opaque
materials.
Pupils observe models or view video Observing
to see the structure of a polystyrene Keep
container or thermos flask to Communicating
understand how they work. Cold
Making inferences
Pupils discuss and suggest ways to Hot
keep things cool, e.g. keeping cool Use and handle science
drinks for picnic. apparatus and substances
Clean science apparatus
Pupils discuss and suggest ways to
keep things hot, e.g. keeping hot
Store science apparatus
drinks for picnic.
Pupils carry out activities to test their
suggestions.
Pupils discuss to conclude the best
way to keep things hot or to keep
20

Weeks Learning Objectives
Pupils should learn :
1.3 Synthesising the
knowledge about uses of
materials based on their
properties.
Pupils should learn :
1.4 Knowing the importance of
reuse, reduce, and recycle
of
things cool
Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils : Properties
Pupils study objects List objects and Observing
• List objects and materials that materials that they are made of. Materials
they are made of. Communicating
Metal
Pupils suggest reasons why particular Making inferences
• Give reasons why particular
materials are used to make an materials are used to make an object. Glass
object.
• State that materials are chosen to Pupils discuss that different materials
make an object based on their have different properties which are
properties. taken into consideration when
choosing materials to make an object
e.g. metal and glass are use to make
a pair of glasses.
• Design an object for a specific Pupils Design an object for a specific
purpose and give reasons why purpose using the materials of their
certain materials are used to choice and justify why they choose
make it. the materials.
Pupils :
Pupils observe and classify objects Observing Conserve
• Give examples of natural around them into :
Natural materials
materials. Objects made of natural materials, Communicating
i.e. wood, soil, metal, leather, Man-made
cotton, fur, rubber and silk. Making inferences
• Give examples of man-made Reuse
materials. Objects made of man-made
materials, i.e. plastic and Recycle
synthetic cloth.
Reduce
Pupils discuss that man-made Wood
• State that man-made materials materials come from natural
Metal
come from natural materials. materials.
Cotton
Pupils conclude that we need to
Rubber
• Give reasons why materials need conserve materials because man-
to be conserved. made materials and natural materials Silk
are limited and may be used up is
Leather
there is no effort to conserve them.
21
Weeks Learning Objectives
Pupils should learn :
1.5 Understanding that some
materials can rust.
Pupils should learn :
1.6 Understanding that rusting
can be prevented
Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
• Practise reusing, reducing and Pupils carry out activities about ,
recycling to conserve materials reducing and recycling of materials
throughout the year.
Pupils :
Observing Rusty
• Differentiate between a rusty Pupils observe a rusty nail and a nail
objects object and non-rusty without rust and tell the different. Communicating Non-rusty
objects.
Pupils observe object around the Classifying Iron
school and classify objects as :
Making inferences
a) Rusty
Making hypotheses
b) Non-rusty
Controlling variables
Pupils discuss to conclude that
• Conclude that objects made of
objects made of iron can rust.
iron can rust. Experimenting
Pupils carry out activities to Interpreting data
• Design a fair test to find out what investigate the factors that cause
factors that cause rusting by rusting, i.e. presence of air and water. Use and handle science
deciding what to change, what to
apparatus and substances
observe, and what to keep the
same. Clean science apparatus
Store science apparatus
• State the different ways to prevent Pupils observe objects around the Observing Grease
objects from rusting. school compound and suggest
different ways to prevent rusting. Communicating Paint
• Explain how these ways can Explain how these can ways prevent Making inferences Oil
prevent rusting. rusting iron from coming into contact
with air and water by coating iron with Advantage
paint, oil, grease or non-rusting
materials. preventing
• Explain why it is necessary to Pupils discuss the advantages of
22

THEME: D. Investigating The Earth and The Universe
Learning Area: 1. The Solar System
Weeks Learning Objectives
Pupils should learn :
1.1 Understanding the Solar
System.
Pupils should learn :
1.2 Understanding the relative
size and distance
between the Earth, the
Moon and the Sun
prevent rusting. preventing rusting.
Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils : Observing Solar System
Pupils study a models or view
Communicating Mercury
• List the constituents of the Solar simulation of the Solar System.
System. Venus
Pupils discuss the constituents of the
Earth
Solar System.
Mars
• List the planets in the Solar Pupils simulate to demonstrate the
Jupiter
System in a sequence. relative distance of the planets in the
Solar System. Saturn
Uranus
• State that planets move around • Pupils discuss that all the planets
the Sun. in the Solar System move around Neptune
the Sun. Pluto
Pupils : Pupils compare the size of a sago, a Sago
glass marble, and a basket ball to Observing
Support lives
• State the size of the Sun relative show the relative size of the Earth,
to the size of the Earth. the Moon and the Sun. Communicating Absence of water
Pupils discuss to estimate how many absence of air
times the Sun is bigger than the
• State the size of the Earth relative Earth and how many times the Earth
to the size of the Moon. is bigger than the Moon.
Pupils gather information to estimate
how far the Sun is from the Earth
• State the relative distance from relative to the distance of the Moon
the Earth to the Sun compare to from the Earth.
the relative distance to the
Pupils discuss and conclude that the
distance from the Earth to the
distance from the Earth to the Sun is
Moon.
400 time the distance from the Earth
to the Moon.
Pupils stimulate/build models to show
23

Weeks Learning Objectives
Dates
Pupils should learn :
1.3 Appreciating the perfect
placement of the planet
Earth in the Solar System.
THEME: E. Investigating Technology
Learning Area: 1. Technology
Pupils should learn :
1.1 Understanding the
importance of technology
of everyday life
relative size and distance of the Sun
and the Moon from the Earth.
Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils gather information about the Observing Living things
Pupils : planets about planets in the Solar
System. Communicating Earth
• State why certain planets are not
conducive for living things. Pupils discuss how the distance of a Predicting Sun
planet from the Sun affects how hot
or cool it is. Solar System
Pupils discuss to relate hot or cold a
planet is to its ability to support life.
Pupils discuss to predict what will
happen if the Earth is placed much
nearer or farther from the Sun.
• Predict what will happen if the
Earth is placed much nearer or
Pupils discuss other factors that
farther from the Sun.
affect other planet’s ability to support
live e.g. absence of water and
• Conclude that the Earth is the absence of air.
only planet in the Solar System
that has living things.
Memories
Pupils : Pupils test their abilities, e.g. Observing
Device
• State that there are limitations to a) Try to memories a telephone Communicating Abilities
human’s abilities to do things. number and then try to memories
Making inferences Limitation
another 5 telephone numbers
without writing them down. Magnifying glass
b) Try to jump as high as possible
Overcome
and touch the ceiling
c) Try to read the same writing from
different distance.
Pupils discuss the limits of their
abilities.
• Identify device used to overcome Pupils view video to see how
24
 human’s limitations. technologies are used to overcome
human’s limitation.

Week Learning Objectives Learning Outcomes Suggested Learning Activities Notes/Vocabulary

Explain how certain devices are Pupils discuss and give other
used to overcome human’s examples of human’s limitation and
limitation. ways to overcome them, e.g.

a) Unable to see the fine details on

an object. This can be overcome
by using magnifying glass or
microscope
b) Unable to speak loud enough for
someone far away to hear. This
can be overcome by using
microphone, megaphone or
telephone.
c) Unable to walk for long distance.
This can be overcome by riding a
bicycle or travelling by car, train,
ship or aeroplane.

Pupils should learn : Pupils : Pupils gather information and create

• Give examples of development of folio about the development of Observing Communication
1.2 Understanding the technology. technology in the fields of :
Communicating Transportation
development of a) Communication
technology b) Transportation Agriculture
c) Agriculture Making inferences
Construction
d) Construction
E.g. in communication the Innovate
development of technology from
Invent
smoke signal to drum, telephone,
walkie-talkie, cell phone, and Betterment
teleconferencing.
Mankind
• Recognise the needs to innovate Pupils give reasons on the need to
or invent devices for the innovate or invent devices for the
betterment of mankind. betterment of mankind.

25
Week Learning Objectives
Pupils should learn :
1.3 Synthesising how
technology can be used
to solve problems
Pupils should learn :
1.4 Analysing that technology
can benefit mankind if
used wisely
Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils : Encounter
• Identify problems they encounter Pupils discuss and list the problems Observing
in their daily life that they encounter in their daily life Solve
Communicating
• Generate ideas to solve the Pupils carry out brainstorming Device
problems identified. session on how to solve the problems
identified. Invented
• Design a device to solve the Pupils design and make device to
problems identified. solve the problems identified.
• Demonstrate how the device Pupils present their innovation to the
invented can be used to solve the class.
problems identified.
Pupils : Pupils discuss and list the advantage
• State that technology has and disadvantages of technology to Observing Advantages
advantages and disadvantages. mankind.
Communicating Disadvantages
Pupils hold debates on topics related
to technology. Benefit
• Conclude that technology can Wisely
benefit mankind if used wisely. Pupils make a conclusion from the
debate that technology can benefit
mankind if used wisely.
REVISION
FINAL YEAR EXAMINATION
26