Year Four Science Scheme of Work 2007

8/14/2019 Year Four Science Scheme of Work 2007

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YEARLY SCHEME OF WORKSCIENCE 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 :

1.1. Understanding thathumans have basicneeds

Pupils

• Identify the basic needs of humans

• Give reasons why humans needfood, water, air and shelter

Pupils view video that shows variousfootage related to the basic needs of humans i.e.:

• A child/family taking drinksand a balanced diet,

• Movement of the chest of asleeping baby,

• Different types of houses

Based on the video pupilsdiscuss the basic needs of humans i.e. food, water, air andshelter

Pupils discuss that :a) humans need to eat/drink to

help them grow and to stayhealthy

b) humans need to protectthemselves from danger,sun and rain

Pupils discuss and explain what willhappen to humans if there is no food,water, air and shelter

Observing

Communicating

Making inferences

Predicting

Basic need

Breath

Breathe

Bungalow

Flat

Hut

Long house

Movement

Terrace house

Shelter

Balanced diet

1



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


a. Understanding thatanimals have basic

needs

Pupils

• Identify the basic needs of animals

• Give reasons why animalsneed food, water, air andshelter

• Describe types of sheltersfor animals

Pupils keep pets such as chicks or hamsters

Pupils observe and record what they

do to keep their pet alive and healthy

Pupils discuss why hamsters or chicks are kept in cage and not in anairtight, covered container

Based on their record pupils discussthe basic needs of animals

Pupils discuss that :

a) Animals need to eat/drink to help

them grow and to stay healthyb) Animals need help air to breathec) Animals need to protect

themselves from danger, sunand rain

Pupils study pictures or video anddescribe different types of shelters for animals such as nest, caves andholes.

Observing

Communicating

Making inferences

Handle specimens correctlyand carefully.

Holes

Cage

Container

Reference

Air tight


b. Understanding thatplants have basicneeds

Pupils

• Identify the basic needs of plants

Pupils carry out activities to show thebasic needs of plants by comparingsimilar balsam plants kept in differentconditions :a) 1 watered, 1 without water b) 1 kept outdoor, 1 kept in a tight

plastic bagc) 1 kept outdoor and 1 kept in a

dark cupboard

Pupils observe and record their dailyobservations.

Based on their records pupils discussto conclude that the basic needs of plants are water, air and sunlight.

Observing

Communicating

Making inferences

Making hypotheses

Controlling variables

Experimenting

Interpreting data

Handle specimens correctlyand carefully

Condition

Similar

Watered

Sunlight

2



Learning Area 2 : Living things undergo life processes



2.1 Analysing life processesthat humans undergo

Pupils :

• Identify that human breathe

• Describe what inhale is

• Describe what exhale is

• Differentiate the air that weinhale and exhale

• State that humans use lungs to

breathe.

• Identify the passage of air during

breathe

• Conclude that not all individualshave the same rate of breathing

Pupils use their hands to feel themovement of their chest as they

breathe.

Pupils discuss to conclude that themovement of the chest is due tobreathing.

Pupils discuss that when they inhalethey take in air

Pupils discuss that when they exhalethey give out air

Pupils gather information and discussthat :

a) Inhale air has more oxygen thanexhaled 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 abreathing organ for human and toidentify the passage of air movementwhen human breathes.

Pupils carry out activity to count the

number of chest movements in aminute when they are breathing andrecord their findings

Pupils compare their group findingsand conclude that not everyone hasthe same rate of breathing.

Observing

Communicating

Making inferences

Defining operationallyObserving

Draw specimens and apparatus

Exhale

Faeces

Inhale

Rate

Undergo

3





2.1 Analysing life processeshuman undergo

Pupils;

• State that humans excrete anddefecate

• State the products of human

excretion

• State the products of human

defecation

• Gives reasons why humans needto excrete and defecate

Pupils discuss to conclude thathumans excrete and defecate

Pupils discuss that when humans :

a) excrete they produce urine,

sweat, and water b) defecate they produces faeces

Pupils discuss that humans excreteand defecate to get rid of wastematerials from their bodies.

Pupils discuss to infer the effect onhealth if humans do not excrete or defecate.

Observing

Communicating

Making inferences

Excretion

Defecate

Sweat

UrineWaste products



• State that humans respond tostimuli

• Gives reasons why humansrespond to stimuli

Pupils view video or carry outactivities to show how humansrespond to stimuli. e.g. whentouching a glass of hot water.

Pupils discuss to infer that humansrespond to stimuli to protectthemselves from danger or for survival.

Observing

Communicating

Making inferences

Stimuli

Reaction



• State that humans reproduce

• Predict what will happen if humans do not reproduce

Pupils draw family trees of their

families for three generations. Pupilscompare each other’s diagram andconclude that humans produceoffspring from one generation toanother

Pupils discuss what will happen if human do not reproduce.

Observing

Communicating

Making inferences

Predicting

OffspringReproduce

Survival

4





2.2 Being aware that certainbehaviour can disturb lifeprocesses.

Pupils :

• Gives examples of habits thatbring harm to human lifeprocesses

• State the effects of smoking onlungs

• Explain that taking drugs andalcohol can delay a person’sresponse to stimuli

• Participate in a campaign todiscourage smoking, drugstaking, and alcohol drinkingamong their peers.

Pupils discuss to identify bad habitsin humans, e.g. smoking, drinkingalcohol, and taking drugs.

Pupils look at pictures or video of asmoker’s and non-smoker’s lungsand discuss the effects of smoking onlungs

Pupils watch demonstration byteacher to observe the harmfulsubstances produced when acigarette is being burnt.

Pupils listen to a talk on smoking andhealth given by a health officer.

Pupils draw posters about the effectsof smoking on health.

Pupils view video to see the effects of drugs and alcohol on humans interms of the effects of delaying aperson’s response to stimuli, e.g.a) Ability to walk in straight lineb) Delayed reaction of a drunken

driver or a driver high on drugcan cause accident.

Pupils carry out activities todiscourage smoking, drugs taking,

and alcohol drinking among their peers.

Observing

Communicating

Smoker

Affect

Drunken

Delay

Cause

Drug

Alcohol

Peers

5





2.3 Analysing the lifeprocesses that animalsundergo

Pupils :

• State that animals excrete

• State that animals defecate

• Gives reasons why animals needto excrete and defecate

• State that animals breathe

• State that breathing organ for different types of animals may bedifferent

Pupils observe animals in sciencegarden to conclude that animalsdefecate and excrete

Pupils discuss that animals excreteand defecate to get rid of wasteproducts from their bodies.Pupils discuss to infer the effect onhealth if animals do not excrete or defecate.

Pupils look at models or livespecimens to see the breathingstructures of :

a) Bird d) Fish

b) Grasshopper e) Crabc) Frog f) Monkey

Based on the viewing of video/models/ live specimens pupilsconclude that breathing organs for animals may be different.

Observing

Communicating

Making inferences

Grasshopper

Occur

defecate

excrete

specimens

breathe



• State that animals reproduce

• State that some animals givebirth and some lay eggs

• Classify animals according to the

ways they reproduce

Pupils view video showing animalsgiving birth and chicks hatching fromeggs

Pupils discuss to conclude that

animals reproduce

Pupils discuss to conclude that someanimals give birth and some lay eggs

Pupils discuss to classify animals intothose that lay eggs and those thatgive birth to their young.

Observing

Communicating

Classifying

Reproduce

Give birth

Hatch

Lay eggs

6






• Describe the life cycles of different animals

• Conclude that animals may havedifferent life cycles

Pupils observe animals such asbutterfly, frog, hamster or chickenfrom birth/eggs to adult. Pupils recordthe change animals may havedifferent life cycles s in size/form atthe different stages of the life cycles

Based on their observations andrecords pupils discuss to concludethat animals may have different lifecycles.

Pupils make a scrap book on realanimals as imaginary pet, e.g. tiger,whale, lizard, pangolin, bat worm,snake etc. pupils may write, draw or paste pictures on their scrap book totell about their pets, e.g.a) What pupils have to do to keep

their pets alive and healthy

b) Suitable home for their petsc) Foods for their petsd) How their pets protect

themselves from enemiese) How their pets take care of their

youngf) Life processes of their pets

Observing

Communicating

Draw specimens and apparatus

Life cycle

Stage


2.4 Understanding the lifeprocesses that plantsundergo

Pupils :

• State that plants responds tostimuli

• Identify the part of plant thatresponds to the water

• Identify the part of plant thatresponds to the gravity

• Identify the part of plant thatresponds to the sunlight

• Identify the part of plant thatresponds to the touch

Pupils carry out activities to studyhow plants responds to stimuli, e.g.water, sunlight, touch and gravity

Pupils observe and record their

findings.

Based on the above activities pupilsdiscuss to identify the parts of plantsthat respond to stimulia) Roots respond to the water and

gravityb) Shoots respond to sunlight

certain leaflets respond to touch

Observing

Communicating

Making inferences


Water lettuce

Bryophyllum

Extinct

ShootLeaflets

Young plant

Parent plant

7



Weeks/Dates

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


2.4 Understanding the lifeprocesses that plants

undergo

Pupils;

• State that plants reproduce

• Explain why plants need toreproduce

• Predict what will happen to theworld if plants do not reproduce

• Explain the various ways plantsreproduce

Pupils observe :

a) Begonia plants / bryophyllum that

have young plants growing fromthe leaves

b) Banana trees that have youngplants growing around theparents plants

c) Water lettuce that have youngplants attached to parent plants

Pupils carry out discussion based ontheir observations that plantsreproduce

Pupils watch pictures/view video and

discuss that plants reproduce toensure that survival of their species

Pupils discuss and predict what willhappen to the world if plants do notreproduce, e.g. no food supply for human and certain animals

Pupils study live specimens/viewvideo to find out the various waysplants reproduce, i.e.a) Through seeds e.g. balsam, corn

and durianb) Through spores e.g. fernc) Through suckers e.g. banana

and pineappled) Through stems e.g. hibiscus,

rose and tapiocae) Through leaves e.g. begonia

plants and bryophyllum

f) Through underground stem e.g.

potato, onion, ginger and lily.

Observing

Communicating

Predicting


Spores

Suckers

Stem cuttingUnderground stem

Tapioca plant

Mushroom

Fern

Various

Corn

Dispersal

Splitting

Love grass

Ensure

Relationship

Flame of the forest

Shorea

8



Learning Area: 3. Animals and plants protect themselves



3.1 Understanding thatanimals have specificcharacteristic andbehaviour to protectthemselves from danger.

Pupils;

• Identify special characteristics of

animals that protect them fromdanger.

• Identify special behaviour of animals that protect them fromdanger.

• Describe how the special

characteristics and behaviour of animals help to protect them fromdanger.

Pupils touch animals such as garden

snails or millipedes and observe howthey react to danger

Pupils describe what they observeand give reasons for the animal’sbehaviour, e.g. millipede curls up toprotect itself from danger.

Pupils look at live specimen or collectinformation by looking at pictures or viewing video of various animals toidentify the characteristics and

behaviour of animals that protectthem from danger, e.g.

a) Pangolins have hard scales toprotect themselves from enemies

b) Bed bugs have bad smell torepel enemies

c) Chameleons have the ability to

change skin colour according tothe surrounding

d) Scorpions have stings to protectthemselves from enemies

Pupils discuss and explain how the

characteristics and behaviour of these animals protect them fromdanger.

Pupils present their findings to theclass.

Observing

Communicating

Making inferences

Curl up

Millipede

Centipede

Behaviour

Hurt

Pangolin

Scale

Bed bug

Chameleon

Sting

9





3.2 Understanding thatanimals have specificcharacteristics andbehaviour to protectthemselves from extremeweather.

• Identify special characteristics

and behaviour of animals thatprotect them from very hot or cold weather.

• Describe how the special

characteristics and behaviour of animals help to protect them fromvery hot or cold weather.

Pupils view video of animals that livein very hot or cold weather.

Pupils list the special characteristicsand behaviour of animals anddescribe how these characteristicsand behaviour help to protect themfrom very hot or cold weather, e.g.

a) Rhinoceros keep their bodiescool by wallowing in mud holes

b) Polar bears have thick fur toenable them to live in very coldweather

c) Camels have humps on their backs to store food and water toenable them to survive indeserts.


Observing

Communicating

Making inferences

.

Rhinoceros

Extreme weather

‘region

Thick fur

Specific characteristic

Humps

Mimosa

Latex

Fine hair

ItchinessWallowing

3.3 Understanding thatanimals have specific

characteristics andbehaviour to enable themto survive.

Pupils;

• Recognise the need for animals to

protect themselves from enemiesand extreme weather conditions.

• Make a model of an imaginaryanimals that can survive bothextreme weather and enemies.

• Give reasons why models arebuilt in such ways.

Pupils discuss that animals need toprotect themselves from enemies and

extreme weathers conditions toenable them to survive.

Pupils design a model of animaginary animals that can protectitself from its enemy and extremeweather conditions.

Pupils build their models and justifywhy models are built with certain

Observing

Communicating

Making inferences

.

Excessive

Extreme

Weather

enemies

10



characteristics.



3.4 Understanding thatplants have specificcharacteristics to protectthemselves from enemies.

Pupils;

• Identify specific characteristics of

plants that protect them fromenemies.

• Describe how the specific

characteristics of plants helpthem from enemies.

Pupils look at pictures/view video of various plants to identify specialcharacteristics that protect theseplants from their enemies.

Pupils list the specifics characteristicsof plants.

Pupils describe how thesecharacteristics of plants help toprotect them from enemies, e.g.

a) Mimosas close their leafletswhen touched

b) Papaya leaves produce latex toprevent them from being eaten

c) Pineapples plants have thorns toprotect themselves

d) Bamboos have very fine hairsthat can cause itchiness


Observing

Communicating

Characteristics

Protect

Mimosa

Latex

Prevent

Fine hairs

11



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


3.5 Understanding thatplants have specificcharacteristics to protectthemselves from dryregion.

Pupils;

• Give examples of plants found invery dry region.


plants that protect them fromexcessive loss of water.

•

Describe how the specificcharacteristics of plants helpthem to survive in dry region.

• Give examples of plants found instrong wind area.


plants that protect them fromstrong winds.

• Describe how the specific

characteristics of plants help

Pupils view video to identify plantsthat can be found in :

a) Dry region

Pupils collect and interpret data toshow how specifics characteristics of plants help to protect them from :

a) Excessive loss of water b) Strong winds

Pupils carry out an activity to show

which plant can survive in dry region,e.g. the following plants are keptwithout water for a week:

a) a potted balsam plantb) a potted chilly plantc) a potted cactus plant

based on their findings pupils make aconclusion which plants can survivein dry region.

Pupils view video to identify plantsthat can be found in :b) Area with strong winds

Pupils collect and interpret data toshow how specifics characteristics of plants help to protect them from :

b) Strong winds

based on their findings pupils make aconclusion which plants can survive

Observing

Communicating

Making inferences

Dry region

Excessive

Survive

12



them to survive in strong winds. in strong winds.


1.1. Understanding themeasurement of length.

Pupils :

• State the different ways tomeasure length.

• State the standard unit for length

in the metric system.

• Choose the appropriatemeasuring tools to measurelength.

• Record length in metric system

Pupils discuss the different ways tomeasure length such as using straw,arm, span, string, ruler, andmeasuring tape.

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

Pupils choose the appropriate toolsand measure in standard units.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 agraphic organiser.

Observing

Communicating

Measuring and usingnumbers

Defining operationally

Use and handle scienceapparatus and substances

Store science apparatus

Measurement

Length

Width

Height

Circumference

Arm span

Graphic organiser

Calculate

Standard unit

REVISIONMID-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


1.2. Understanding themeasurement of length.

Pupils :

• State the different ways to

measure length.

• State the standard unit for lengthin the metric system.

• Choose the appropriatemeasuring tools to measurelength.

• Record length in metric system

Pupils discuss the different ways tomeasure length such as using straw,arm, span, string, ruler, andmeasuring tape.

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

Pupils choose the appropriate toolsand measure in standard units.

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 agraphic organiser.

Observing

Communicating





Measurement

Length

Width

Height

Circumference

Arm span

Graphic organiser

Calculate

Standard unit

14





1.3. Understanding howto calculate area

Pupils :

• Compare a square and arectangle and guess which objecthas a bigger area

• Carry out a test to confirm their guesses

• State that area = length X width

• State the standard unit for area inthe metric system.

• Calculate the area of a givenshape in metric system

Pupils compare objects of differentshapes such as a square and arectangle and guess which object hasa bigger area, e.g.

a) A square ( 4cm X 4cm )b) A rectangle ( 8cm X 2cm )

Pupils confirm their guesses by fillingthe 4cm X 4cm square and 8cm X2cm rectangle with 1cm X 1cm cardsand count the number of 1cm X 1cmcards used.

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

Pupils calculate the area of any givensquare and rectangle metric system

Observing

Communicating





Square

Rectangle

Length

Width

Area

Metric system

Shape

Pupils should learn:

1.4. understanding howto measure thevolume of solid

Pupils :

• Compare a cube and a cuboidand guess which object has abigger volume

• Carry out a test to confirm their guess

Pupils compare 2 different objectssuch as a cube and a cuboid andguess which object has a bigger volume, e.g

A cube ( 4cm x 4cm x 4cm )

A cuboid ( 8cm x 4cm x 2cm)

Pupils confirm their guess by fillingthe 4cm x 4cm x 4cm cube and 8cmx 4cm x 2cm cuboid with 1cm x 1cmcards and count the number of 1cm x1cm cards used.

Observing

Communicating





Volume

Solid

Cube

Cuboid

15




• State that volume = llength X width X height

• Calculate the volumes of cubesand cuboids based on themeasurement taken in metricsystem.

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 anygiven cubes and cuboids in metricsystem.


1.4 Understanding how tomeasure volume of liquid

Pupils :

• State the different ways tomeasure the volume of a liquid.

• State the standard unit for volumeof liquid in the metric system.

• Choose the appropriatemeasuring tools to measure thevolume of a liquid.

• Measure the volume of a liquid

using the correct techniques.

• Record the volume measured inmetric units.

Pupils discuss the different ways thatcan be used to measure the volumeof liquid such as using cup, the cap of a bottle, beaker and measuringcylinder.

Pupils discuss the standard unit for volume of liquid in the metric system,

i.e. ml and l.

Pupils Choose the appropriate toolsfor measuring the volume of a liquid.

Pupils discuss the correct techniqueto 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 themeniscus

Pupils carry out activities to measurethe volumes of liquids using thecorrect techniques.

Pupils record measurement in agraphic organiser.

Observing

Communicating


Use and handle science

apparatus and substances


Liquids

Beaker

Measuring cylinder

Meniscus

16



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


1.5 Understanding how tomeasure mass

Pupils :

• State tools for measuring mass

• State the standard unit for massin the metric system

• Measure the mass of an objectusing the correct techniques

• Record the measurement usingmetric system

Pupils study level balance anddiscuss that it can be used tomeasure mass of various objects.

Pupils discuss the standard unit for mass in the metric system, i.e. mg, gand kg.

Pupils use tools to measure themasses of various objects such asbooks, pencil cases or school bags.

Pupils record the measurement in agraphic organiser

Observing

Communicating




Lever balance

Compression balance

Mass


1.6 Understanding how tomeasure time

Pupils :

• Identify different ways to measuretime.

• State the processes that repeatuniformly can be used to measuretime.

• State the standard unit for time inthe metric system

• Identify tools for measuring time

• Measure time using appropriatetools.

• State the standard unit for time inthe metric system

Pupils gather information about thedifferent ways to measure time.

Pupils discuss and conclude that aprocess that repeats uniformly can beused to measure time.

Pupils observe the followingprocesses :

a) The swinging of a pendulumb) Water drippingc) Pulse

Pupils discuss why the aboveprocesses can be used to measuretime.

Pupils discuss the standard unit for time in metrics system, i.e. second,minute and hour.

Observing

Communicating





Uniformly repeat

Swing

Pendulum

Water dripping

Pulse rate

17




• Identify tools for measuring time

• Measure time using appropriatetools.

• Record the time measured inmetric system.

Pupils discuss to choose and used

appropriate tools and units tomeasure time.

Pupils measure the time taken tocarry out certain activities using thecorrect tools and appropriate units.

Pupils record the measurement inappropriate in a graphic organiser.

Observing

Communicating




Stop watch

Measurement


1.7 Realising theimportant of usingstandard units.

Pupils :

•

Choose and use the appropriatetools to measure the volumes of liquids and masses of theingredient in a recipe.

• Give reasons for any differencesin the dough prepared by pupilsusing the given recipe.

• Conclude the need for usingstandard unit.

Pupils are shown a piece of playdough made earlier by teacher andask to prepare their own play doughusing the given recipe.

Based on the given recipe pupilsdiscuss what tools to use for measuring the ingredients and how tomeasure.

Pupils make the play dough bymeasuring the ingredients using themeasuring tools and units that theyhave chosen.Pupils feel the texture of the doughand give reasons for any difference in

their dough as compared to the playdough prepared by the teacher.

Pupils conclude that standard unitsare needed for accuracy andconsistency.

Observing

Communicating

Making inferences



Clean science apparatus


Dough

Texture

Accuracy

Knead

Ingredient

Mixture

18



THEME: C. Investigating Materials

Learning Area: 1. Properties of materials



1.1 understanding theproperties of materials

Pupils :

• classify objects into groupsaccording to the materials theyare made of.

• Identify materials that conductelectricity.

• Identify materials that conductheat.

• Identify materials that float onwater

• Identify materials that absorbwater

• Identify materials that can bestretched.

• Identify materials that allow light

to pass through

• State what a conductor is

• State what a insulator is

• Conclude that a good conductor of heat is also a good conductor of electricity

Pupils are given various objectsmade of wood, plastic, metal, glass,or rubber and group them accordingto the materials they are made of.

Pupils test objects made of wood,plastic, metal, glass, or rubber to findout if there :a) Conduct electricity.b) Conduct heat.c) Float on water

d) Absorb water e) Can be stretched.

f) Allow light to pass through

Pupils record their findings in agraphic organiser.

Discuss what conductor and insulator

are.

Based on the graphic organiser,pupils conclude that a good heatconductor of electricity.

Observing

Communicating

Classifying





Material

Conductor

Insulator

Metal

Heat

Float

Absorb

Stretch

19




• Classify materials based on their abilities to allow light to passthrough

• 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 carry out activities to testdifferent materials such as wood,plastic, metal, glass, or rubber to find

out their abilities to allow light to passthrough

Based on the above activities, pupilsclassify materials into 3 categories,i.e.Transparent materials that allowsmost light to pass through.

Translucent materials that allow somelight to pass through.

Opaque materials that does not allowany light to pass through

Pupils study and discuss the uses of transparent, translucent and opaquematerials.

Observing

Communicating

Classifying





Material

Allow

Transparent

Translucent

Opaque


1.2 Applying the knowledge of properties of materials ineveryday life.

Pupils :

• Suggest way to keep things cool

• Suggest way to keep things hot

• Design an effective way to keepthings hot or to keep things cool

Pupils observe models or view videoto see the structure of a polystyrenecontainer or thermos flask tounderstand how they work.

Pupils discuss and suggest ways tokeep things cool, e.g. keeping cooldrinks for picnic.

Pupils discuss and suggest ways tokeep things hot, e.g. keeping hotdrinks for picnic.

Pupils carry out activities to test their suggestions.

Pupils discuss to conclude the bestway to keep things hot or to keep

Observing

Communicating

Making inferences




Keep

Cold

Hot

20



things cool



1.3 Synthesising the

knowledge about uses of materials based on their properties.

Pupils :

• List objects and materials that

they are made of.

• Give reasons why particular materials are used to make anobject.

• State that materials are chosen tomake an object based on their properties.

• Design an object for a specific

purpose and give reasons whycertain materials are used tomake it.

Pupils study objects List objects andmaterials that they are made of.

Pupils suggest reasons why particular materials are used to make an object.

Pupils discuss that different materialshave different properties which aretaken into consideration whenchoosing materials to make an objecte.g. metal and glass are use to makea pair of glasses.

Pupils Design an object for a specific

purpose using the materials of their choice and justify why they choosethe materials.

Observing

Communicating

Making inferences

Properties

Materials

Metal

Glass


1.4 Knowing the importance of reuse, reduce, and recycleof

Pupils :

• Give examples of naturalmaterials.

• Give examples of man-madematerials.

• State that man-made materialscome from natural materials.

• Give reasons why materials needto be conserved.

Pupils observe and classify objectsaround them into :Objects made of natural materials,

i.e. wood, soil, metal, leather,cotton, fur, rubber and silk.

Objects made of man-madematerials, i.e. plastic andsynthetic cloth.

Pupils discuss that man-madematerials come from naturalmaterials.

Pupils conclude that we need toconserve materials because man-made materials and natural materialsare limited and may be used up isthere is no effort to conserve them.

Observing

Communicating

Making inferences

Conserve

Natural materials

Man-made

Reuse

Recycle

Reduce

Wood

Metal

Cotton

Rubber

Silk

Leather

21




• Practise reusing, reducing andrecycling to conserve materials

Pupils carry out activities about ,reducing and recycling of materials

throughout the year.


1.5 Understanding that somematerials can rust.

Pupils :

• Differentiate between a rustyobjects object and non-rustyobjects.

• Conclude that objects made of iron can rust.

• Design a fair test to find out whatfactors that cause rusting bydeciding what to change, what toobserve, and what to keep thesame.

Pupils observe a rusty nail and a nailwithout rust and tell the different.

Pupils observe object around theschool and classify objects as :

a) Rustyb) Non-rusty

Pupils discuss to conclude thatobjects made of iron can rust.

Pupils carry out activities toinvestigate the factors that causerusting, i.e. presence of air and water.

Observing

Communicating

Classifying

Making inferences

Making hypotheses

Controlling variables

Experimenting

Interpreting data




Rusty

Non-rusty

Iron


1.6 Understanding that rustingcan be prevented

• State the different ways to preventobjects from rusting.

• Explain how these ways canprevent rusting.

• Explain why it is necessary to

Pupils observe objects around theschool compound and suggestdifferent ways to prevent rusting.

Explain how these can ways preventrusting iron from coming into contactwith air and water by coating iron withpaint, oil, grease or non-rustingmaterials.

Pupils discuss the advantages of

Observing

Communicating

Making inferences

Grease

Paint

Oil

Advantage

preventing

22



prevent rusting. preventing rusting.

THEME: D. Investigating The Earth and The Universe

Learning Area: 1. The Solar System



1.1 Understanding the Solar System.

Pupils :

• List the constituents of the Solar System.

• List the planets in the Solar System in a sequence.

• State that planets move around

the Sun.

Pupils study a models or viewsimulation of the Solar System.

Pupils discuss the constituents of theSolar System.

Pupils simulate to demonstrate therelative distance of the planets in theSolar System.

• Pupils discuss that all the planets

in the Solar System move aroundthe Sun.

Observing

Communicating

Solar System

Mercury

Venus

Earth

Mars

Jupiter

Saturn

Uranus

NeptunePluto


1.2 Understanding the relativesize and distancebetween the Earth, theMoon and the Sun

Pupils :

• State the size of the Sun relativeto the size of the Earth.

• State the size of the Earth relativeto the size of the Moon.

• State the relative distance fromthe Earth to the Sun compare tothe relative distance to thedistance from the Earth to theMoon.

Pupils compare the size of a sago, aglass marble, and a basket ball toshow the relative size of the Earth,the Moon and the Sun.

Pupils discuss to estimate how manytimes the Sun is bigger than theEarth and how many times the Earthis bigger than the Moon.

Pupils gather information to estimate

how far the Sun is from the Earthrelative to the distance of the Moonfrom the Earth.

Pupils discuss and conclude that thedistance from the Earth to the Sun is400 time the distance from the Earthto the Moon.

Pupils stimulate/build models to show

Observing

Communicating

Sago

Support lives

Absence of water

absence of air

23



relative size and distance of the Sunand the Moon from the Earth.

WeeksDates

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


1.3 Appreciating the perfectplacement of the planetEarth in the Solar System.

Pupils :

• State why certain planets are not

conducive for living things.

• Predict what will happen if the

Earth is placed much nearer or farther from the Sun.

• Conclude that the Earth is the

only planet in the Solar Systemthat has living things.

Pupils gather information about theplanets about planets in the Solar System.

Pupils discuss how the distance of aplanet from the Sun affects how hotor cool it is.

Pupils discuss to relate hot or cold aplanet is to its ability to support life.

Pupils discuss to predict what willhappen if the Earth is placed muchnearer or farther from the Sun.

Pupils discuss other factors thataffect other planet’s ability to supportlive e.g. absence of water andabsence of air.

Observing

Communicating

Predicting

Living things

Earth

Sun

Solar System

THEME: E. Investigating Technology

Learning Area: 1. Technology


1.1 Understanding theimportance of technologyof everyday life

Pupils :

• State that there are limitations tohuman’s abilities to do things.

• Identify device used to overcome

Pupils test their abilities, e.g.

a) Try to memories a telephonenumber and then try to memoriesanother 5 telephone numberswithout writing them down.

b) Try to jump as high as possibleand touch the ceiling

c) Try to read the same writing fromdifferent distance.

Pupils discuss the limits of their abilities.

Pupils view video to see how

Observing

Communicating

Making inferences

Memories

Device

Abilities

Limitation

Magnifying glass

Overcome

24



Week Learning Objectives

human’s limitations.

Learning Outcomes

technologies are used to overcomehuman’s limitation.

Suggested Learning Activities Notes/Vocabulary

Explain how certain devices areused to overcome human’slimitation.

Pupils discuss and give other examples of human’s limitation andways to overcome them, e.g.

a) Unable to see the fine details onan object. This can be overcomeby using magnifying glass or microscope

b) Unable to speak loud enough for someone far away to hear. Thiscan be overcome by usingmicrophone, megaphone or telephone.

c) Unable to walk for long distance.This can be overcome by riding abicycle or travelling by car, train,ship or aeroplane.


1.2 Understanding thedevelopment of technology

Pupils :

• Give examples of development of technology.

• Recognise the needs to innovateor invent devices for thebetterment of mankind.

Pupils gather information and createfolio about the development of technology in the fields of :a) Communicationb) Transportationc) Agricul tured) ConstructionE.g. in communication thedevelopment of technology fromsmoke signal to drum, telephone,walkie-talkie, cell phone, andteleconferencing.

Pupils give reasons on the need toinnovate or invent devices for thebetterment of mankind.

Observing

Communicating

Making inferences

Communication

Transportation

Agriculture

Construction

Innovate

Invent

Betterment

Mankind

25





1.3 Synthesising howtechnology can be used

to solve problems

Pupils :

• Identify problems they encounter in their daily life

• Generate ideas to solve theproblems identified.

• Design a device to solve theproblems identified.

• Demonstrate how the deviceinvented can be used to solve theproblems identified.

Pupils discuss and list the problemsthat they encounter in their daily life

Pupils carry out brainstormingsession on how to solve the problemsidentified.

Pupils design and make device tosolve the problems identified.

Pupils present their innovation to theclass.

Observing

Communicating

Encounter

Solve

Device

Invented


1.4 Analysing that technology

can benefit mankind if used wisely

Pupils :

• State that technology hasadvantages and disadvantages.

• Conclude that technology canbenefit mankind if used wisely.

Pupils discuss and list the advantageand disadvantages of technology tomankind.

Pupils hold debates on topics relatedto technology.

Pupils make a conclusion from thedebate that technology can benefitmankind if used wisely.

Observing

Communicating

Advantages

Disadvantages

Benefit

Wisely

REVISIONFINAL YEAR EXAMINATION

26

Documents

Year Four Science Scheme of Work 2007