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December 2009 1

` PRIMARY SCIENCE CURRICULUM GUIDE

GRADE 2

Unit 1: Human Body – Parts of the body and their roles for healthy living

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

A healthy

body

State three

ways to

keep the

body

healthy

Interpret

and make

conclus-

ions from

data

Appreciate

the need to

care for our

bodies in

order to

live a

healthy

life.

Show

willingness

to share

with others

and care

for

property of

others

It is important to

keep the body fit so

we can be healthy

and happy. We can

keep our bodies

healthy by eating

balanced diets,

exercising, playing,

resting and keeping

ourselves and

surroundings clean.

Play is important

because it helps us

to exercise and stay

happy (it is

important for

learning). Keeping

our bodies and the

environment clean

prevents us from

getting ill. Activities

such as bathing,

brushing teeth,

washing dishes, and

washing fruits and

vegetables before

eating them, help to

keep us healthy.

Lesson 1: Play

1. Class discussion about

staying healthy. Recap from

Level 1

2. a) Pupils are asked to bring

toys and games

b) They work in groups and

play with toys/games of

each other.

(Encourage

pupils to share and care

for toys of others)

c) In class discussion,

pupils say

- what is their favourite

game/toy.

- how playing makes

them feel

- how they would feel if

not allowed to play

3. In books/on large paper,

pupils

a) draw and name their

favourite toy/game

b) complete the sentence

‘Playing makes me

feel…’

Toys,

games

equipment

Did pupils

share

toys/games?

Were pupils

able to say

how playing

makes them

feel?

Health and

Family Life

Education –

Healthy

Living

Physical

Education –

Simple

body

exercises

and games

December 2009 2

PRIMARY SCIENCE CURRICULUM GUIDE

GRADE 2




c) Write an agreed list of

rules for playing.

e.g. No fighting

Always share toys

Lesson 2: Keeping clean

1. Play Charades

Teacher acts out/mimes one

way of keeping clean and

pupils guess what it is.

2. Pupils mime/act ways of

keeping clean and others

guess what they are doing.

If the pupils have trouble

thinking of things to do,

write them on small pieces

of paper, fold and let pupils

choose an activity without

the rest of the class knowing.

Discuss why each activity is

important.

3. Pupils list ways of keeping

clean.

Were Pupils

able to list

or draw

several ways

of keeping

clean?

Performing

Arts -

Drama

December 2009 3


GRADE 2




Growth

and

change

Identify

physical and

behavioural

changes that

take place

during the

stages of

human

develop-

ment

Observe

different

pictures.

Record

and

report

observa-

tions

Display

respect for

differences

among

humans

Humans grow

from babies to

children then to

adults. There are

differences

between these

stages in their

body shape, size,

hair, diet, and

physical

capabilities such

as speech,

walking, hand-eye

co-ordination, etc.

1. Pupils bring photographs of

themselves and their family

showing different stages of

development.

2. They sort out the pictures into

groups consisting of babies,

children, adults and those

pictures with several stages.

3. Pupils say how the people in

the pictures differ in

appearance and physical

capabilities.

4. Pupils draw themselves as

babies/ draw their family

Note: Pupils without photographs

can share with friends, or use

suitable pictures from magazines

Photo-

graphs,

magazine

pictures

In pupils’

drawings,

did they

show

appropriate

differences

between the

stages?

Social

Studies –

Members of

a family

Mathem-

matics –

Counting

family

members,

sets

December 2009 4


GRADE 2




Inside

our body

Measur-

ing body

parts

Recognise

and name at

least three

of the major

internal

organs

Name five

different

body parts.

Measure

parts of

the body.

Interpret

results

and make

conclus-

ions.

Appreciate

the need to

care for the

body

Appreciate

that there

are

differences

among

humans.

Inside our bodies

there are many

parts.

Some main or

major parts are the

heart, stomach,

lungs, liver,

kidneys and brain

We can measure

the length of the

body and its parts

by using rulers,

measuring tapes

and strings.

Measurements can

be made of our

height, waist, hand

span, foot length,

etc. and recorded

in centimetres

(cm).

1. Discussion – Ask pupils what

they think it is like inside their

bodies (temperature, texture,

colour, etc.)

2. Teacher provides pictures, or

models where available, of

internal organs. Pupils identify

the major organs.

3. On a large drawing of the

human body pupils locate the

position of these major organs.

1. Demonstrate how to use a

ruler/measuring tape.

2. Pupils work in pairs and

measure body parts of each

other, e.g. length of foot,

height, waist, and hand span.

3. Pupils record lengths in books

4. Results are displayed in a

table on the board.

Pictures

and

models of

internal

body

organs

Rulers,

measuring

tapes,

string

Pupils name

at least three

of the

internal

organs.

Can pupils

locate these

parts on the

body?

Were pupils

able to make

at least three

measure-

ments?

Were pupils

able to

interpret

results?

Health and

Family Life

– Care of the

body

Language

Arts –

Vocabulary

and spelling

names of

organs

Mathematics

– using

measuring

instruments,

using

symbols <, >

and =.

December 2009 5


GRADE 2




Evaluate

the

procedures

involved in

measuring

5. During class discussion pupils

interpret results to make

conclusions such as

a) Who is the shortest/ tallest?

b) Who has the widest hand

span?

c) How many pupils have the

same length of foot?

6. Pupils state which

measurements were easy/hard

to make. Pupils make

suggestions for improving

measurement techniques.

Did pupils

evaluate

measuring

techniques?

December 2009 6

March 2003


GRADE 2

Unit 2: Animal Kingdom – The variety, features and life processes of animals



Move-

ment in

animals

Describe

different

ways in

which

animals

move.

Observe

move-

ment in

animals.

Treat

animals

with care

and

respect.

Animals move in

different ways,

such as walking

running, jumping

swimming,

hopping creeping

and flying.

1. Pupils collect small animals,

or teacher provides animals

(different types of insects are

suitable).

2. Pupils observe and describe

how the animals move.

3. Pupils look at pictures

showing movement in other

animals and describe the

movement.

4. Different animals are chosen

and pupils are asked to show

how these animals move.

Alternative strategies

(i) Pupils can observe

animals in the

environment and

describe how they

move.

(ii) Teacher can show a

video of animals

moving in their

environment.

Bags, jars,

gloves.

etc. for

collecting

animals,

tray,

pictures of

animals

Were pupils

able to

observe

movement

in some

animals?

Were pupils

able to

describe and

demonstrate

movement

in animals?

Drama –

imitate

actions

December 2009 7


GRADE 2

Unit 2: Animal Kingdom – The variety, features and life processes of animals



Birth,

growth

and

change in

animals

Compare

different

ways in

which

animals are

born or

hatched

Describe the

changes that

take place in

animals as

they grow

Observe

different

ways in

which

animals

are born

or

hatched

Observe

and

record

changes

in

animals

as they

grow

Display

interest in

and respect

for

animals.

Some animals

develop in their

mother and are

then born, e.g.

dog, human, and

cat. Some animals

develop in eggs,

outside their

mother, then

hatch, e.g. birds,

frogs, lizards.

After birth animals

go through many

physical changes

with respect to

size, shape,

colour, covering,

teeth, etc.

This topic can be taught over a

period of about three weeks

1. Pupils are shown

pictures/samples of chicks,

human babies, puppies, etc.

then discuss where the

animals come from, or, how

they are born/hatched.

2. Pupils observe various

animals, hatching/being born

and then growing over a

period of weeks.

Frogs/toads, chickens and

butterflies are suitable.

3. Pupils record observations in

a series of drawings showing

the changes in the animals.

They discuss these changes.

Frog/toad,

butterfly,

chicken

eggs, other

baby

animals.

Apparatus

necessary

for keeping

the animals

safely and

comfortably

Science

Around Us,

Book 2.

Pages 37 –

39

Were pupils

able to state

which

animals

hatch from

eggs and

which do

not?

Were pupils

able to

record

changes in

the animals

observed?

Agricultural

Science –

Birth of

livestock

December 2009 8


GRADE 2

Unit 3: Plant Kingdom – The variety, features and life processes of plants



Growth

and

change

in

plants

Describe

three

changes that

occur in the

life-cycle of

a plant.

Manipulate

equipment

for

seedling

growth.

Observe

and record

changes in

growing

plants.

Display

interest in

and respect

for plants.

As a seedling

grows into an

adult plant

several

changes occur.

It gets bigger

in size and

produces more

leaves. Some

plants produce

flowers.

This topic can be taught over a

period of two or three weeks -

1. In the first lesson introduce

concept of growth and change

by showing pictures or

samples of plants as seedlings

and adult plants.

2. Pupils are provided with

seedlings of fast growing

plants e.g. cucumber, bora,

and black-eye peas, to observe

them as they grow. Pupils will

observe plants regularly for a

period of about 3 weeks. They

should work in groups, each

group responsible for one

plant.

3. Pupils record observations as

drawings, some may be able to

use a ruler to measure height

of plants

Pictures/

samples of

plants at

different

stages of

develop-

ment.

Seedlings,

apparatus

for

growing

seedlings

(pots,

seedbox,

water,

soil, etc.)

Did Pupils

show

respect for

and interest

in plants?

Did pupils

state three

changes that

occurred in

their plants?

Mathematics --

Measuring

height

Agricultural

Science – Plant

growth

December 2009 9


GRADE 2




Group-

ing

plants

Observing

external

features of

plants.

Grouping

plants.

Interpret-

ing data

about plant

groups.

Display

interest in

and respect

for plants.

Plants have many

differences and

similarities in their

appearance, these

include:

- size, colour and

shape of leaves

- types of veins on

leaves

- presence of

flowers

- size, shape and

colour of flowers

- size of plant

4. In the concluding lesson

pupils are asked to say what

changes they saw in their

plants, as well as the ways

in which they cared for their

plants and any difficulties

they had.

1. Pupils visit school yard to

observe variety of plants

2. Pupils work in small

groups and collect samples

of plants from schoolyard

where safe. (They do not

need to collect a whole

plant, especially for trees).

3. Pupils observe and report

on similarities and

differences.

Equipment

for

collecting

plant

samples –

bags,

scissors,

gloves.

Glue, tape,

scissors

Did pupils

suggest

features by

which plants

could be

grouped?

Were pupils

able to place

plants in

groups?

Mathematics

– Sets

December 2009 10


GRADE 2




4. Class discussion – Pupils

say how plants could be

grouped. Pupils give names

for each group (e.g. big

leaves, no flowers)

5. Working in groups, pupils

then arrange their samples

into their agreed plant groups.

On cardboard/large paper

they write the names of each

plant group as headings and

pupils stick their samples

under the heading.

6. Pupils then display their work.

December 2009 11


GRADE 2

Unit 4: Environment – Components of the environment and their inter-relations



Types of

environ-

ment and

the things

found in

them

Identify

some

common

types of

environment

Match

things with

their

environ-

ment.

Group

objects

accord-

ing to

their

environ-

ment.

Cooperate

with others.

There are different

types of

environment.

Some

environments are,

the home, the

yard, the school,

the pond/trench,

the pasture, the

forest.

Each environment

has different

things found in it,

for example, in a

pasture you would

find grass, other

small plants,

animals, and soil.

1. Pupils collect at least 5 small

items from 2 or 3

environments (e.g. schoolyard,

home, and pasture) and bring

them to the classroom.

2. Working in pairs, pupils

arrange items according to

their environment, i.e. things

from the yard, things from

the home, etc.

3. Pupils play games in pairs

using these groups of items.

- Pupil A memorises what is

in each group then closes

his/her eyes.

- Pupil B exchanges an item

in one environment for that

in another OR removes one

or two items from each

environment.

- Pupil A now looks at the

items and says what has

changed.

- Pupils exchange roles and

repeat game.

Equip-

ment for

collecting

items -

bags,

boxes, etc.

Were pupils

able to state

in which

environ-

ment things

could be

found?

Were pupils

able to

group

things

according

to which

environ-

ment they

are found

in?

Mathematics

- Sets

December 2009 12


GRADE 2




Care for

the

environ-

ment

Discuss

ways to care

for the

environment

Give

reasons why

we should

care for the

environ-

ment.

Observ-

ing

things in

the

environ-

ment

Demon-

strate

respect for

their

environ-

ment.

We must care for

the environment

and the things

found in it. We

can do this by

growing plants,

making

comfortable places

for animals to live,

using energy and

water wisely, and

reducing pollution

and litter.

4. Pupils answer questions such

As:Were there any items

found in more than one place?

Where would you expect to

find a ....................?

1. Teacher shows pupils pictures

of a healthy and an unhealthy

environment.

2. Pupils discuss in what type of

place they would like to live

and in what type of place they

would not like to live. They

also consider animals and in

what types of place they live.

3. Develop the idea of a nice

place to live being a ‘good or

healthy environment’. Pupils

list signs of a ‘good or healthy

environment’ and signs of a

‘bad or unhealthy

environment’.

.

Materials

for

keeping

an area of

land clean

e.g. spade,

plastic

bags, fork,

seeds,

seedlings,

containers

for water

for

birds/food

for

animals

Were pupils

able to

identify

signs of a

good and a

bad

environ-

ment?

Were pupils

able to state

ways to

care for the

environ-

ment?

Social

Studies and

Environ-

mental

Education –

Care of the

environment

December 2009 13


GRADE 2




The

import-

ance

and

uses of

soil

State the

uses of soil.

Recognise

the import-

ance of soil.

Observe

the role of

soil in the

environ-

ment.

Appre-

ciate that

soil is a

home for

organisms

and must

be cared

for.

The soil is the

outer layer of the

earth. Soil is

important for

plant growth.

Most animals,

including

humans, depend

on plants for food

or shelter.

4. Pupils suggest ways to make

or maintain a Good or Healthy

Environment and draw a Good

Environment.

As a follow-up, pupils or the

class is allocated an area of the

schoolyard to maintain as an

example of a good

environment.

1. Pupils visit schoolyard and

observe the soil and things

living/growing in it.

2. Pupils collect samples of

things living/growing in the

soil and display these in the

classroom.

3. Class discussion on the role

and importance of soil in

plant growth, and the

importance of this to animals

including humans.

Equipment

for

collecting

samples –

Spoons,

spades,

buckets,

bags, empty

food

containers.

Did pupils

show desire

to maintain

a good

environment

in the school

yard?

Were pupils

able to

collect

samples of

things

growing/

living in the

soil?

Did pupils

state the role

of soil?

Social

Studies –

Soils

Agricultural

Science –

Uses of soils

December 2009 14


GRADE 2

Unit 5: Weather – Types, features and effects of the weather



Weather

charts

List weather

types

observed

locally.

Observe

weather

condi-

tions.

Record

weather

condi-

tions.

Interpret

informa-

tion about

the

weather.

Develop an

awareness

of weather

changes.

The weather can

be recorded in

charts using

symbols. From

this you can see

patterns in the

weather, such as

the most common

weather types or

duration of such

weather types.

1. Pupils are introduced to

symbols representing

weather types – recapping

from Grade one, pupils draw

a symbol to represent each

weather type.

2. Pupils keep individual

records of the weather for

one week by observing the

weather each day and

drawing the appropriate

symbol in a table as follows:

Day Type of Symbol

Weather

…..… ……… ………..

……. ……… ………..

……. ……… ………..

Months’

calendar on

large paper/

cardboard,

Cardboard

cut-out

weather

symbols

Science

Around Us,

Book 2

pages 15

and 16

Were pupils

able to

observe the

weather

conditions?

Were pupils

able to

choose

appropriate

symbols for

each

weather

type?

Mathematics

– recording

information

in tables

Art –

drawing

symbols to

represent

weather.

December 2009 15


GRADE 2




Class Project: The Month’s

Weather

1. On a large sheet of paper/

cardboard /the pupils draw

calendar for the month.

2. For each day two different

pupils record the weather by

drawing/sticking symbols on

the calendar.

3. At the end of the month pupils

interpret this recorded

information with respect to:

- number of days which were

sunny

rainy

windy

cloudy

- the driest/wettest week

- any other patterns in the

weather.

Large

sheet of

paper,

cardboard.

Language

Arts –

Writing in

full

sentences.

December 2009 16


GRADE 2




Clothes

for the

weather

Making

water

safe

Match

appropriate

clothing to

different

weather

conditions.

List three

ways to

make water

safe for

drinking.

Observe

different

water

samples

Develop

the attitude

to dress

properly

and appro-

priately.

Develop

habit of

drinking

pure water.

Different clothes

are appropriate for

different weather

conditions, e.g.

light, cotton

clothes for hot

weather.

The water we get

from many

sources is not safe

to drink because it

has germs.

Unsafe water

could make us ill

if we drink it. One

way to make water

safe to drink is by

boiling to kill

germs.

1. Using pictures of clothes and

symbols/pictures of weather

conditions, pupils match

different weather types to the

appropriate clothing.

2. Class discusses the reasons

why the clothing is

appropriate for the weather

condition.

3. Pupils draw people in

different weather conditions

wearing the appropriate

clothing.

1. Class discussion to review

sources of water.

2. Pupils observe water being

boiled.

Pictures of

clothes,

weather

symbols/

pictures of

weather.

Water,

containers,

means of

boiling

water

Were pupils

able to match

the

appropriate

clothing to

each weather

condition?

Did pupils

give good

reasons for

not wanting

to use some

samples of

water?

Social

Studies –

Dress and

habits.

Art –

drawing

people in

different

weather

conditions

Health and

Family Life

Education –

Healthy

living

December 2009 17


GRADE 2




However, when

this is not possible

we can allow

water to settle,

then strain or filter

it, and add bleach.

(Adults must do

this, using specific

proportions of

bleach and water

and leaving to

stand for at least

30 min). Bleach

also kills germs.

It is important to

store water in a

clean and covered

container.

3. Teacher presents class with

four samples of water

a) The boiled water

b) Dirty water

c) Clear water (not boiled)

d) Boiled water in a dirty

container.

4. Pupils discuss which samples

of water they would drink and

which they would not, giving

reasons why.

5. Pupils list ways of keeping

water safe and explain why

we need to drink safe water.

Were pupils

able to list at

least three

ways to

make water

safe to

drink.

December 2009 18


GRADE 2

Unit 6: Materials – Properties and changes in the states of matter



Proper-

ties of

solid

materials

Compare

obvious

properties of

five

different

solid

materials.

Observe

obvious

proper-

ties of

five

different

solid

materials.

Demon-

strate

willingness

to handle

materials

safely.

Solid materials

have different

properties such as

hardness, colour,

texture, mass and

shape.

1. Class plays a guessing game

Teacher shows pupils 5 to 10

items asking them to

remember the items. Teacher

places the items in a bag/box.

In turn pupils put their

hand in the bag to feel an item

and describe its mass, shape,

texture, etc. Other pupils try

to guess which item it is.

2. When pupils are familiar with

the game they play it in

groups. Each group has a bag

containing different solid

items.

3. Pupils are presented with

pictures of various solid

objects and a list of words

describing simple properties,

e.g. hard, soft, blue, smooth,

heavy. They match the words

to the appropriate pictures.

Various

small

items, bag

or box

Pictures of

various

solid

objects,

word chart

of descrip-

tive words

for simple

properties

of solids

Were pupils

able to

match

correct

words to

pictures of

objects?

Technology

Education –

Properties of

materials

December 2009 19


GRADE 2

Unit 6: Materials – Properties and changes in the states of matter



Mixing

colours

Demon-

strate that

when two or

more

primary

colours are

mixed

together a

new colour

is produced

Use paints/

crayons/

coloured

pencils to

mix

colours.

Predict

results of

mixing

colours.

Observe

results of

mixing

colours.

Record

results in a

picture

Develop an

appre-

ciation for

the variety

in colours.

There are three

primary colours,

blue, yellow and

red. The other

colours result

from mixing

different amounts

of these colours,

e.g. blue and

yellow make

green.

Note: Pupils do

not need to learn

what are the

primary colours.

1. Pupils are given round,

transparent, coloured

counters. They observe the

effects of placing different

coloured counters on top of

each other and holding them

to the light (a new colour will

be produced).

2. Pupils predict the results of

mixing certain colours. Pupils

use paint/ crayons/ colour

pencils to mix colours.

Were predictions correct?

3. Pupils paint/draw a picture of

something colourful using

colours they have mixed.

4. Pupils make given colours

by mixing. e.g. the colour of

their skin and the colour of

their friends’ skin, the colour

of different fruits, the sky, etc.

Paints/

crayons/

colour

pencils,

coloured

counters.

Were pupils

able to

predict new

colour?

Did pupils

use

materials to

make new

colours?

Were pupils

able to use

colours and

make

pictures?

Art -

Colours

December 2009 20


GRADE 2

Unit 7: Earth and Space – Components of the solar system and their inter-relations



Day and

night

Compare

activities

carried out

by humans/

animals/

plants

during the

day and

during the

night

Observe

ongoing

activities

and those

shown on

pictures.

During the

daytime when

there is sunlight

humans mainly

work and play.

Some animals

search for food

and play while

some plants open

their flowers. At

night when there

is no sunlight,

humans and other

animals usually

sleep and rest,

plants close their

flowers.

1. Pupils illustrate some daytime

activities through drama e.g.

they could pretend to do

different jobs or be a flower

opening its petals in the

morning.

2. Pupils do the same for

night-time activities.

3. Use stories, songs or poems

that show the difference

between daytime and

night-time activities.

4. Discuss why certain activities

are done during the day and

others at night.

Pictures of

day and

night

activities

of

humans,

animals

and plants

Were pupils

able to

identify

activities

done during

the day and

those done

at night?

Social

Studies –

Occupations

and leisure

activities.

December 2009 21


GRADE 2

Unit 8: Energy – Forms of energy, their sources and effects



Sounds

and their

sources.

Identify at

least five

different

sounds and

their

sources.

Observe

different

sounds in

the

environ-

ment.

Demon-

strate the

willingness

to listen

quietly.

Display

apprec-

iation for

the

diversity

and quality

of sounds.

Each sound has its

own source, that

is, what produces

or makes it.

We produce

sounds as we talk

and sing. Birds

chirp, dogs bark

and many other

animals make

unique sounds.

Vehicles machines

and musical

instruments also

make different

sounds.

This lesson requires some

silence and some noise so it is

best taken in a quiet place or

away from other classes.

1. Pupils sit quietly and listen

for two minutes. They name

all the sounds they heard and

say where the sounds came

from.

2. Game:

Teacher/pupils use

different objects to produce/

make sounds in a box/bag.

Pupils guess which object

made the sound. The sound

is then reproduced with the

object in the view of pupils.

3. Pupils draw some objects

which make sounds.

Objects that

make sound

for game –

bells,

whistles,

box of

beads, alarm

clock,

musical

instruments,

tins, sticks,

etc.

Were pupils

able to

identify the

sources of

the sounds

heard?

Music –

variety of

sounds

December 2009 22


GRADE 2




Response

to sounds

Match three

appropriate

responses to

different

sounds.

Observe

different

sounds.

Respond in

appropriate

manner to

sounds.

Sounds give us

information about

our surroundings.

We respond in

different ways to

different sounds.

1. Pupils listen to audio-taped

recordings of different sounds

or the actual objects making

the sounds, e.g. the siren on a

fire engine, the buzzing of a

bee, the alarm of a clock, a

barking dog. Pupils discuss

response to these sounds .

2. Pupils act out their responses

to different sounds.

3. Using pictures, pupils match

things which make sounds to

the correct response to that

sound, e.g. match a picture of

an alarm clock to a picture of

someone waking up.

Tape

recorder,

pictures

Were pupils

able to

demonstrate

responses to

sounds?

Were pupils

able to

correctly

match

responses to

sounds?

Drama –

Acting out

responses to

different

sounds

December 2009 23


GRADE 2




Uses of

electri-

city

State three

ways in

which

electricity is

used.

Develop

apprec-

iation for

the

usefulness

of

electricity

Electricity is used

to give light

through bulbs and

lamps. It is also

used to power or

operate appliances

and gadgets such

as radio, iron,

television and

computer.

Thus electricity

can be used to do

work.

1. Teacher shows pupil an

electrical appliance in use. If

there is no supply of

electricity, a simple circuit

is set up with batteries,

wires and a small light bulb

or piece of steel wool.

Pupils are asked to break

the circuit and see what

happens.

2. Discussion: How does the

bulb/radio work? What

makes it start?

3. Pupils describe what it

would be like if there was

no electricity/what it would

be like if they had

electricity.

4. Pupils list at least three

appliances/gadgets which

use electricity.

Electrical

appliances,

bulbs, wires,

batteries,

steel wool

Were pupils

able to list

three

appliances

which use

electricity?

Pupils state

three uses of

electricity.

Technology

Education –

Uses of

electricity.

December 2009 24


GRADE 2




Using

electri-

city

wisely

Discuss

ways to use

electricity

wisely

(without

waste) or

ways to

conserve it.

Display the

practice of

conser-

vation of

electricity.

It is important to

use electricity

wisely, e.g.

- turn off lights

and appliances

when not in use

- lower volume

of music set/

radio

- use fluorescent

tubes or

energy savers

instead of

ordinary light

bulbs.

1. Class discussion about why we

should use electricity wisely

and how we can do so.

2. Pupils make notices to put up

around the classroom/ school/

home such as ‘Turn Off

Lights When Not in Use’.

Cardboard

and

markers,

crayons,

paint

Were pupils

able to state

how

electricity

could be

used wisely?

Environ-

mental

Education –

Conserva-

tion of

energy

December 2009 25


GRADE 2




Using

electri-

city

safely

Identify

ways to use

electricity

safely

Display

safety in

using

electricity

The dangers of

using electricity

are electric shock,

fires and burns.

Safe use of

electricity

includes,

- not over-

loading plug or

sockets

- not playing

with electrical

appliances,

sockets or

points

- not touching

exposed wires

- not using

broken/

damaged

appliances,

wires, etc.

- not handling

electrical

connection and

or appliances

with wet hand

or near water.

1. Pupils observe damaged or

unsafe electrical components.

2. Class discusses about the

dangers and the related safety

measures in using electricity.

3. Pupils observe the symbol for

danger of electric shock.

Teacher provides appliances

gadgets or pictures showing

symbol.

4. Pupils draw/trace and colour

the symbol for electric shock

Damaged

electrical

compo-

nents/

appliances

Pictures

Were

pupils able

to state

dangers of

using

electricity?

Were

pupils able

to state

three ways

of using

electricity

safely?

Technology

Education –

Safe use of

electricity.

December 2009 26


GRADE 2

Unit 9: Forces – Types of forces and their effects



Direction

of forces

Identify the

direction in

which forces

are applied.

Manipu-

late

objects by

using

forces to

move

them in

different

directions.

Forces can be

applied in

different

directions such

as upward,

downward,

sideways,

forward and

backward.

1. Pupils investigate the

Question: In how many

different directions can I

move a pencil? Pupils try

moving their pencils in all the

different directions they can

think of, then report on which

direction they had to push/

pull/ lift in order to move the

pencil.

2. Pupils observe and report the

direction of forces used to

perform familiar activities e.g.

which way they have to pull or

push when

- flying a kite

- playing tug-o-war

- throwing a ball

- riding a bicycle

- playing on see-saws,

slides and swings.

Objects for

the

activities.

- Kites,

ropes, balls,

etc.

Were pupils

able to

move

objects in

different

directions?

Were pupils

able to say

in which

direction the

forces were

applied?

Technology

Education –

use of forces

Physical

Education –

Sports and

Games: the

forces

involved.

December 2009 27


GRADE 2




The

effects of

forces

Demonstrate

some effects

of forces on

things

Manipu-

late

objects to

show the

effects of

forces on

them.

Observe

the

effects of

forces.

Forces have

different effects on

things. Forces can:

- make things

move

- change the

speed and

direction of

moving things

- stop things

moving

- change the

shape of things

Recap on types and direction

of forces.

Each pupil has a piece of

modelling clay, dough,

plasticine or similar materials.

1. Investigation: How many

shapes can I make?

Pupils make as many

different shapes as they can

with the modelling material.

(not restricted to

geometrical shapes). They

count the number of shapes.

Pupils discuss how they

made each shape, i.e. by

rolling, stretching,

squashing, pushing, etc.

2. Using an object tied to

string, pupils investigate

how they can change the

movement of the object.

They hold the string up so

the object can swing. Pupils

show how they can make it

move faster, slower and in

different directions.

Modelling

clay/dough/

plasticine,

string.

Were pupils

able to

observe the

effects of

forces?

Did pupils

enjoy

manipulating

materials/

objects?

Did pupils

demonstrate

the effects of

the forces on

the

materials?

Art Craft –

making

models

Mathematics

– shapes,

counting

December 2009 28


GRADE 2




Some

simple

machines

Demon-

strate how

some

simple

machines

make work

easier.

Manipu-

late

equip-

ment.

Observe

and

record the

effects of

using

machines.

Develop

habit of

using

machines

when

necessary.

Some heavy

objects are hard to

move. Simple

machines like the

lever and inclined

plane make it

easier to move

heavy objects.

1. Pupils devise ways of,

- opening cans with lids

- removing caps from glass

drink bottles

- lifting heavy objects using a

piece of wood.

2. Pupils use a piece of wood as a

see-saw.

3. Pupils compare and discuss

results of above activities.

4. With one end of a 2 m piece of

wood on the floor and the

other end resting on a

table/chair,

pupils try to slide a heavy

object onto the table/chair.

5. Pupils compare above activity

with lifting the heavy object

directly onto the table or chair.

They relate this to real life

situations such as rolling up a

drum of oil into a truck.

Tins with

lids, glass

bottles with

metal caps,

bottle

opener,

spoons,

see-saw,

nails, 2 m

plank of

wood

Were

pupils able

to devise

means of

using

simple

machines?

Were

pupils able

to compare

effects of

the

machines?

Did

activities

show that

machines

make work

easier?

Technology

Education –

Use of

simple

machines

March 2003

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