SCIENCE AND TECHNOLOGY - mopse.co.zw

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

SCIENCE AND TECHNOLOGY

JUNIOR (GRADE 3-7)2015 - 2022

Curriculum Development and Technical ServicesP.O. Box MP 133Mount PleasantHarare

© All Rights ReservedCopyright 2015

ZIMBABWE

TEACHER’S GUIDE

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

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Science and Technology- (Junior Grade 3-7)

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education would like to acknowledge the following:

l The Junior Science And Technology Syllabus Panel

l United Nations Children’s Fund (UNICEF)

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Science and Technology - (Junior Grade 3-7)

TAbLE Of CONTENTS

Organisation of the Guide..............................................................................3Part A- critical documents................................................................................. 3Part B –curriculum delivery............................................................................... 3

Part A-Critical documents..............................................................................3Introduction....................................................................................................... 3Rationale...........................................................................................................3Objectives......................................................................................................... 3

Unit 1................................................................................................................ 7

Unit 2 ............................................................................................................... 9

Unit 5.............................................................................................................. 15

Unit 6 ............................................................................................................. 16

Unit 7 ............................................................................................................. 17

Unit 8 ............................................................................................................. 19

Unit 9 ............................................................................................................. 20

Unit 10 ........................................................................................................... 21

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1.0 ORGANISATION Of THE GUIDE

This is a document intended for youtorealise the recommended expectedconduct towards the fulfilment of the newcurriculum demands in Science andTechnology learning area. It guides you tounderstand and engage in the participationto implement the new curriculum.

This teachers’ guide is divided into twoparts. Part A focuses on the criticaldocuments you must have as a teacher.Part B deals with the content, objectives,methodology, instructional materials, classmanagement and assessment.

THE CRITICAL DOCUMENTSAs a teacher it is important for you to have thecritical documents for effective curriculumimplementation. Objectives

By the end of this part you should be able to a) Identify the critical documents b) Apply the critical documents

You should have the following criticaldocuments:

l Curriculum Frameworkl National Syllabusl School syllabusl Scheme cum plan or Schemes of

Work and lesson plansl Learner Profilel Progress Records

l Register of Attendance

Curriculum Framework for ZimbabwePrimary and Secondary Education2015-2022

Curriculum framework for ZimbabwePrimary and Secondary Education 2015-2022

This is a policy document that outlines theunderpinningnational philosophy,principles,learning areas, the description andexpectations of Ministry of Primary andSecondary education (MoPSE) at policy level.It prescribes what the government expects youto deliver as you go about your duties.

National SyllabusIt is a policy document that outlines andspecifies the Learning area philosophy, aimsand objectives, Learning/teaching conceptsand content, suggested methodology andassessment criteria at every grade level. As ateacher, you should always have it to guide youin your day to day teaching and learningactivities.

School SyllabusThis must be drawn at school level from theNational Syllabus by reorganising contenttaking into account local factors.(see sectiononSyllabus Interpretation)

Scheme cum Plans or schemes of workThis is a document that you as a teachershould draw from the national and school

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Attendance RegisterThis is a critical document you should have asa teacher to track and record your learner’slesson attendance. It links with progress recordas it may bring out explanations onperformance of attendees and absentees.

SECTION b

1.0 PREAMbLEYou are required to gain an indepthunderstanding of the preamble and be guidedin the development of the school basedsyllabus as it leads learning to the achievementof the national philosophy, competenciesexhibited through learner exit profiles.

1.1 INTRODUCTIONJunior Science and Technology syllabus isdesigned for Junior Learners (Grade 3-7).It isa five year course that seeks to promotelearners’ development of psychomotor skills,cognitive and practical techniques.It ensuresthat learners develop socially, physically,emotionally and cognitively. The overallintention is to produce a morally uprightdedicated scientists with acceptable behavioursand values (unhu/Ubuntu/vumunhu).Thesyllabus serves as a firm foundation for entryinto SecondarySchool Science Education butwe encourage each level to have a meaningfulexit package for each learner.

1.2 RATIONALEScience and Technology plays an importantrole in the total development of the learner.

syllabus. You should outline the objectivesactivities, content, methodologies (seeschemes of work/scheme cum plan templateon page 11).You should draw your scheme ofwork/scheme cum plans at least two weeksahead of lesson delivery date. (Use of ICT toolsin drawing the documents is encouragedavoiding the temptation to copy ready madedocuments but ensuring to make a documentthat speaks to your learners)

Lesson PlansThis is a detailed daily plan of what you intendto deliver during the lesson. This is to be usedin the event of you having drawn a scheme ofwork rather than a scheme cum plan. (SeeDetailed Lesson Plan Template on page 12)

Learner Profiles Profile assessment is a quality assessment tooldesigned for a variety of learners to determinetheir strengths and identify areas ofimprovement. As a teacher, you should carryout profiling to track learner behaviour,knowledge, attitudes, aptitudes, skills, valuesand performances on an on-going basis. Thisassessment informs teaching and learningprocess and contributes to learner profile.

Progress RecordYou should have a progress record to capturelearner performances. This is a document thatrequires high levels of professionalism andeticacy as its contents will be used to come upwith the continuous assessment componenthence it has to be treated with care to avoidbiases and unfair practices.

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Through Science Education, learners becomeinnovative and adaptable as they select, userelevant scientific facts and technologies,process information and create tangiblefunctional products.

1.3SUMMARY Of CONTENTThe syllabus is intended to provide afoundational course in science and technologywhich fosters the development of Intellectualand manipulative skills. It is also designed tointroduce learners to fundamental conceptsand technological skills in Mathematics,Science, Health, Technical Graphics, ArtTextiles, Metal, Wood, Building and FoodTechnology.

1.4 ASSUMPTIONSThe syllabus assumes that leaners have:l innate desire to explore and experimentl exposure to some scientific andtechnological tools and materials

l certain experiences in various scientificand technological practicessome scientific and technological skills for indigenous knowledge systems

l ability to make decisions for themselvesl potential to manipulate objects practicalwork

l an ability to communicate and work withothers to achieve a common goal

1.5 CROSS-CUTTING THEMES

l The Science and Technology as alearning area will encompass Teamworkas learners interact and collaborate inthe learning process Learning area willdevelop an appreciation of Safety inusing scientific equipment andapparatus as well as the designprocess, Health issues, Food security,Technology, Environmental issues,Disaster risk management, Enterprise,Sexuality, HIV and AIDS, Heritage andgender equity.It will equip learners withskills to deal with disaster riskmanagement. Learners should be ableto integrate indigenous knowledge withnew technology to deal with emergingenvironmental challenges.

Objectives:l After reading this guide you should beable to:- interpret the syllabuses correctly- use teaching methods

appropriate to the science learning area

- prepare engaging and appropriate teaching aids

- design appropriate strategies forproblem solving

- manage your class effectively- be resourceful - Manage your class effectively- Resourceful- Draw up and maintain

comprehensive records

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- Guide learners to study effectively on their own

- Objectively evaluate your own teaching and the learners` progress

- Acquire teaching techniques- Use ICT tools effectively

The guide covers the following aspects:- Syllabus interpretation- Content- Methodology- Teaching-learning materials- Class management- Record keeping- Assessment- Evaluation

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SYLLAbUS INTERPRETATION

l SYLLAbUSES ARE KEY DOCUMENTS TO EVERY TEACHERl TWO TYPES Of SYLLAbUSES:

NATIONAL SYLLAbUS and SCHOOL SYLLAbUS

UNIT 1

UNIT 1A: NATIONAL SYLLAbUS

As ateacher you should be able to interpret the national and school syllabus understanding thefollowing componentsl aimsl contentl assessment objectivesl methodology and l assessment format:

Aims: general direction in which you should be guiding your learners (long term)

Objectives: learner behavior after treatment

Assessment objectives: examination oriented (what is to be tested), it covers continuous andsummative (refer to assessment guide)

Content: topics or aspects to be covered

Methodology: teaching approaches to achieve desired learning outcomesLearner-centred approaches allow learners to practice skills learnt

Assessment format: how learners will be assessed

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l Drafted at the school

l Influenced by:- Level of learner performance (knowledge they already have)- Facilities and available resources- Time allocation in the official syllabus- Local conditions that affect the choice and sequencing of topics- Education technology- Community influences

l STRUCTURE Of SCHOOL SYLLAbUSAims: broad indication of what the learners should learnObjectives: learner behaviour at the end of the teaching-learning experience

(competencies)

l TOPICS/ACTIVITIES (CONTENT)

l METHODOLOGY (N.b. learner – centred)

l INSTRUCTIONAL OR TEACHING MATERIALS

l ASSESSMENT

UNIT 1b

SCHOOL SYLLAbUS (A bREAKDOWN Of THE NATIONAL/OffICIALSYLLAbUS

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By the end of this unit, you should be able to:- describe the essential components of a scheme-cum plan- develop a scheme-cum plan- explain the advantages of writing down your plan- realise the merits of planning your lessons well in advance

GRADE 3(format applies from grade 3 to 7)Science and Technology SchemeAims

l appreciate the role and impact of S&T as they apply to self, work and societyl select and use a wide range of materials and components in the environmentl develop the creative, technical and practical expertise to participate in a scientific and

technological worldl demonstrate innate talent that lead to originality and innovativenessl enhance scientific and technological designs, through the use of Information and

Communication Technologyl manipulate materials and equipment to enhance creativityl develop critical evaluation skills in technical, aesthetic, economic, environmental, social and

cultural contextsl explore opportunities that promote a sense of self-reliance, enterprising and community

development

ObJECTIVES

By the end of the learning area learners should be able to:l identify tools and materials used in science and technologyl design and modify technological devices using local and other materials l select, use and store appropriately scientific and technological tools when designing andconstructing artefacts

UNIT 2

SCHEMES Of WORK

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l apply scientific and technological concepts and skills for environmental sustainabilityl investigate how people, environment and economic issues influence and are influencedby Science and Technology

l explore scientific and technological ideas to develop innovations through ICTl apply indigenous knowledge systems and understand Scientific and Technologicalconcepts.

l relate moral and ethical approaches to the use of scientific principles and technology(Unhu/Ubuntu/Vumunhu)

l debate consequences of the outcomes of scientific and technological processesl collect and record relevant data and information through scientific researchl demonstrate enterprise skills that are relevant to the market,recognising constraints oftime, cost and accessibility of resources

l demonstrate an appreciation of the role of designers, craftsmen, scientists andtechnologists in industry and society

l explain the scientific relationship between plants, animals and their environment

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Eval

uatio

nM

ETHO

DS/ A

CTIV

I-TI

ES

• MET

HODS

•Demonstration, Command,

Practice, Guided Discovery

,Group Work, Pair work,

Tasking

• ACT

IVIT

IES

• Collecting materials

• Classifying materials into

natural and man-made

• Computer game on

classification

• Describing natural and

man-made materials

fACI

LITY

/EQU

IP-

MEN

T

Stones

Bottles

Papers

Twigs

Grass

Lollipop sticks

Tins

SOM

Junior Science

and technology

(grade 3-7)

National

Syllabus page 22

http://www.slides

hare.net/AnnieP

au/natural-and-

manmade-materi

als

COM

PETE

N-CI

ES/

SKIL

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KNOW

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-Decision

making

-classifying into

groups

• Natural

materials

• Man-made

materials

ObJE

C-TI

VES

By the end of

the week pupils

should be able

to:

-distinguish

between natural

and man-made

materials

-list examples

of natural and

manmade

materials

CONT

ENT/

TOPI

C

Sustainable Re-

source Manage-

ment

• Our resources

• Natural and man-

made resources

WEE

KEN

DING

22/0

4/16

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Date: 22 April 2016Grade: Grade 3Time: 11.30 -12.30Learning Area Science and TechnologyTopic/Content: Sustainable resource managementSub-Topic: Natural and man-made materials S.O.M: -science and technology Assessment

Manual page 45&75- Science and Technology(gr3-7) National Syllabuspage 40

Equipment: Stones, Bottles, Papers, Twigs, Grass, Lollipop, sticks,Tins,Balls, Bean,Tins, Ropes,bags

Number of students: 25

Assumed Knowledge:Learners know what is meant by materials

Lesson Objectivesby the end of the lesson, learners should be able to:

l -distinguish between natural and man-made materialsl -list examples of natural and manmade materials

DETAILED LESSON PLAN

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STAGE CONTENT ORGANISATION COACHING POINTS

Introduction5min

- selected pupils intro-duces the lesson by im-promptu speech on theword materials.- Learners identify materi-als near and around them

- Horse shoe

Lesson develop-ment10 mins

Collection of materials ob-serving safety precautions

- Safety check of the field

Skill Development20 mins

- grouping materials intoman-made and natural

- in groups of fives pupilsdiscuss to decide on whatis manmade and naturalfrom their collections. Jus-tify their classification withreasons answering aquestion such as (whomade it and where is itmade or found)

-correct classifying-identifying who made it-teacher ascertain allpupils are participating intheir groups-safety

Application20 mins

- discussion feedbacks - group leaders reportback on findings.

- groups send representa-tives to score marks asthey classify objects oncomputer display.

- classification- reasons for that classifi-cation.- use of mouse to drag ob-jects and drop under thetwo classes

Summary10 mins

- defining man-made andnatural materials- listing examples undereach

- pupils with guide ofteacher construct defini-tions for man-made andnatural materialsList materials

- definitions- lists

Conclusion5 mins

- exercise in their books feedback by learners

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LESSON EVALUATION:Strength:.....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Weaknesses:.....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Way forward...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

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l As a teacher it is important for you to use problem-solving and learner-centred approaches:l You are the facilitatorl The learner is the doer

ObJECTIVESBy the end of this unit, you should be able to:

- select appropriate teaching methods for your lessons- use a variety of learner-centred approaches- plan and organise study tours- help pupils carry-out projects or experiments - Q/A- Lecture- Demonstration- Observation- Simulation- Role play- Experimentation- Project- Field trips- Choice of method is influenced by:- your personality- learner`s level of development (cognitive, affective and psychomotor)- Content to be covered- Competencies to be developed

UNIT 5

METHODOLOGY

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l help learners to learn better and fasterl capture learners` interestl create virtual reality


l select appropriate instructional aids l make good quality aids from available resourcesl use instructional aids --effectivelyl Design meaningful and effective instructional aids

TYPES: charts, chalkboard, whiteboard, computers, powerpoint slides, films, videos, flannel graph, textbooks

UNIT 6

INSTRUCTIONAL (TEACHING-LEARNING) AIDS

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UNIT 7: CLASS MANAGEMENTProcess of planning, organising, leading and controlling class activities to facilitate learning


- create an effective learning environment- motivate the learners- maintain discipline- supervise class activities

ORGANISATIONAL SKILLS fOR EffECTIVE LEARNINGClassroom organisation which covers:

- physical environment- emotional environment- grouping the learners- class control and discipline- supervision

PHYSICAL ENVIRONMENT- Classroom to be clean, tidy and airy- Safety considerations when arranging furniture/equipment- Teaching aids to be visible to learners

EMOTIONAL ENVIRONMENT- Be firm, warm and pleasant- Set the right tone- Tell learners what behavior you expect

GROUPING- Learners may be grouped according to needs, abilities, problems but not sex- Promote sharing of ideas among learners

CLASS CONTROL AND DISCIPLINE- Know the schools policy on discipline- Be firm and fair- Punishment should be corrective- Acknowledge good behavior- Make use of prefects and class monitors- Create an atmosphere of trust and honesty- Aim for intrinsic discipline

MOTIVATION- Make learners feel important

UNIT 7

INSTRUCTIONAL (TEACHING-LEARNING) AIDS

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- Recognise and reward excellence- Be a role model in terms of your demeanor

SUPERVISION- Check learners` work in order to guide and correct them- Areas that require supervision include practical work, written work, discussions,

group work and field trips

Knowledge Skills Attitudes

l Identifying humanbody parts

l Handling tools andequipment properly

l Resolvingdifferences ofopinion

l Right and leftorientation

l Drawing l Modelling l Manipulative l Fixing the jig-saw

puzzle

l Collaborating andcontributing to teamresults

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UNIT 8: RECORD - KEEPING

Records are critical documents about the teaching – learning process which you must keep as ateacher

They include:- Syllabuses (National and School)- Staff and pupil details- Examination documents- Mark lists- Stock control registers


- identify the various records you are expected to keep- prepare accurate records- Interpret information from records to promote learning- Maintain and keep records safely- Appreciate the need to update records regularly

TYPES Of RECORDS- Official syllabuses- School syllabuses- Records of staff details- Records of learner details- Supervision records- Files, circulars, handouts, past exam papers- Minutes of meetings- Inventory of resource materials- Stock control registers

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UNIT 9: EVALUATION

l Measuring the success of teaching in terms of teacher and and learner performancel Provides feedback on the acquisition of knowledge, skills and attitudes by learners


- evaluate both your work and that of the learners- identify the essential evaluation methods that you can use- prepare marking schemes for the various activities or projects

METHODS Of EVALUATION- Tests and exercises- Projects- Examinations- Assignments

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UNIT 10

SYLLAbUS TOPICS10.1 Health and Safety

10.2 Materials and Structures10.3 Energy and Fuels10.4 Electronics10.5 Forces and Magnets10.6 Design and Technology10.7 Water10.8 Weather and Climate10.9 Soil, plants and animals10.10 Landforms and Maps10.11 Sustainable Resource Management

Hints and guidance topic by topic using grade 3 level

TOPIC 1: HEALTH AND SAfETYSubtopic 1: Human bodyObJECTIVESLearners should be able to

l list body partsl describe how to take care of the body partsl state toiletries and cosmetics used to take care of the bodyl design cleaning equipmentl make cleaning equipmentl manipulate toiletries, cosmetics and equipment that are used in personal hygiene

CONTENTl Personal hygiene

- Teeth

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- Hair- Hands- Ears and eyes- Armpits and pubic area-Toiletries and cosmetics

Cleaning equipment

METHODOLOGY (learner - centredness)The Maths and Science teachers and learners to employ the following methods during teachingand learning:

- Group work- Imitation- Discovery - Experimentation - E-learning- Collections of cleaning materials- Demonstrations by teacher and pupils on how to use cleaning equipment- Resource person(s) (nurse, dentist etc.)- Questions and Answers

Teaching-Learning Aidsl Songs and rhymesl Charts with human bodyl Poemsl Dolls l Mirrorsl Picturesl Puzzlesl Clay and play doughl Paper gluel Educational Magazinesl Papier-Mache

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l ICT and e-learning tools l Beads l Cloths, handkerchiefsl Cleaning equipment such as soap, comb, towel, tooth paste, toothbrush

ACTIVITIESl Naming body parts l Demonstrating how to take care of body partsl Demonstrating how to blow the nose whilst covering themouth using a handkerchief

l Listing toiletries and cosmetics used to take care of the bodyl Collecting pictures of toiletries and cosmetics used in taking care of the bodyl Modelling cleaning equipment of own choice from readily available materialsl Drawing of cleaning equipmentl Matching of cleaning equipment to the body part they cleanl Singing and reciting poems

Manipulating toiletries, cosmetics and cleaning equipment

AssessmentLearners will be assessed on:

l listing body partsl describing how to take care of the body partsl stating toiletries and cosmetics used to take care of the body

Knowledge Skills Attitudes

l What personalhygiene entails

l Handling cleaningobjects and tools

l How to brush teethin circular motion

l General cleaning ofbody parts

l Maintaining hygiene

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skills to be assessed and profiledl designing cleaning equipmentl make cleaning equipmentl manipulate toiletries, cosmetics and equipment that are used in personal hygiene

SUb TOPIC 2: NUTRITIONSources of foodImportance of food

ObJECTIVESLearners should be able tol name sources of foodl classify food according to their sourcesl state the importance of food to the bodyl Sources of food- Plants- Animals

SUb TOPIC 3: DISEASES• Disease causing organisms

ObJECTIVESLearners should be able tol identify causes of sicknessl list organisms that cause sicknessl discuss diseases caused by organismsdemonstrate how germs can be prevented from spreading

l Diarrhoeal discuss the causes of diarrhea

suggest ways of preventing diarrheaThe oral rehydration solution

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describe preparation of ORS treatment

SUb TOPIC 4: SAfETYAccidentsSafety in the laboratory

ObJECTIVESLearners should be able to

l state accidents that occur in the laboratoryl identify objects that cause accidents in the laboratoryl describe substances that cause accidents in the laboratory

list laboratory safety rules

Topic 2:MATERIALS AND STRUCTURESSub topic 1: Characteristics of materials

l Natural materialsl Man-made materials

ObJECTIVESLearners should be able tol distinguish between natural and man- made materials

Sub topic 2: Elements, Mixtures and Compoundsl Pure and impure materialsl Purifying water

ObJECTIVESLearners should be able tol differentiate pure and impure materialsl demonstrate how to purify water

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Sub topic 3:Toolsl Classification of tools according to their uses

ObJECTIVESLearners should be able tol classify tools from homel Tool design and modelsl design tools of own choicel construct an artefact from sketches of tools

StructuresStructures at homeObJECTIVESLearners should be able tol Identify structures at home

ENERGY AND fUELSl Energyl Energy and energy use

ObJECTIVESLearners should be able tol explain the meaning of energyl identify uses of energyl Fuelsl Forms of fuel


l identify forms of fuell demonstrate characteristics of fuels

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l classify fuels as renewable and non-renewable

Electricity and ELECTRONICSl Electronics

ObJECTIVESLearners should be able tol Identify electronic devicesl Use the devices correctlyl recognize sources of electricity in Zimbabwel identify dangers of electricityl Suggest safety precautions when using electricityl identify conductors and insulators

l Electronic devices• TV• Radio• Cellphone• Alarms• Toys• Sensor lights • computer

fORCES AND MAGNETSMagnets

l Magnetic materials l Non magnetic materials


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l Identify devices with magnetsl Illustrate magnetic forcel Explain action of magnets as force at a distance

DESIGN AND TECHNOLOGY Design and Technology

l Principles and elements of designObJECTIVESLearners should be able tol appreciate elements of designl manipulate materials such as clay or papiermarche to make artefacts- models - Decoration

WATERl Properties of water• Water flows• Water infiltration

ObJECTIVESLearners should be able tol identify properties of waterl predict where water will flow to in the local environmentl demonstrate water flowing from a higher to a lower place l describe water infiltration l observe water infiltrationl design a model of a water filter

l Sources of water• Natural sources of water

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• Man-made sources of water

ObJECTIVESLearners should be able tol list natural sources of waterl describe natural water sourcesl identify man-made sources of waterl compare man-made to natural sources of waterl design models of man-made sources of water

Water and the Environmentl Floods

ObJECTIVESLearners should be able tol identify water hazards caused by floodsl Discuss effects of floods l discuss safety precautions

demonstrate safety precautions

WEATHER AND CLIMATEl Weather and climatel Weather elements


l identify weather elements

SeasonsSeasons in ZimbabweWeather and climate hazards

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Weather and climate hazards

ObJECTIVESLearners should be able todiscuss the effects of weather and climate hazards

SOIL, PLANTS AND ANIMALSl Soill Soil formationl Types of soill Soil properties

PotteryObJECTIVESLearners should be able todescribe soil formation

l identify soil types found in the local environmentl distinguish soil typesl Explain soil propertiesl demonstrate how to make a clay bodyl create models from clay body

Plantsl Plant parts and their functions


l identify plant parts l relate plant parts to their functions

Animals

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l Animal Kingdoml Characteristics of invertebratesl Useful and harmful insects


l classify animalsl Outline characteristics of invertebratesl State examples of invertebratesl Identify useful and harmful insects

LANDfORMS AND MAPSl Land forms and Mapsl Land forms in the local environment


l identify landformsl demonstrate models of landforms

SUSTAINAbLE RESOURCE MANAGEMENT l Sustainable Resource Management


l identify resourcesl classify resources

Our resourcesNatural and man-made resources

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• Sources of waste

ObJECTIVESLearners should be able tostate sources of waste

Documents

SCIENCE AND TECHNOLOGY - mopse.co.zw