Unit 1: How a Scientist Works Topic Learning Objectives

Unit 1: How a Scientist Works

Topic Learning Objectives Content Activities/Materials/Strategies

I

Evaluation Areas of Integration

Skills Knowledge Understanding Attitudes Looking at things in the Laboratory

Observe the features of Laboratory equipment

Types of equipment found in the laboratory includes beakers, measuring cylinders, Bunsen Burners, Test-tubes.

Equipment differ in structure and this is related to their functions

Drawings of laboratory equipment e.g Measuring Cylinder, Beaker, funnel, Bunsen Burner, Test — tube, Conical flask, Petri dish, Tripod Stand, Thermometer

Plan and arrange an exhibition of science equipment.

✓ Name items ✓ State the function ✓ State the materials they

are made from

Can students identify laboratory equipment?

Art Drawing

Draw some of the equipment found in the Laboratory.

The functions of some of the equipment found in the Laboratory.

How Various Laboratory equipment are used.

Show due care of handling apparatus materials before use.

Some Laboratory equipment and functions of each.

Identify some ways to handle and care for the equipment.

✓ Group work Presentation of report

Can students match equipment and the functions?

Language Reporting Art Drawing

Draw some equipment found in the laboratory. e.g fire extinguisher, fire bucket, fire blanket, etc.

The functions of some the safety equipment found in the Lab.

How various safety equipment are used e.g fire extinguisher , fire blanket etc.

Show care of handling some safety equipment.

Safety equipment and functions. Hazards:

Demonstration of the use of some safety equipment. Demonstration of the use of Burners or spirit lamp Identifying Flame colours.

Can students identify some safety equipment in the Laboratory? Identify Fire Hazards & Electrical Hazards.

Art Drawing

Life Skills ✓ Safety in home

and environment

✓ Flammable gases, liquids and solid.

✓ Electricity Maintenance and dangers.

1

1 opic Learning Objectives Content ActivitiesfiviateriaisiStrategies Evaluation Areas of Integration Skills Knowledge Understanding Attitudes Demonstrate correct ways of using a ruler/ metre ruler/ tape

easure.

Incorrect skills result •in accuracy

Solve simple everyday problems • 1- .... .............. 1111111Giai

measurement

Appreciate that it •is worth

\N...t.:1_ ..... um Lo

measure accuracy.

Place the eye and •instrument

_ ...i. .....: ' grauumions In

the correct , positive when

nsing the micr,

measure. metre ruler, tape

Compare estimated lengths with measured lengths.

Language Discussion on the needs for accurate measurement. .

Identify / Lnil.W uh, of

Mit of length.

The SI Unit for -, --,1- , ,-4.--,,, it,1161..,a 16 incite

(m) identify I State the SI unit of length. Other units can be used to measure length a rr rem% All, ,..b. iiiiii, V11.13

km.

Other units can be , „,,,, ifij u li) iiiCiAzav

length e.g. mm, cm, km

The instrument LiSCti 1.0 iii abtifC

length is a ruler I metre ruler.

Observe the differences of Units USU. ig riiler e.g. 111111, LIT!, MILE.

Life Skills selecting an • p

dpplupitaic will, WI

measuring an object.

F.xpinin the

conversion of units for measuring length.

The unite of

Measuring length/height in the metric system are 1 cm = 10mm 1 cm =1/100

1000m =1 km 1000mm = lm

100cm = im

Crinvercion of

smaller to larger units and vice versa mm, cm, m, km. Conversion of imperial to metric.

.A pprecinte that the conversion of unit length is important in every day 'Life.

conversinn of smaller/larger units and vice versa.

collie problems. rn students solve problems involving conversion f, • ..i, kasing a. viol& sheet)?

Mathematics Problems involving conversion.

4

Topic Learning Objectives Content Activities I Materials I Strategies

Evaluation Areas of Integration Skills Knowled le Understandin : Attitudes

Measuring Mass

Define Mass Estimate the mass of objects in the Lab or classroom

Define Mass The importance of Standard Units. Reason for the use of balances.

Appreciate that accurate measurement of mass is very important in our daily lifes.

Mass- amount of matter in an object. Measurement of mass by estimation.

Group work ✓ Record estimation

of mass

Estimate mass of objects?

Language Discussion

Measure the mass of objects using a variety of balances I scales.

✓ Identify the SI Unit for mass

Mass can be measured using balances. SI Unit for Mass is Kilogram (Kg) ✓ Identify the SI

Unit for mass ✓ Other units can

be used to measure mass e.g. g, cg, mg etc.

The difference between estimated results and scale readings.

Appreciate the importance of accurate measurement in our daily lives.

The instrument used to measure Mass is a balance.

SI Unit for Mass is Kilogram (Kg)

Group work record measurement of mass of objects in appropriate units.

Investigate the various types of balances used in the laboratory lever, electronic triple beam lever, spring.

Measure Mass using balances?

Home Economic weighing ingredients as per recipe

Units for measuring mass in the Metric System are: lg = 10mg 100cg = ikg 1000g = lkg. Explain the conversion of units for measuring mass.

Conversion of mg, cg etc. Smaller/Larger units.

Appreciate that the metric system is easier to use and is an international standard.

Conversion of smaller to larger units and vice versa. cg — g lbs to kg etc.

Solve problems Make accurate conversions?

Mathematics ✓ Problems

involving conversion.

Unit 2: Measuring in Science

Topic Learning Objectives Content Activities/Materials/ Strategies Assignment construct an improvised balance.

Evaluation

Can students make an efficient balance?

Areas of Integration

Industrial Arts/ Art and Craft Constructing an efficient balance.

Skills Knowledge Understanding Attitudes Willingness to share ideas

Measuring Mass

Design and construct an improvised balance.

Measuring Temperature

Define Temperature? Estimate temperature of cold and warm water using hand / finger.

Define Temperature?

Reason for the use of a thermometer

Appreciate the accuracy of the measurement of temperature and unreliability of the senses.

Temperature —how hot or cold a substance is. Addition of heat to a solid, liquid or gas raises its temperature.

Record Estimated Temperature

Estimate Temperature of cold, warm water and the environment?

Measuring temperature of cold and warm water using Thermometer.

The Thermometer measures how hot or cold a ' substance is

The difference between estimated results and accurate reading

Appreciate the thermometer is a useful invention.

Melting of ice is 0°C and water is 100 ° C. ✓ The human

body temperature

✓ Temperature of the environment

Record Measurement of Temperature of cold and warm water using appropriate units.

Manipulation equipment and make accurate readings?

Topic Learning Objectives Content Activities/Materials/ Strategies

Evaluation Areas of Integration Skills Knowledge Understanding Attitudes State the SI unit used to measure temperature. Kelvin (K) is the S.I unit for temperature but (° C) degree Celsius is more commonly used. °F is another unit.

K can be converted to °C and vice versa.

Appreciate the importance of checking unit of measurement used in equipment.

0°C = 273 K °C = (K — 273) K = (°C + 273)

Conversion of K to °C and vice versa.

Make accurate conversion.

Mathematics conversions Home Economics/Life Skills Units of temperature on thermostats

Draw and label the Parts of Thermometer

The parts of a thermometer

Take care and use of the Thermometer with the necessary precautions

I

The thermometer is made of a glass tube with a narrow hole (bore), scale, stem liquid and bulb. The liquid expands on heating and contracts on cooling suitable liquids for thermometers

Draw and label the parts the thermometer. Investigate and compare the various properties of liquids use in the thermometer.

Can students compare the properties of various liquids used in the thermometer?

Art Drawing

7

Topic Learning Objectives Skills

Content Activities/Materials/ Strategies Report on how it was constructed

Evaluation

Construct thermometer efficiently using improvised materials?

Areas of Integration Knowledge Liquids can expand or contract.

Understanding The principle by which improvised thermometer works.

Attitudes Willingness to share ideas

Construct and use an improvised thermometer

Measuring Volumes of Liquids

Measure volumes of liquids using the measuring cylinder.

Volume is amount of space occupied by a substance. Volume of liquid is measured in cubic units using Measuring Cylinder.

Willingness to use the metric system

Volume of liquids — the quantity of space a liquid occupies

Perform measurements of volume of liquids in a variety of containers (provide different shapes of containers)

Measure and manipulate equipment efficiently?

Home Economics Liquid components of recipes — Measurement Estimations shape and perception of space occupied.

Demonstrate the correct ways of measuring volumes of liquids.

Incorrect skills can influence results.

Appreciate the importance of accurate measurement.

Read and record the level of the lower minscus Ensure the measuring cylinder is on a level surface.

Record and Compare Report. The results of the various measurements. Discussion

_ . Design and Construct a Measuring Cylinder I Use to

measure Volume.

The use of a Measuring Cylinder

Why certain materials are used in the construction of the measuring cylinder. How surface area and volume relate to the properties of the state of matter

Appreciate the importance of improving in Science.

Design and Construct a measuring Cylinder.

8



Evaluation Areas of Integration Skills Knowledge _ Understanding Attitudes

Measuring Volumes of Solid

Identify and list some regular solids found in Lab, Classroom compound ✓ Construct

simple regular solids

Regular solids have definite shapes.

Regular solids include, cubes, cuboids cylinder etc.

Identify and list some regular shaped objects in the classroom/ lab / compound.

Group work

Can students identify regular Solids?

✓ Measure Volumes of regular solids constructed. e.g. cubes, cuboids, cylinder etc.

Volume is the measurement of space in cubic unit.

Volumes of regular solids can be calculated using measurements and formulas.

Appreciate the importance of Volumes in daily life.

Volume of Cube =1 x 1 x 1 Volume of cuboid =1 x b x h 1= length b = breath h = height

Use Measurement recorded to calculate volume of solids constructed using formulas

Solve problems on volumes?

Mathematics Volumes of regular shapes.

Collect and observe irregular solids

Irregular solids do not have definite shapes

Irregular solid e.g a stone a piece of bottle.

Collect and observe irregular solids

Identify irregular shaped?

Demonstrate the displacement method of irregular solids

Volume is determined by the amount of space an object occupies.

Volume of irregular solids can be measured.

Displacement Method or Eureka can (over flow) method. Volume of cylinder

= 2-Tirh (r= radius

Demonstrate Displacement Method for irregular shaped object. Read record and Calculate measurement of volume.

Find volumes of irregular shapes using the Displacement Method.

Mathematics Solution of problem on volume.

9



Evaluation Areas of Integration Skills Knowled g.e Understandin g. Attitudes

Measuremen t of Area

Define Area Name regular shapes e.g Square, circle, triangle, rectangle.

Define Area Area is the measurement of surface in square units.

What is area? Name regular shapes Can students measure area?:

Mathematics Area of regular shapes

Measure length and height of regular shapes using a rule / metre rule.

Define Area Area is the measurement of surface in square units.

The metre rule can be used to find area of regular solids.

Appreciate that technology makes abundant the use of area.

Measurement which must be taken to calculate areas of specific shapes.

Record Measurements of regular shapes

Make accurate measurements?

Calculate the area of the shapes using measurement recorded.

Define Area Area is the measurement of surface in squareunits.

Area can be calculated using formulas.

Area of shapes Square =1 x 1 Rectangle =1 x b

Circle = x r 2 7 Triangle = 1/2 B x H

Calculate areas from recorded measurements of the shapes using formulas.

Calculate areas? Solve problems using formulas?

Measuring Time

Define Time? Estimate time in seconds for specific action e.g running from point A — point B in classroom

Define Time? The importance of accuracy and standardization

Time is the interval between two events / periods.

Estimate time in seconds of specific actions

10



_ Skills Knowledge Understanding Attitudes Measuring Measure the The SI unit for Other units can Appreciate that Minutes, hours Measure the time taken Can students: Home Economics Time time taken for time is second be used to time must be and days are for the activity Measure accurately Timing the preparation of

specific (S). measure time used effectively internationally previously done and record time in meals and other activities. activities using e.g. minutes because it call accepted as (estimated) using a seconds? Life Skills a stop clock I watch / timer

The stop clock/watch is the instrument

(m), hours (h), and days.

not regained. practical units.

Hours and

stop clock I watch I timer.

Solve time using time Time Management

used for measuring time. 60 s = 1 minute

(m) 60 minutes = I. hour (h)

Conversion of smaller units to larger units and vice versa.

minutes are separated by a colon, followed by the symbol for hour e.g. 16:00 h, in the

Record and compare results.

Solve problems given in a worksheet

in s, m, h? Mathematics

Problem solving.

24 hour = 1 day Explain the conversion of units for measuring time

24 — hour time system using the stop clock I watch I timer.

Conversion of the units of time, smaller to larger and vice versa.

11

Unit 3: Life

Topic Learnin Ob'ectives Content Activities/Materials/ Evaluation Areas of Integration

Skills Knowledge Understanding Attitudes Strategies _ Characteristics of living things

Observe, Manipulate, Draw, Predict, Evaluate, Record

All living things carry out process of life referred to as characteristics of living organisms.

Each of the characteristics is important in maintaining the life of the organism.

Show due care and respect for living organisms.

The characteristics of life are: movement, growth, nutritionlfeedin g, respiration, excretion, sensitivity, reproduction.

Activity:- • Observations of

living and non- living things in the environment.

• Recording where things were found and what they were 'doing'.

• Noting that there

• Can students use a hand lens correctly to observe organisms in their environments?

• Can students list organisms in their correct habitats?

• Were students able to record activities

Agricultural Science

Plants and animals

Social Studies

Care of the environment

Art/Craft

The environment Distinguish were various of organisms in Drawing of organisms must be cared for between living Careful ways of environments — order to link them so that life and and non-living Takes care to handling the land, water, air. with characteristics? Language species can be things. maintain the organisms and • Using hand lenses • Were they able to conserved.

There are different types of environments in which organisms are found.

environment so that organisms are not harmed.

Willingness to share ideas and work together.

their environments.

to observe. ® Reporting,

Discussion of characteristics and careful handling.

• Completion of tables, sketches and descriptions in files/notebooks.

name and define characteristics of living organisms?

• Were they able to complete files with sketches showing at least two visible features for each organism?

Reporting

12

T ' ;Auk:tug zit Ooserve, organisms in Record. Draw :Liar

environment

i iii. riaffies of plants and

i-ba

community.

Some animals,

..... b ULtid

be handled carefully because they can cause harm.

iknimais differ Use of the from plants.

Organisms can be grouped into two kingdorris.

environment 1 with dua vArf.

and consideration for all organibiub.

Show concern for i. the habitat

of organisms.

ii. safety of organisms.

1..) lilt J. Lice

upiu T _ _ • - 111_2 -A.! JuearriiiiE uujectives

~ri'r1~in 1I 0111113 11111 U

IGUIILCIII

T Living wings zu-e ETOUDS as plants and 1

11 1,1 ;reliel 1 0 1, CS /1 sVi's fll di Lo

physical characteristics and mode of life. i. Plants are usually

green lib

stationary (fixed in soil), may be large and of varied forms and shapes, make use of simple, mineral food materials; do not seem to react quickly.

• • Animals are any colour, definite shapes .rid sizes, moving, very sensitive, use organic food; tend to be more complicated than plants.

A •k• if I. • 1 / 111:1,1VILICSIIVIALCITdIS/

0114 icgica

Activity: Identification of a

+st r 1. rl wi 'is n.

animals. Rrl ecocingin tables, diagrams/ dravving.

• Noting characteristics

Reporting

Distlission

In I • allial,1011

SLULICHLS -,

using tables, diagrams and drawings?

• Icuognize organisms can be gyouped as plants and animals?

• list cnirnp of the

distinguishing characteristics of „i nrci-n nil A 1../ALUIL,

animals?

• recognize that the environment has a wide variety of organi sms?

Areas of integration 1


i• • Recording ill 1 abler.

Language Written and oral reporting

A rt./I-1,a+ 1 11U U1ClAL

Drawing

• re.cnrri Arilirntply

oincervnt;ralz iihz,ziflontinn cyr

living things.

Mathematics

13

T7._ MIRO II ICtigt

"Aim.

needed for colleetine and storing living organisms

Items used in the nrricrintnt;nv,

• nowt:Hug Lwig

and small atimnls.

Organisms are classified according to their characteristics.

Content

Methods of collection of organism.

Methods of nrecervatinn of

organisms.

.uALcrnal ......

used in rlacci-Fying

organism.

Construction of keys for classification.

External features used in classifying orgraniSMS

Construction of keys for classification.

Dir,„„..,„„- ffl. 1 114.1111.1.11/5 1,1 .L1V1UL

frit%

MA-in,, eauiprnent selecting equipment.

Field trip.

J_ icciLiiib : cu LI

report

Class discussion.

Preserving organisms storing organisms.

Examining external features, recording features, drawing, classifying organisms constructing keys

class discussion.

run chirlonIQ-

111 ,1175 c..aiant LIISALW JVIVVL

I equipment needed thr the field trin9

explain how the

equipment was

preserve a flowering twia7

• -0-

preserve a small animal?

display preserved organisms?

explain how organisms are preserved and

displayed?

Constract a key to

classify at least five or anisms?

Areas of inifnar

9fion

I ,111(111.110

Pepirting

Industrial Arts

Making equipment

A -.4 Inal.

Drawin--

g

Social Studies

Group work

Care of environment.

kduilvt urig, storing arid classifying ortYnnIgir,

rir .......

X ivicuityulaw,

:Observe, Plait, nesien, D a, nrri TIrow

communicate

n MIIS

earrii;-

11- — - - - - - - - I i1 pitA,.-ZbZ,cb

involved in collecting, storing and preserving a flowering twig Itid small animals.

Ritengpi7ing

distinguishing features of nrgranicmq.

U.L6a1113111,1

require different kiwis of equipment to maintain their life.

IT— - — uuun tanuulig I rtuntiueS

Diff t „ n.tvearil n+a Tna nimcwri • .1 L 1.1

F'%"'"" L11., eren

fWI selecting and I or

, making the Qtrroiriqe choic,- of equipment.

.Apprerinte that

some parts of organisms, e.e. leaves and fruits can be collected without harming the organism.

Wn 1 ingrleSQ tO avoid

the unnecessary killing of organisms

, Willingness to share ideas in classifying organisms.

environment.

1,11, La, the

Consider the safety of

n+b,:f;ne/Min+nrnlqic/ .1.461,:ii Evaluation

011 441101wA140

T • • All unit

lr • P LIIe

14

Unit 3: Life

Topic Learning Objectives Content Activities/Materials/ Evaluation Areas of

Skills Knowledge Understanding Attitudes Strategies Integration

a) Grouping / Observe, Types of flowering Reasons for similarities Demonstrat Types of plants: Field Trip Oral Can students: Agricultural Science Classifying

Organisms according to their structure

record, draw, classify, communicate

and non-flowering plants.

Features of leaves, roots and seeds of

and differences between: i. flowering and non-

flowering plants. ii. Monocotyledonous

with

e an interest in caring for the organisms in our

i. Flowering, with examples

ii. Non-flowering, with examples

questioning class discussion.

Making charts I poster.

record accurately observations made using tables, sketches and diagrams?

Classification of living things.

- Plants monocotyledonous plants.

dicotyledonous plants.

environment Reporting Compare

i. Flowering and non- flowering plants?

ii. Monocots and dicots?

Mathematics

Recording in Tables.

Language Written and oral reporting

Design charts and poster showing classification of plants?

Art/Craft

Drawing

15

Unit 3: Life

Topic

J

Learning Objectives Content Activities/Materials/ Strategies


Skills Knowledge Understanding Attitudes

b) Grouping I Observe, Names of The features Appreciate that Classes of Field trip group work Can students:

Classifying record, draw, organisms which there are vertebrates and presenting written I identify and classify

Organisms according

classify, communicate

belonging to the five classes of

distinguish the five classes of

variations among

their distinguishing

oral field trip report. vertebrates according to their external

to their structure

vertebrates. vertebrates and which are

organisms. features as they relate to

Discussion structure?

- Animals Names of warm associated with Demonstrate an characteristics of relate features of and cold- blooded animals.

the characteristics of life.

How cold and warm blooded animals adapt to changing temperature of environment.

awareness that there are dangers associated with certain organisms.

life.

Cold and warm blooded animals and their adaptations

vertebrates to characteristics of life?

explain how cold and warm-blooded animals cope with changes in environmental temperature?

16

Unit 3: Life

Topic Learning Objectives Content

The main groups and sub-groups of invertebrates.

The distinguishing features of the main groups and sub-groups of invertebrates.

Examples of organisms belonging to the sub-groups of invertebrates and their modes of life.

Examples of organisms which provide food for humans

Activities/Materials/ Strategies Field trip Group work Presenting written and oral field Trip report

Use of preserved specimens in lab and charts

Discussion

Evaluation

Can students:

recognize organisms and place them in their groups and sub-groups of invertebrates?

state the habitats of the organisms found in the sub-groups of invertebrates?

give examples of parasitic invertebrates?

give examples of disease-causing invertebrates?

give examples of invertebrates used foe food by humans?

Areas of Integration Skills Knowledge

Names of organisms belonging to the main groups of invertebrates: • Coelenterates • Arthropods • Molluscs • Worms

Names of organisms belongs belonging to sub- groups of invertebrates: • Coelenterates e.g.

jelly fish • Arthropods

- i

p nsects, e.g.

butterfl mosquito y, - arachnids, e.g.

sider tick p , , sco ion rp

- ceruleans, e.g. crab, shrimp, lobster, prawn

- myriad pods, e.g. centipede, millipede

Understanding This great variety among organisms.

There are distinguishing features which place organisms into main groups and sub-groups.

Organisms are found in a variety of habitats. abitats.

Some organisms

are parasitic and disease causing.

Attitudes Appreciate that some organisms provide food for humans harvesting and must be well managed.

b) Grouping / Classifying Organisms according to their structure - Animals

17

Unit 3: Life


Evaluation Areas of Integration Skills Knowledge Understanding Attitudes

b) Grouping I • Molluscs e.g. Classifying snails, slugs, Organisms squids according • Worms to their - Flat worms structure e.g. tape - Animals worm, blood

fluke, planarian

- Round worms e.g. hook worms, thread worms

- Segmented worms, e.g. earthworm, leech.

18

Unit 3: Life



Adaptations of structures

Observe, draw, record

The features of plant in relation to

The specific features of an

Appreciate the value of

External features of plant in relation to:

Displaying a variety of plants.

Can student: - correctly label


in plants nutrition organism are specialisation to i. Its made of diagram of Plants i. Photosynthesis related to the organism's nutrition by Discussing common external features of

ii. Transpiration

Plants build their

specific functions.

Photosynthesis

survival

Appreciate the

photosynthesis (roots, upright serial or stems, leaves)

features shown by plants.

Relating features to

plants?

- list the features of plants related to

Language

Reporting

own food by is a food role of plants in ii. Transpiration photosynthesis and i. photosynthesis Social Studies photosynthesis. producing

process for all producing food for all

(numerous, broad, flat

transpiration. ii. transpiration Group work

Transpiration is loss of water vapour

organisms. organisms. leaves) Field trip presenting and discussing field

- state the importance of Art/Craft

from leaves. Transpiration is Appreciate that The importance of trip report. photosynthesis for loss of water vapour from

soil must be well-water for

photosynthesis in food production for Demonstrate that

all organisms? Drawings

leaves. photosynthesis and transpiration.

all life forms.

The role of transpiration in providing water for photosynthesis.

leaves store food (starch) Demonstrate that leaves give off water.

- explain the importance of transpiration?

19

Unit 3: Life

Topic Learning Objectives Content Activities/Materials/ 1 Evaluation Areas of

Skills Knowledge Understand•ng Attitudes Strategies Integration

Adaptations of structures in animals for feeding, movement

Observe, draw, record, compare, investigate

The features shown by animals for

The specific features shown by an organism are related to specific functions in its

Appreciate the value of specification to the organism's survival.

External features of animals related to the particular characteristic:

1. feeding

Display of exhibits of animals

Field trip

Can students:

label features of animals related to a specific

Language

Reporting

Social Studies and protection made of life. - mouth parts,

e.g. beaks, teeth, proboscis

- feet with claws ii. movement

Report on trip.

Discussion of adaptation shown for each characteristic.

function, discussed (feeding / movement I protection)?

Group work

Art/Craft

- limbs on land, water

- wings in air - fen, tails in

water iii. protection

- swift moving, limbs, wings, fins

- external coverings

- sensitivity I sense organs

list the features of animals related to feeding it movement I protection?

- draw features of animals related to feeding / movement / protection?

Drawings

- sharp teeth and claws

- camouflage .

20

Unit: 3: Life Structure and Function of Floral Parts

Topic Learning Objectives Content Activities/Materials/ Evaluation Areas of Integration —1

Skills Knowledge Understanding Attitudes Strategies

Structure Examine a large Identify four Relate the parts Appreciate the Flowering plants 1. Teacher — Can students: Language -

and Function chart with main parts of of the flower to aesthetic value have flowers as directed study of 1 Spelling of Floral drawings of a variety of their function. of flowers in the their main large chart 1. List ten words I Sentences using Parts hibiscus and flowers. environs. reproductive diagrams. associated with vocabulary

yellow bell Show how the organs. 2. Out door activity flower structure? I Reporting flowers showing State the arrangement of Demonstrate collecting variety structure. function of male and care in The main parts of flowers. 2. Identify parts of a

each part of female flower removing of a typical 3. Dissecting flower on a Dissect various the flower. parts enables flower plants so flower are : flowers collected specimen? flowers. the flower to be as not to Sepals: Protect and examining

Identify male a reproductive damage the the flower while parts. Observe the four whorls of typical

and female parts of

organ. flower or plant. in it bud. 4. Drawing a section of flowers and

3. Draw and label flower parts

flower.

Draw and label

flowers.

Identify

Flowers came in various sizes, shapes and

Appreciate the need to care for flowers since

Petals: Have colour scent and a nectary at their

labelling parts. 5. Examine

arrangement of

correctly?

4. Match labels to parts of the flowers with colour but they their role in base. Nectary flower parts. parts of flower on flower. male parts

only and those are all important to

reproduction is so important.

produces nectar. 6. Discussing function of each

a large drawing?

Record with female reproduction in 1. Carpel: part of flower observations parts only; flowering Female sex especially male 5. Match Structure

also those with both male and female parts.

plants. organ — each carpel contains one ovule.

and female structures.

and functions?

21

Topic Learning Objectives Content Activities/Materials/ Evaluation Areas of Integration

Skills Knowledge Understanding r Attitudes Strategies

Carpels that are fused together are known as

7. Recording observations in notebooks and

Pistil. 8. Summarizing functions.

Stamens: Male sex organ.

Function of 2. Petals —

attract pollinators to flower.

Recording in a table — Name of plant, number of petals, sepal, anthers, carpels / pistil.

3. Sepals —protect the unopened flower bud.

Pistil — female part of flower made up of stigma — the sticky part to receive pollen, style — a slender part joining

22


Skills Knowledge Understanding Attitudes Strategies 4. Stigma to

ovary. Ovary where ovules are formed.

Stamen — male part of flower made up of anther where pollen grains are formed filament — the stalk to which the anther is attached.

23

Unit: 3 Fruit and Seed Formation

Topic Learning Objectives Content Activities/Materials Evaluation Areas of

_ Skills Knowledge Understanding Attitudes / Strategies Integration Pollination and

Examine specimens and

Define pollination, fertilization.

Understand that flower

Appreciate that plants depend on

Pollen grains contain male sex

Practical activity - using microscope or

Quiz on the two process — pollination

Language —

Fertilization observe pollen structures are animals cells. Each ovule hand lens to observe and fertilization Writing reports grains under Describe the part adapted to ✓ Interdependenc contains a female pollen. Dissecting Can students: microscope/ hand pollinators play in ensure that e Appreciate sex cell ovaries to observe ✓ Define lens. Also the transfer of pollen gets into the importance Pollination is the single ovule or many pollination? observe dissected pollen. contact with the of pollinates to transfer of pollen ovule or many ✓ Define ovary with ovule. humans - from anther to ovules. Drawing b fertilization? ovules. Describe wind Understand that farmer stigma. from specimens. ✓ Distinguish

pollination. fertilization is Fertilization is the Defining terms and pollination from Observe the process that joining or fusing explaining processes fertilization? pollinations at Explain self- precedes fruit of the male sex in groups. Reporting ✓ Explain how we work. pollination and and seed cell with the group work. get fruits from

cross pollination. formation. female sex cell. Recording flowers? Examine Understand that Flowers may be observations / ✓ Relate flower specimens of Describe how ovaries develop pollinated mainly explanations. structure to growing fruit e.g. pollen reaches the into fruits with by pollinators — Discussing in groups method of ✓ Pumpkin ovule to cause the ovule/s insects, birds and and reporting group pollination?

from the fertilization. becoming by the wind findings. ✓ Describe role of flower and Record observations.

Describe the growth of ovules into seeds and development of ovary into a fruit after fertilization.

seeds in the fruit.

plants may cross- pollinate or self-pollinate. The ovary develops into the fruit with the ovules becoming the seeds.

pollinators?

24

Unit: 3 Fruit and Seed dispersal

Topic

Fruit 'nd Qoairi

dignercal

Learning Objectives Knowledge Define dispersal. Identity different Ifirids of fruit observed.

Explain/describe L How L1111GIGIIL

seeds are adapted for wspeibtil.

State the function of the basic structures of a seed.

Understanding Understand that a fruit kty yiLao

is a developed

ovary.

Understand that +1,ct rtin;r1

1.1.1(.1.111

function of the 1.6 Li1 frait

to the pliant is to protect the

r, SkiGUJ any

disperse/scatter them. Explain why dispersal VI seeds is necessary

Aiiitudes Appreciate importance of seed dispersal. ni .1,1

appreciation of the nee,' for variety in plants. Appreciate the interdependence riS rd a life

QflCl VI F14.4114,

animals in dispersal.

Content

rtrni Lan+ 11.411.) ViArLi.

and dispersal seeds. The tvn;Pnl fruit ;c

developed ovary after fertili7ation

the structures of varicus frlits are adapted disperse seeds. Fruits may he

fleshy with one seed

VI fleshy with many seeds dry fruits with just seeds in a

pod. Seeds have fentiffes that

enable them to be carried away by water, wind or animal.

ACtiVitiPRIMAterialst iCihetiftlfT;a0C 1014 114.16,8alieor

I :Alla

nTrynne Tlanortina An -

outdoor activity. Practical — dissectinv fruits collecting seeds. drawing and labeling, Recording nbspr12tions from

Qn;'rinif.ns WidnEY

brief notes. i esearching

exceptions. 1 false fruit VI apple

I Cashew fruit

Observing growing ovary — pumpkin and

reporting what happens to other parts of the flower.

I Evaluation

Can sitticients:

niarits' with fleshy

fruits and those with dry fruits? List three ways in. which seeds are seeds are dispersed and give one example of each. Project — Make a scrapbook showing nf

various' if.ruits seeds.


Agriculture

VI Fruits and vegetables

Language

VI Renort writing

LITL1111:3

Draw sections of ciiffereni fraits to show arrangement of seeds. VISSeCi IfUILS

to observe parts of the fruit. Draw specimen. Collect various seeds. Examine specimens and observe

shape, size and external featw-es. Draw seeds and label basic structures.

25

es Knowledge identify the main -Darts ()idle seed and state their i WA, WAAL

Classify seeds as ninnnnot or dicot Describe stages of

m,ination. Compare growth

rttnrii■,,rTo vi OVV.Ailibo

growing under different conditions. Define germination.

Understanding Understand how plants result f.rom a germinating seed. tinderstand that certain conditions are

necessary for OP-rrn'inqtinn anti ......

proper growth 41

01 WC young nlant/ceedlinci

_Attitude

Appreciate that geminating seeds and seedling need

I special care and attention in

I cultivation.

Learning Ubjectiv

Skills Germination Draw and label of Seeds I diagrams showing

parts of a seed. i Perform

experiment to

deter e the conditions necessary for germination. KL,L,Ln - - - - Li observations of germinating seed AN a daily basis. Measure seedlings growing under different conditions. Draw and label stages in the growth of

seedling

rnwiCarii.

. ,,ave,rill inpinniant;iron n and

edwe ,ster

Light and warmth win en:ihie the

seedling to growth nroneriv. Stages of germination include: I Swollen seed I Spilt test a

Emerging radicle and nlemiile Ffi-st foliage appears Cotyledons lo se mass and everitually fall.

Germination is the final process in the reproduction of the f - hlowering -- t e five stages are:

1. Pollination L. Fertilization 3. Seed

Formation

4. Seed dispersal 5. Germination

ActivitiestivintPri21R/ Strategies

Teacher — led discussion planning for experiment. - Observing seeds germinating on a daily

basis and recording observation sin table form. Measuring

seedlings. Comparing growth and making notes. \I1(d 1;fa rvnio iviLuvwx. y

diagrams of flowing n1 ante


1. Listing 4 conditions necessary for

germinating.

2. Report on observations

Report -miting

'Topic

Agriculture

Watching plants grow in seed boxes

Language length of time to sprout rate of

growth of bean versus corn.

I Part of seedling that grew fastest

26

Topic Learning Objectives ._.__ Content Activities/Materials/ Strategies


Skills Knowled ..e Understanding Attitudes

Reproductio n without

Observe plants

Plants that reproduce without

Understand that plants can

Appreciate that plants need care

Many plants, those that have

Practical Work ✓ growing plants

Teacher assessment of experiments —

Language

Seeds growing from roots, stems

seeds. Describe some ways in

reproduce without seeds.

at all stages of their growth.

flowers or not can reproduce

from stem cutting, suckers, bulbs, root

✓ plant part placed under appropriate

Report Writing

and leaves. Grow plants

which new plants can be grown

Understanding why food

without seeds i.e. by growing a

and stem tubers, runners, leaves.

conditions. ✓ Entries of daily Agriculture

from roots, stems and

without seeds. Explain how

storage organs of plants are

new plant from a leaf, stem or root Report writing on

observations. ✓ Evidence of plant Transplanting

leaves. mainly plants used in of the parent experiments growth listing ten Experiment with cuttings, suckers, bulbs, tubers, corms -- growing in boxes / pots.

whether they have flowers or not can be grown from a part of the original plants. ✓ Leaf, Stem,

Root Define vegetative ' reproduction.

producing new plants.

plant. Stems, roots and leaves are called vegetative parts and the use of these parts to produce new plants is called vegetative reproduction. Most vegetative parts of plants that produce new plants also store food for the plant.

✓ in groups researching seedless fruits, sugar cane planting, cultivation of cassava, eddo

Making Scrap Book on findings of Research with picture, specimens, and drawings.

plants that reproduce without seeds.

4es 27

Learnin Ob'ectives Skills Examine large chart diagrams of life cycles of five classes of vertebrates.

Observe changes in the frog from egg — tadpole — adult frog.

Observe behaviour of "yard fowl" laying and hatching of eggs. Observe nesting practices of common birds in the neighbourhood.

Observe household pets — dogs and cats caring for young ones. Recording observation Presenting data in graphical form.

Knowledge Recognize stages in life cycles.

Explain how each type of vertebrate is adapted for reproducing by giving birth flaying and hatching of eggs.

Understanding Attitudes Be aware of the differences in structure and function of reproductive systems in various vertebrates. Understanding that when organisms die, young ones being produced balances out the numbers. If they die and no young ones are produced they become extinct.

Understand why some animals lay large numbers of eggs.

Content

. Stages in the Life Cycle of Humans (mammals)

I Mating • Gestation and

birth I Infancy • Childhood I Adolescence I Adulthood

2. Stages in Mammals I Mating I Gestation and birth V Care/growth of

young I Adulthood

3. Stages in Birds, Fish and Reptiles

I Mating Fertilization

I Laying and hatching of eggs

I Growth of young I Adulthood

4. Stages of Frogs Egg—tadpole Frog

Activities/Materials/ Strategies Teacher — led discussions. Group work — making chart, diagrams of life cycles.

Project — make scrap books with drawings, pictures of growth stages of humans, household pets, farmyard animals and birds.

Observe birds nesting and record observations. View videos of animals in the wild taking care of their young.

Measure height of students in class to compare growth and record in graphs.

Evaluation

Assess project

I Number of samples

VI Headling in report

VI Drawings diagrams

I Information on care of young

Areas of Integration Language • Reporting

writing

Mathematics

VI Measurement ✓ Graphs

Topic

Life Cycles of Vertebrates

Appreciate that endangered species must be cared for specially to ensure a continuation of the species.

Appreciate the significance of the changes that occur during puberty in humans.

Appreciate that most animals produce young that need lots of care and attention.

• • 28

Unit 3: Life



Life Cycle of Use hand lens to Identify complete Understand that insects Appreciate Insects like the Investigate the areas where Can Invertebrates observe butterfly metamorphosis grow and develop in that a housefly, butterfly different insects lay their students: Language

1 Insects eggs on underside and incomplete two main ways — knowledge of and mosquito have eggs. of leaves. from life cycle complete and the life Cycle a 4 — stage Life Group Work 1 list 10 Reporting Examine large diagrams. incomplete of some cycle which is 1 Listing insects with 3 insects chart drawings / Define metamorphosis. insects can termed complete — stage cycle and and Social Studies diagrams of life metamorphosis. Understand that insects aid us in metamorphosis. those with 4 — stage divide 1 household cycles of change a lot as they controlling cycle. into 2 pests housefly, mosquito, butterfly, cockroach and

Name the stages of stages of growth in the life cycles.

moult and grow into adult. Understand that the body structure of insects does not allow

their growth and numbers.

Appreciate

The cockroach and grasshopper have a 3 —stage life cycle which is

Defining terms. Discus and report how humans can use knowledge of life cycles to control

groups based on life-cycles?

affect your health

grasshopper. them to give birth, they the need to called incomplete population growth of Draw and label start the cycle by the avoid having metamorphosis. insects. List usefulness of stages in the life cycles. Record observations. Observe mosquito larvae in water.

laying eggs. stagnant water in containers.

Cockroach the presence of certain insects — bee and harmful effects.

Use Resource person from

Egg

egg (

Collect caterpillars from green leaves and observe in observation jars.

adult nymph

•# __________

Ministry of Health to talk about Mosquito Control.

29

Topic Skills Learning Objectives Content Activities/lVlaterials/

Strategies Evaluation Areas of Integration

Knowledge Understanding Attitudes

Butterfly

Egg___

imago larva

L 2 pupa

30

Unit: 4 Mixing and Separating



Mixing Observe mixtures Define Understand that Appreciate that A mixture is a Teacher — directed Explain what happens Language substances Experimenting mixture. many mixtures are combination of activity when sugar dissolves.

with mixtures. Name and substances part of our two or more Experimenting with ✓ Spelling Recording identify which occur everyday lives substances. A various mixtures — List 5 solutions, 5 ✓ Reporting observations. different naturally are and can be very mixture causes a 1. Salt and water suspensions and 2 Manipulating science apparatus

mixtures — solutions

mixtures — airs, sea water.

useful. physical change in substances but

2. Sugar and water 3. Salt and sand

colloids. Assess definition of

substitutes like suspensions Be aware of the it can be 4. Mud and water terms in students own glass jars. and colloids. Understand that usefulness of reversed 5. Iron filing and words.

Give mixtures are mixtures e.g meaning that the flour Observe sugar examples of reversible — i.e. medicines original ✓ Making and water the different the original substances can mixtures solution mixtures. substances can be regained. ✓ Stirring 1. plain solution 2. saturated

solution 3. sugar crystals

forming over time as water evaporates

Explain what happens to some j substances when they dissolve in water e.g. sugar. State the effects of stirring and heating in mixing substances.

be regained Sugar dissolves ✓ Heating and observing effects

Recording observations Discussion and note-making. Defining terms Research household substances to find out which are mixtures.

in water to form a sugar solution / sugar water. Because sugar dissolves, it is described as soluble. The sugar in the solution is called solute and the water is solvent,

that does the dissolving.

31

Mixing and Separating


Skills Knowledge T Understanding Attitudes Strategies

Defining solute, solvent, solution soluble, insoluble, aqueous.

When a substance does not dissolve easily in water it is said to be insoluble. Some insoluble substances in powder form when mixed with water become suspended in the water. Such a mixture is a suspension. Suspensions usually settle out and form sediment at the bottom of the water. When sugar and water are mixed the solution is clear because the sugar particles are spread evenly throughout the water. Suspensions are cloudy.

32



Skills Knowledge Understanding Attitudes When powdered milk is mixed with water, the milk particles stay spread through the water and it does not settle out. It is neither a solution nor a suspension, it is a colloid. Mixtures could be solid and liquid, solid and solid, liquid and liquid, gas and liquid, gas and gas.

The solutions containing water are called aqueous solutions.

33

Unit 4: Mixing and Separating

Topic Learning Objectives Content Activities/Materials Evaluation Areas of Integration Skills Knowledge Understanding_ Attitudes / Strategies

Separating Manipulation of Name and Understand that Appreciate that Separation of Experiments and Assess manipulation Language Mixtures separating Identify the nature of the separation mixtures may be practical activities — skills.

apparatus methods of mixture often methods are carried out by: separating various Explain what a Report writing observing separation. determines the useful in the ✓ Sieving mixtures. ✓ tea — bag demonstrations. Identify and method to be home e.g. ✓ Filtering separates. Recording name used in sieving ✓ Evaporating Teacher ✓ vacuum observations in different separation. ✓ Settling and demonstrations of cleaner. tables. Observing equipment Understand that sedimentation manipulating Naming a method to safety in using used to a combination ✓ Chromatography apparatus. separate: heat source. separate of methods may ✓ Distillation Recording: sand and sugar Predicting results before using

mixtures. Describe

be used to effectively

✓ Observations ✓ Procedures

mud and water

apparatus to separate different mixtures e.g. predicting whether salt solution would still be salty when filtered.

different methods of separating mixtures. Identify appropriate method of separating different mixtures.

separate some mixtures.

Explain, discuss methods of separation and make brief notes.

Matching

34

auu K rVuld -- t uescIiDC pnySleal

J1 •

as such as hardness. smooth.riess. colour, etc for a variety of substances.

Experimenting in groups to determine which substances:

* air soluble in water/ethanol

e conduct electricity

111V GJLigaunit; unciink,at

properties of substances a Cr ill 11,1; t1 111 (air L.E. VLI1111115 Iii i6II,

reaction with ;;vatcr / acid, effect on litmus, effect of heat, etc.

nrid structured

questions.

Assessment of givuping

substances.

Assessment of students' lab reports based on their accuracy of Observing, Recording and Reporting (ORR)

I In it: S Prnperties and Chancre

Learning Objectives Understanding I Attitudes

Activities/Materials/ Evaluation Strategies Using the senses of touch E Use of multiple

Topic

Physical and Chemical Properties

Skills Use the casuri to

identify some physical nrInpri;e“,,z of "

substances

1110111MM-1N to

measure boiling point, freezing points and density of some substances.

Knowledge T iSt nhvsicql

p s oproertie f some substances.

TNX! _ U_MW: pilysica!

properties of substances.

Define chemical

properties of substances.

List chemical properties of some common substances.

Differentiate betweei;

physical and _

chemical

properties.

I Use scientific terms to describe substances.

Store substances appropriately in ac,orrianc, with

their properties.

Content

Physical o me:ties of substances bliULLIU 111L,IULIG.

colours, density, hardness, solubility, free7ing pnint, boiling point, electrical conductivity, etc.

Differences between physical and chemical properties.


mg kiviuw.

Industrial Arts:

Flectrieny

rvmar;rlicril+ 1111LAIL it/

uClcliiiliic

solubility and electrical conductivity of substances.

ExperimPnting tn

riatarrnina 4. A., A11.1.

physical properties of substances e.g use the senses of touch, sight to identify hardness and colour.

35

Properties aid ClianEe

Topic 1

Learning Objectives Content I Activities/Materials/ -,-- 4

Evaluation Areas of Integration cimit. 061113

Identify and record Chemical properties Af — some substances.

Group substances n....r,r.i;no to their L- • -1 --.1 pays-1cm anu

chemical properties

iiiii0Vviedge I Stratevie1 in—lerst--4;na vim uw......e, 1 Attitudes I Jona; and Chemical

,. ,. Properties

Measure hoilino and c freezing points of substances using a thermometer.

Chemical properties Of come substances should inclutie: reaction v,ith -;r andi water, effect on litmus paper, effect of heat, etc.

Relate physical and chemical properties to handling and ...,......,__ ....c ,...1.-4-- --- SLIJIagc U1 bUML4114C.

R ecording and . grouping substances according to their physical and chemical properties.

Exnlaining how substnnePq can hP stored in

accordance to

their chemical properties.

36

Properties and Change

Learning Objectives Skills Knowledge Understanding Attitudes Carry out experiments to demonstrate physical changes.

Carry out experiments to demonstrate chemical changes

Define a physical change?

Give examples of physical changes.

Define a chemical changes?

Give examples of chemical changes.

Distinguish between physical and chemical changes.

Use scientific terms to describe physical and / or chemical changes.

Content

Physical changes include: change of state, change of temperature, etc. Chemical changes include: digestion of food, burning wood, paper, etc. mixing elements and compounds, heating of some substances.

Experiments to demonstrate physical and chemical changes e.g.

• Burning wood, paper etc.

• Melting candle • Boiling an egg • Heating iron

filings and sulpher

• Heating sulpher, naphthalene, etc

Topic

Physical and Chemical

Experimenting to show that physical changes are reversible e.g melting of ice, candle, etc.

Distinguishing between physical and Chemical changes.

Experimenting to show that new substances are formed when chemical changes take place.

Writing lab reports for experiments done.

Activities/Materials/ Strategies

Evaluation

Oral questions

Multiple choice and structured questions.

Assessment of lab report reports.

Home Economics:

Relate physical and chemical changes to the preparation of food.

Social Studies:

Industrial processes e.g sugar, rice and bauxite industries.

• Protection of materials through oiling, painting, coating, etc.


37

Unit 6: Enemy and Matter

Topic Learning Ob jectives ectves Content Activities/Materials/ Strategies


Skills Knowledge Understanding Attitudes Forms and Set up and Energy is the capacity of Energy is Willingness to What is energy? Circus of Energy Can students: Home Economics Types of manipulate matter to do work. conserved as it work together Inter-conversion Ep in foods = Ek in Energy apparatus changes from to and share ideas of energy law of Students carry out a Set up a pendulum and the work done by

All living need energy to another. about energy — Conservation of variety of activities describe the bodies. Record perform life processes. related issues. Energy. on energy inter- conversion of energy observations The energy Ep = Ek as conversion, record Ep = Ek? Ep in fuels = heat for

Non-living things, e.g. changes which Appreciate the demonstrated in observation and main cooking. Interpret machines, need energy to occur in a importance of the pendulum. types of Energy 1 - carry out other observations work or function properly simple energy Energy Inter- prescribed

pendulum conversions to Role of energy in conversions involved. activities and Energy exists in various forms.

All forms of energy are

Ep = Ek

The energy changes which

humans. living and non- living things.

Some Forms of

Teacher demonstrations

record observations

- interpret these inter-convertible.

The Law of Conservation of Energy: Energy cannot be created or destroyed.

Energy associated (Ep = Ek) with motion is kinetic energy; (EK), associated with position is potential energy (EP)

occur in other processes and how they apply to daily life.

energy — potential, kinetic, light, heat, sound, electrical energy, chemical, wind, water.

Discussions observations in relation to forms of energy and inter-conversions of energy?

- Name foms of energy?

- Relate energy inter-conversions to daily life?

38





Sources of Compile Sources of Reasons for the Willingness to Sources of energy — Sun is May be set in advance as Can students: Language Energy information energy. sun being the seek primary source since it is a group research project. • compile

on sources of primary source information the energy of the sunlight Clear headings for report information Reporting energy Sun is the of energy. and share which is trapped by matter to be given, e.g. on sources of

Primary source of ideas with and is converted to other • What is meant by energy as Social Studies energy.

Renewable and

Distinguishing, with examples, between

others.

Appreciate

form of energy. • Fuels e.g. oil, coal,

natural gas, propane

source of energy? • What does primary

source of energy

outlined in research project?

Group Work

non-renewable renewable and the need to gas (LPG). Additional mean? • distinguish Home Economics source of energy. non-renewable conserve / optional Earth as • List at least six other between

source of energy.

energy, especially

primary source of geothermal, tidal and

sources of energy. • Discuss types and

renewable and non-

Electrical appliances

non- nuclear power. uses of energy from renewable Management of The relationship renewable • Distinguish between the sun sources sources of Resources

Types of energy between source source of renewable and non- • Discussion of energy? produced from and types of energy. renewable sources. • match forms Social Studies sources. energy • Types of energy

research reports which may be done of energy to

produced produced from sources asgroup their uses? Use of resource Uses of energy matching and uses. wind power - presentations. • discuss produced from energy sources/ mechanical — • Discussion on importance of sources. forms with uses

of energy. electricity, Sunlight — radiation — electricity Plants — Food Wood — fuel

renewable and non- renewable sources and need for energy conservation.

energy conservation?

Biogas — fuel

39

Unit 6: Energy and Matter




The Set up and A force is push or Energy and Appreciate the Experiments to Activities: Energy can Can students: Language relationship manipulate pull on an object. force together importance of demonstrate make things happen between apparatus bring about energy and force and energy. • Force on inclined define force? Reporting energy and A force causes an actions such as force in daily plane. Discussing force object to moving or life. Distinction • Movement of distinguish between

accelerate and change its

stopping. between force and energy

paper spiral by heat energy.

energy and force?

-

position / or to stop.

Energy is needed for a force to be applied.

A force exerted on an object depends on the amount of energy applied.

A force is a push pull where as energy is what is needed for a force to be applied.

• Convection currents in liquid.

• Sling shot (CARE)

• Electric motor • Other suitable

experiments.

Recording of observations.

Discussion of activities.

explain actions in terms of energy and force?

Home Economics

Boiling, heating of ovens Electrical appliances, e.g. blender with different speeds

40


Topic Learning Objectives Content

Nature of matter • Matter has mass and

occupies space, has particles

• Properties of solids, liquids, gases.

• Effects of heat on solids, liquids, gases. Expansion

• Relate the states of matter to the arrangement and energy of their particles.

• When energy is supplied to matter its particles move and occupy a larger space or volume.

• In solids,particles have the least energy and are tightly packed.

• In liquids, particles have move energy that solids and are loosely arranged.

• In gases, particles have the most energy and move to fill their container

Activities/Materials/ Strategies • Observations of a

variety of solids, noting that they have shapes, volumes, mass.

• Observations of the same liquid in various vessels, commenting on shapes, volumes, mass.

• Observations of gases (e.g. air in balloon / plastic bag)

• Discussions

Experiments showing Effects of heat on matter.

Expansion

Discussion

Evaluation

Can students:

define mass?

explain the differences in properties of solids, liquids, and gases?

explain why expansion occurs?

manipulate apparatus to carry out the various experiments?

record observation accurately?

interpret results?


Language Skills Knowledge

Matter is everything around us that can be observed by the senses (or extensions of them — use of instruments).

Matter has mass and occupies space.

Matter is divided into three categories or states: solids, liquids and gases.

Matter consists of particles.

Mass is the amount of particulars in a substance.

Understanding Attitudes Appreciate that expansion of substances on heating should be catered for every day life.

Matter its nature

Manipulate apparatus

Observe, Measure, Mass, Record, Interpret

Communication Reporting

Home Economics

Life Skills

Expansion

Contraction in the home.

41

Energy and Matter


Skills Knowledge Understanding Attitudes Strategies

Law of Set up and The total mass of Explain the The total mass of the Student activity/ Teacher Can students: Mathematics

Conservation Manipulate reactants in a Law of reactants is equal to Demonstration of Mass apparatus chemical reaction Conservation of the products. • Measure solid describe a Calculating masses

Measure, Mass, Record, Observations

is the same as the total mass of products.

Mass in terms of the total number of particles remaining thesame.

Suitable experiment Acid + carbonate --+ Salt + CO2

carbonate (2g) • Record mass of

empty conical flask • Record mass of flask

3 + 1 00CM cm dilute acid

demonstration of conservation of mass?

Language

Writing, Reading and Discussion of report.

• Add carbonate to flask and quickly attach a balloon to the mouth of the flask.

• Record weight of apparatus during reaction and other observations

• When reaction is complete, remove the balloon and record weight of flask.

• Discuss observations • Interpret results

42

Unit: 7 Our Solar System and Weather

Topic Learning Objectives Content Activities/Materials / Strategies


The Solar Draw and List the names of Discuss features Appreciate the Names of planets of Names of planets of Multiple choice test Art: System label a the planets of the of the planets in use of man- the solar system. the solar system.

diagram of the Solar System. the solar system made satellites. Assessment of: Drawing and making solar system.

Name the furthest e.g. size, position, and Awareness of

Representation of the solar system by

Drawing labelled diagrams and

• drawing of the solar system

models of the solar system.

Make a model and nearest planet climate. how night and diagrams and models. making models of • model of the of the solar away from the day are caused. the solar system. solar system Language: system. sun. Give reasons

for planets and Description of the planets of the solar

• group presentation on Reporting on the

Demonstrate rotation and revolution of

Match planets to the number of moons.

satellites to stay in orbit.

system e.g. their size, position, climate, physical features,

Role playing rotation and revolution of the earth.

each planet. description of planets

Math: the earth.

Name the largest Distinguish between

number of rings, etc. Presenting a report Solving problems

Demonstrate: how night and day are caused The length of

planet, the hottest planet and the planet/planets with life.

rotation and revolution.

Relate the movement of

Meanings of sun, star, planets and satellites.

Gravity keeps planets

on the description of each planet in small groups.

Researching on how

involving speed of light and planets, distances between planets etc.

one day and Name the force the earth to: and satellites in orbit man travels in outer one year. that keeps planets

and satellites in orbit.

Define rotation and revolution.

• day and night • length of a

day and a year.

around the sun. space.

Demonstrating how night and day are caused and the length of day and a year.

43

Learning Objectives Skills Knowledge Understanding Attitudes Draw Name the four Explain the Appreciate and diagrams to phases of the causes of the make full use of represent moon. four phases of the gifts of the moon phases, spring and Name the force

the moon. moon phases and tides.

neap tides. that causes tides. Explain how spring and neap Appreciate and

Make Match moon tides are caused. make full use of observations phrases with satellites. and spring and neap Discuss the recordings of the moon

tides. relationship between the

phases driving Give the angular earth and the a month.

Demonstrate

position of the sun and moon to the earth driving

moon as its satellite.

eclipses of the sun and moon

and spring tides. Describe the moon.

Discus uses and importance of satellites.

Activities/Materials/ Strategies Observing and recording the phases (shapes) of the moon for 28 days.

Drawing diagrams to represent moon phases, spring and neap tides.

Matching moon phases with spring and neap tides.

Explaining how tides are caused.

Discussing in groups the uses and importance of satellites.


Art:

Drawing to show moon phases and tides.

Language:

Report on tides and moon phrases.

Mathematics:

Calculation of number of days between moon phases.

Importance of satellites include:

• Scientific investigation

• Navigation

• Communication

• Weather investigation

Content Topic

Moon phases and tides

The four phases of the moon are:

• New moon

• 1st Quarter

• Full moon

• Last quarter

Only the lighted portions of the moon are seen, thus moon phases are caused.

The gravity of the seen and the moon acting on the earth causes tides.

Evaluation

Assessment of students' report on moon phases.

Assessment of demonstrations and drawings / diagrams.

Structured questions.

Our Solar System and Weather

44

Evaluation Areas of Integration Content

Definition ..Feathering and erosion. e.g. Erosion is the a v‘i usy

of the enrth'q surface by

water or wind.

The use of the thermometer to measure the surrounding.

tJ causes and

effects of erosion eg. causes: uncovered I bare surface, heat, etc.

Activities/Materials/ Strategies Measuring And

recording the temperato_re of the qui-rounding,

Demonstrating erosion by wind and water.

Reporting on the effects of weather or humans in civil groups.

trctua1/4,3

and effects of erosion.

Topic

ta4meravg

and Erosion

Learning Objectives Knowledge Define weathering.

Attitudes wnrenec:s fir

tenverature '1 cr.ange or tne

. s taa urronnAing

Effects of weather on humans. a a pilot cannot fly during a hurricane.

Writing, lepuit un

measurement of weather e.g. temperature.

milltiple choice -1--

nd structures TA4athemqics: clutf,stic.ns.

i'vleas uremeiit

Assessment of demonstrations, Geography group report and I or individual report.

Skills Measure and record the temperature of the surrounding.

nemnnqtrnte the effects of water and wind on soil.

Appreciate that sand I formed due to the weathering of rocks.

irlatlf?1 4,1: 1,1 1,4V111,11 :y VV. 4.47 V 111

which -1— rocks ale

weathered

Define erosion.

Understanding No.r.110c,

- -4* CLECLAJ Ul

crosier..

Explain the effects of floods; droughts and human. • Weather and

climate

• Weathering of rocks

• Erosion

Our Solar System and Weather

45

Mir SAJ ola r S ystem and We ether V Ni

Topic Learning objectives Skills Understanding

Content Activities/Materials/ Strategies

Evaluation Areas of Integration Knowledge TAttitudes

Water Draw the water cycle.

Demonstrate some ways of purifying water.

Identify ways of purifying water.

1 State the importance of purifying water.

Explain how water is recycled.

TN:. +1., IMSCAlss me

importance of water.

Explain ways of conserving water.

Awareness of how water recycled and --44.1:-A puiflicu.

Be responsible and conserve on wntPr.

Ways of purifying water include: - boiling, filtering,

etc

Labelled drawing of the water cycle.

Explanation of the processes involved in the water cycle.

A list of ways to conserve on water e.g. - repair Af

broken pipes. - turn off tans

while hruchina

teeth or soaping surfaces.

Discussing and demonstrating ways of purifying water.

riming the water cycle.

Explaining how water is recycled with the use of a drawing.

Discussing ways of conserving water in small groups.

Structured questions.

. Assessment of the thawing nf the I

water cycle.

Art:

Drawing of viater cycle

Home Pronnmies:

• water purification . imnortance of --i-

water

Geography:

• Water cycle


• Water cycle

46

Documents

Unit 1: How a Scientist Works Topic Learning Objectives