| UNIT: LIFE | ||||||||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| The microscope | Observe Manipulate apparatus Record Draw and label diagrams | The parts of the microscope The purpose of each part of the microscope. The purpose of the microscope | Recognize the need for taking care of the microscope | The microscope | Group Activity Discussion | Can students: Identify the parts of and use the microscope? | Language Reporting | |
| Cells- Building blocks of life | The parts of a plant and an animal cell The function(s) of the nucleus, cell wall cytoplasm, mitochondrion vacuole, cell membrane chloroplast | Explain the importance of cell organelles to their functions in the plant and /or animal cell | Appreciate that plant and animal cells are living units | Plant and animal cells | Make temporary slides of plant and animal cells? Identify the parts of plant and animal cell from a temporary slide? | Agriculture Science - Plant and animal cells and tissues | ||
| The types of plant tissue Tissues are groups of similar cells working together in unison | How specific tissues function | Animal and plant tissue | Identify plant and animal tissues from temporary slides? | Mathematics - Measuring and drawing to scale | ||||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Storage Organs in plants | Manipulate Observe Record Hypothesise Predict Communicate Experiment | The parts of plants that store food The food nutrients found in specific plant storage organs | A storage organ can be tested for starch Plants need storage organs | Appreciate that these food storage organs are very important sources of food for humans | Storage organs in plants | Activity Laboratory report Discussion | Can students: Identify from tests, storage organs that contain starch? | Language Reporting Art Drawing Agriculture Science Plants |
| Energy from food | Energy can be release at different rates: quickly (combustion), slowly (digestion) | Explain how to measure release from a sample of food | Willingness to use equipment carefully | Energy in food | Identify how much energy is release from a sample of food? | Home Economics Food Agriculture Science Plants Language Reporting Mathematics Measuring | ||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Feeding relationships in the ecosystem | Observe Record Report Estimate and calculate | What the term habitat means Types of habitats | Specific organisms are adapted to live in their habitat | Willingness to share ideas and information on preserving habitats | Habitats | Field trips Discussion | Can students : Identify the types of habitat? Explain how the organism is adapted to the habitat? | Agricultural Science Habitats Social Studies Relationships |
| What the term community means Types of communities | Organisms need to live together | Appreciate the interdependence of organisms in a community | Communities: Terrestrial Aquatic | Identify a community of organisms? | Social Studies Communities Language Reporting | |||
| What the term population means The population of various types of vegetation can be identified using the quadrat | A quadrat can be used to calculate % population. | Willingness to appreciate the importance of knowing the specific species population of an environment | Population | Find the % population species in a quadrat? | Mathematics Calculating Social Studies Population | |||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Feeding Relationships | Observe Classify Draw Record | What the terms: producer, primary secondary and tertiary consumers mean? The names of the trophic levels. | Feeding relationships occur in various environments How organisms depend on each other for survival | Appreciate that organisms need each other in order to survive Willingness to accept that humans are involved in feeding relationships in their environment | Food chains and food webs | Field trips Discussion | Can the students: Construct food chains and food webs? Name an organism and identify its trophic level? Classify organisms in trophic levels? | Language Reporting Agriculture Science Organisms Visual Arts Charts |
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Respiration | Observe Record Hypothesise Measure Draw and label diagrams Manipulate | What respiration, anaerobic and aerobic respiration and breathing mean The difference between breathing and respiration The similarities and differences of aerobic and anaerobic respiration | Respiration is important to living organisms | Appreciate the importance of respiration to living organisms | Respiration: Aerobic anaerobic respiration | Activity Discussion | Can students: Compare anaerobic and aerobic respiration and write word equations for same? | Language Reporting |
| The characteristics of respiratory surfaces | Surface area to volume ratio is important to living organisms | Use the surface area to volume ratio to solve simple problems | Respiratory surfaces | Solve problems using surface area to volume ratio? | Mathematics Measurements Calculations | |||
| The gases involved in the process of gaseous exchange | How gaseous exchange occurs in: man fish insect plant Inhaled air differs from exhaled air | Show concern/ interest for issues relating to atmospheric pollution | Gaseous exchange in: plants animals | Demonstrate and explain gaseous exchange in man? Compare inhaled and exhaled air? | ||||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Pollination | Classify Observe Investigate Interpret Draw Record Communicate Manipulate Design | Types of pollination (cross and self) Agents of pollination The advantages of cross and self pollination | Flowers are adapted to facilitate cross and self pollination | Appreciate the role of insects in pollination and the role of pollination in fruit production. | Types of pollination (cross and self) | Field trip Group activity Discussion Reporting Presentation | Can students: Compare cross and self pollinated flowers? Identify the advantages of cross and self pollination? | Agri. Science Language Art |
| Fertilisation | What the term fertilisation means Where fertilisation occurs Results of fertilisation | Explain: (i) how the male sex cells (gametes) move to meet the female sex cells (gametes) (ii) the process and site of fertilisation | Appreciate the role of fertilisation in food production | Fertilisation and development of seeds/fruits | Prepare temporary slides of pollen grains? Make drawings using hand lens, of the longitudinal section through the ovary of a flower? Use a chart to explain (i) how the male sex cells (gametes) move to meet the female sex cells (gametes) (ii) the process and site of fertilisation | |||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Human reproduction | Draw Observe Communicate | The names of the structures of the male and female reproductive systems The normal site of fertilisation | The structures of the reproductive system relate to their functions | Appreciate the need to control our sexual drives | Human reproductive systems: structure and function | Group activity Reporting Discussion | Can students: Relate the structures of the male and female reproductive systems to their functions? | Health and family life Human reproduction |
| What the term puberty means The physical changes that occur at puberty | Physical changes occur at puberty | Appreciate the physical changes which occur at puberty as well as the fact that they occur at different periods in the lives of various individuals | Physical characteristics of puberty | Compare the changes in males and females, that occur at puberty? | ||||
| What the menstrual cycle is | The reasons for the occurrence of the menstrual cycle | Appreciate the role of the menstrual cycle in a woman’s reproductive life | Menstruation | Use a diagram to explain the menstrual cycle | ||||
| UNIT: SIMPLE MECHANICS | ||||||||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Forces and Motion | Manipulate Record Predict Hypothesise | The meanings of the terms force and acceleration due to gravity The SI unit of force The formula for calculating force (F=mg) | Appreciate that objects move when forces are applied to them Use the formula F=mg to solve problems | Force and motion | Activity Discussion Demonstration | Can students: Solve problem using F=mg? Compare the force required to move an object along various surfaces? | Language Reporting Social Studies Forces Mathematics Equation | |
| Ways of reducing friction The advantages and disadvantages of friction | Friction can be reduced Mass can be converted to force | Explain ways of reducing friction? | ||||||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Machines | Manipulate Observe Record Classify Predict | Examples of simple and complex machines and their uses First, second, and third class levers and examples of same Two different levers in the human body | A hammer could be used as a first, second and third class lever The incline plain can be compared to a screw Levers, pulleys and inclined planes make work easier | Appreciate the importance of pulleys in our daily life Willingness to participate in a group activity | Machines: i) Levers-First class-Second class -Third class The incline plane The Screw The pulley i) single ii) block and tackle | Activity Discussion | Can students: Name examples of simple and complex machines and state their uses? Explain how a hammer can be used as a first, second and third class lever? Demonstrate and explain how levers, pulleys, and inclined planes make work easier? | Mathematics Measuring Agriculture Science Use of Agricultural tools Industrial Arts Tools and machinery Physical Education Machinery |
| UNIT: MATTER | ||||||||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| The composition of matter | Manipulate equipment Observe Predict Infer Design and plan Investigate Communicate | What the term matter means. The particulate theory of matter The meaning of the terms atom, proton, neutron, electron and molecule. Examples of atoms and molecules The meanings of the terms element and compound | How the parts of the atom are arranged Atoms differ from molecules An element differs from a compound | Willingness to question the particulate theory Show an interest in atoms and moleculesShow curiosity in elements and compounds | The particulate theory of matter(Dalton’s Theory) | Activity Discussion | Can students: Explain the particulate theory of matter? Draw and describe the structure of an atom? Differentiate between a molecule and an atom? Make models of named compounds and elements?-differentiate between an element and a compound? | |
| What a mixture is The names of elements in a mixture and a compound Chemical reactions either give off or take in heat Word equations can be written for chemical reactions | There are differences in the physical properties of a mixture and a compound Make oxides in the laboratory | Willingness to work in a clean and orderly manner | Mixtures and compounds | Compare the physical properties of a mixture with those of a compound and state reasons for the differences? Write word equations for a reaction between two or more elements? Make oxides in the laboratory | Home Ec. Food preparation Agri Science Animal feeds Agri. Chemicals | |||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| The composition of matter | Research Communicate Interpret observations Draw conclusions | The kinetic theory of matter | The kinetic theory can be related to the physical properties of the three states of matter | Willingness to share ideas | The kinetic theory of matter | Activity Discussion | Can students: Use the kinetic theory to explain the three states of matter? Relate the kinetic theory to the physical properties of the three states of matter? | Home Ec. The three phases of matter |
| The meaning of the terms electrolysis, electrolyte, anode and cathode | The products of electrolysis of (i) water in sulphuric acid (ii) salt solution (iii) copper sulphate solution can be compared | Concern for the personal safety as well as that of others | Electrolysis | Set up and carry out the electrolysis of a salt solution and identify the products? | ||||
| UNIT: ACIDS AND BASES | ||||||||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Measuring acidity and alkalinity | Observe Manipulate Record Draw Predict Communicate | The meaning of the terms indicator, universal indicator Litmus changes colour in acids/alkalis | To extract an indicator from flowers and use it | Willingness to cooperate with others | Indicators | Activity Discussion | Can students: Extract an indicator from a flower and use it to test substances for acidity/alkalinity? | Home Ec. Food preparations |
| Acidity and alkalinity are measured on a pH scale (0-14) | To compare the strengths of acids/alkalis using the pH scale | Willingness to be critical of results obtained | pH scale | Identify the pH levels of various acids and alkalis? | Home Ec Foods Agri Sc. Soils | |||
| The meaning of the terms alkali and base Examples of alkalis (i) at home (ii) in the lab. | Why a named alkali is used in the home | Willingness to share and question ideas | Alkalis | Name house-hold alkalis and state what they are used for and why? | Home Ec. Chemicals in the home | |||
| The meaning of the terms acid Examples of acid (i) at home (ii) in the lab. | Why a named acid is used in the home | Acids | Name house-hold acids and state what they are used for and why? | |||||
| What the term neutralisation reaction means Acids can be neutralised by metals, alkalis/bases or carbonates Word equations for neutralisation reactions | The products of neutralisation reactions can be compared | Neutralisation reactions | Name and compare the products of neutralisation reactions? Write and explain word equations for neutralisation reactions? | |||||
| The names of chemicals, materials and equipment necessary to test for CO2, O2, and H2, | How to identify:CO2, (g)O2 (g)H2 (g) | Show curiosity about gases Concern for safety | Tests for CO2, O2, and H2 | Collect and identify the following gases:CO2, O2, and H2, | ||||
| UNIT: DETECTING THE ENVIRONMENT | ||||||||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| The eye | Draw Manipulate equipment Observe Record | The parts of the mammalian eye and their function The principle involved in seeing objects. | How the parts of the eye function The eye can be compared with a camera | Appreciate that the eyes are very important to organisms. Be willing to handle equipment carefully Appreciate that a series of processes are involved in being able to see objects Appreciate that the camera functions similarly to the eye. | The mammalian eye | Discussion Activity Demonstration | Can students: Identify the parts of the eye and describe their function? Dissect a mammalian eye? Explain the principle by which parts of the eye function? Experiment with lenses of varying thickness to explain accommodation? Make a model of the eye? Compare the eye with the camera? | Agri. Science Visual Arts Language Math Art and Craft |
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Hearing Sounds | Draw and label diagram Manipulate equipment Observe Record | The parts of the ear and their functions | How the parts of the ear function | Appreciate the need to care for the ear | The Ear | Demonstration Activity Discussion | Can students: Make a model ear? Explain how the parts of the ear function? | Art and Craft Language |
| Sound travels in waves Appliances that use sound Microphone Stethoscope | How sound is producedThe ear detects sound How the microphone and stethoscope function | Exhibit an awareness of the importance of sound | Sounds | Demonstrate the transmission of sound through various media? | Music | |||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| The Nose | Observe Draw and label diagram Communicate | How smell is detected | Appreciate that the nose must be cared for. | The olfactory organs | Activity Discussion | Can students: Explain how smell is detected? Describe smells? | Food and Nutrition Social Studies Language | |
| The Tongue | The areas of the tongue which detect sweet, sour, salty and bitter tastes | Explain how tastes are detected | Appreciate importance of the tongue | The tongue | Explain taste is detected? Identify the areas of the tongue that detect various tastes? Describe tastes | Food and Nutrition Visual Arts | ||
| The Skin | The functions of the skin | Sensitivity varies in parts of the skin. The skin aids in regulating body temperature How to care for our skin. | Willingness to care for the skin | The mammalian skin | Label parts and state the function of the skin? | |||
| UNIT: SOIL THE BASIS OF AGRICULTURE | ||||||||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Soil Composition | Manipulate equipment Experiment Observe Record | The organic and inorganic components of soil The names of some soil organisms | How (i) soil organisms can be collected (ii) to test for the presence of air and water in soil | Appreciate the importance of soil to our daily lives Show interest in promoting soil conservation | The composition of soil The physical properties of soil | Activity Discussion | Can students: Perform experiments to observe soil structure? Perform experiments to observe organic and inorganic components of soil? | Agri.Science Social Studies Math |
| The properties that are important to plant growth | Humus influences plant growth | The importance of soil properties to plants | Perform experiments to explain the effects of humus on plant growth? | |||||
| Soil Types | The three main types of soil The main physical properties of the three main soil types | Types of soil:Sand, clay, silt/loam The physical properties of the three main soil types | Collect, name and identify the three main types of soil? Describe samples of soil in relation to their particle sizes? Identify and compare the physical properties of sand, silt and clay? | |||||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Comparing Soils: Sand, Clay, Loam | Manipulate equipment Experiment Observe Record Draw | The physical properties of sand, clay and loam | The capillarity, permeability, air space and humus content, in sand, clay and loam can be compared | Appreciate that it is important to know about the properties of soils. | Comparing soils: sand, clay and loam | Activity Discussion | Can students: Perform experiments to compare capillarity, permeability, air space and humus content, in sand, clay and loam? | Agri.Science Social Studies Language Visual Arts Math |
| The soil that is most fertile | Loam is considered the most fertile soil | Promote public awareness of the effects of soil degradation | Determine which soil type is most suitable for the plant growth? Design a chart to show the comparison of the three main soil types? | |||||
| Improving the pH of soil | The pH at which plants grow best. | Soil samples are prepared for testing their pH values | Appreciate that knowledge of soil pH helps farmers | Testing soil samples for pH values | Prepare 1cm3 of each sample of soil for testing and determine their pH values? Compare soil samples with the colour on the universal indicator? | |||
| Soil pH can be improved | Appreciate that soil pH can be altered to improve their fertility | Improving soil pH | Add chemicals to soils to alter their pH? | |||||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Improving clayey soils | Research Manipulate equipment Observe Record | Ways of improving clayey soils The effects of lime on clayey soils | Explain the effects of the addition of the following on clayey soils: sand, lime, ash | Appreciate the importance of humus in soil fertility Willingness to work co-operatively in groups to improve clayey soil | Improving clayey soil for increased production | Research Activity Discussion | Can students: Grow garden crops on original clayey soil and on improved clayey soil? Draw graphs to show comparison of plants’ growth rate on original clayey soil and on improved clayey soil? | Language Math Agri. Science |
| Improving sandy soils | Ways of improving sandy soils The effects of lime on sandy soils | Explain the effects of the addition of the following on sandy soils: clay, humus, fertilizers | Appreciate that soil fertility can be improved to improve production Willingness to work co-operatively in groups to improve sandy soil | Improving sandy soil for increased production | Grow garden crops on original sandy soil and on improved sandy soil? Draw graphs to show comparison of plants’ growth rate on original sandy soil and on improved sandy soil? | |||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Conserving and renewing soil fertility | Research Manipulate equipment Observe Record Draw and label | The methods used to improve and conserve soil fertility | Soil fertility can be conserved and renewed using various methods It is important to conserve and renew soil fertility. | Appreciate that techniques in soil conservation and renewal are very useful in making soil a permanent resource | Renewing soil fertility | Research Activity Discussion | Can students: Describe the methods used to conserve and renew soil fertility? Compile in a booklet information on renewing and conserving soil fertility? | Language Math Agri. Science |
| Making compost | The components of compost | How compost is made | Promote public awareness of the importance of making compost in relation to waste management | Making compost | Make compost from suitable waste materials and remains from plants and animals? | |||
| UNIT: ENERGY | ||||||||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Simple circuits | Draw Manipulate equipment Observe Predict Communicate | The components of a simple electric circuit | Why the lamp lights in the circuit | Appreciate the importance of electricity in our daily lives | Simple circuits | Activity Discussion | Can students: Construct a simple circuit and use the appropriate symbols to draw a circuit diagram? | Language Visual Arts Math |
| Series and parallel circuits | What the terms series, parallel circuits, cell, battery, ammeter mean | How a series and a parallel circuit differ How a cell and a battery differ The brightness of the bulbs and ammeter readings differ for the series and parallel circuits | Appreciate the need to connect household electrical appliances in parallel | Series and parallel circuits | Construct series and parallel circuits? Draw series and parallel circuits using symbols? Compare the brightness of the bulbs and ammeter readings for the series and parallel circuits? | |||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Making electricity | Manipulate equipment Observe Record Draw and label Hypothesise Predict | Methods by which electricity is produced Some sources of electrical energy | Electricity can be produced by various methods e.g. electromagnetic induction Energy can be converted Electricity is used in every day activities | Appreciate the need to conserve resources that are used to produce electricity | Electricity production | Activity Discussion | Can students: Construct a simple voltaic cell? Name some sources of electricity? Produce electricity by employing various methods? e.g. chemical action, electromagnetic induction, friction | Home Ec. Electricity in the home Industrial Arts |
| The parts of a dry cell | How the parts of a dry cell function | Be willing to handle dangerous chemicals with due care | The dry cell | Open a dry cell, identify the parts and explain how the parts function? | ||||
| Electricity in the home | The safety devices that are used in electrical appliances in the home What to do in a electrical emergency Some conductors and insulators that are found in the home | Electricity can be dangerous to humans Cables/wires are designed to ensure electrical safety | Appreciate the need to follow all precautions when handling wires, plugs and electrical appliances | Electricity in the home. | Wire a two pin fused / three pin plug according to the correct colour code? | |||
| Topic | Learning Objectives | Content | Activities Materials Strategies | Evaluation | Areas of Integration | |||
| Skills | Knowledge | Understanding | Attitudes | |||||
| Electricity in the home | Manipulate equipment Predict Observe Record | What a fuse/circuit breaker is What a fuse looks like and where to find one in an electrical appliance Electricity can produce a heating effect that may be harmful or beneficial to man | A short circuit can be dangerous to humans Fuses or circuit breakers are useful in electrical safety | Willingness to exercise the necessary precautions when handling electrical appliances | Fuses | Activity Discussion | Can students: Demonstrate the heating effect of electricity? e.g. using steel wool in a circuit | Home Ec. Electricity in the home Industrial Arts |