Science Yearly Plan Year 4 (4 SKTC)

8/7/2019 Science Yearly Plan Year 4 (4 SKTC)

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SCIENCE YEARLY PLANYEAR 4

SK TAMAN CENDANA

Week LearningArea

LearningObjective

Learning Outcome Suggested Learning Activities Skills

1

1. Living

thingshavebasicneeds

1.1

Understandingthat humanshave basicneeds

a) Identify the

basic needs ofhumans.

b) Give reasons whyhumans need food,water, air andshelter.

a) Pupils view video that shows various footage

related to the basic needs of humans. i.e:i) A child/ family taking drinks and a balanced diet.ii) Movement of the chest of a sleeping baby.iii) Different types of houses.

b) Based on the video pupils discuss the basicneeds of humans i.e. food, water, air and shelter.Pupils discuss that :i) humans need to eat/drink to help them grow andto stay healthy.ii) Humans need air to breath.

iii) Humans need to protect themselves fromdanger, sun and rain.

c) Pupils discuss and explain what will happen ifthere is no food, water, air and shelter

SPS :

- Obseving- Comparing- Relating- Making Inferens- Predicting

22. Livingthingshavebasicneeds.

1.2Understandingthat animalsbasic needs.

Pupils:a) Identify the basicneeds of animals.

b) Give reason whyanimals need food,water, air and

shelter.

c) Describe types ofshelter for animals.

a) Pupils keep pets such as hamster or chick.

b) Pupils observe and record what they do to keeptheir alive and healthy.

c) Pupils discuss why hamster or chicks are keptin a cage and not in airtight, covered container

d) Based on their records pupils discuss the basicneeds ofanimals. Pupils discuss thati)animals need to eat/drink to help them grow andhealthy.ii) Animals need air to breath.iii) Animals need to protect themselves from

SPS :- Observing- Interpreting- Classifying- Predicting

MS :

- Handle specimenscorrectly andcarefully

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danger, sun, and rain.

e) Pupils study pictures or video and describe

different types shelter s or animals such as nests,caves, and holes.

31. Livingthingshavebasicneeds.

1.3understandingthat plantshavebasic needs

Pupils:a) Identify the basicneeds of plants.

a) Pupil carry out activities to show the basicneeds of plants by comparingsimilar balsam plants kept in different conditions :- 1 watered, 1 without water.- 1 kept outdoor, 1 kept in a tight plastic bag.- 1 kept outdoor and 1 kept in dark cupboard.b) Pupils observe and record their dailyobservations.

c) Based on their records pupils discuss toconclude that the basic needs of plants are water,air and sunlight.

SPS :- Classifying- Experimenting- Observing- Making Inferens- Interpreting data- Controlling variable

MS :

- Use the handlescience apparatusand substances

4 52. LivingThingsundergolifeprocesses.

2.1 Analyzinglife processesthathumansundergo.

Pupils:a) Explain that

humans breathe.

b) Describe whatinhale is.

c) Describe whatexhale is.

d) Differentiate theair that we inhaleand the air weexhale.

e) State that

a) Pupils use their hand to feel the movement oftheir chest as they breathe.

b) Pupils discuss to conclude that the movement ofthe chest is due to breathing.

c) Pupils discuss that when they inhale they take inair and when they exhale they give out air.

d) Pupils gather information and discuss that :- inhaled air has more oxygen than exhale air.- exhaled air more carbon dioxide than inhale air.

e) Pupils observe model or view video of humanbody to see that the lungs is a breathing organ forhumans

SPS:- Observing- Conclusion- Communicating- Comparing &Contrasting- Observing- Relating

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humans use lungs tobreathe

f) Identify thepassage of airduring breathing.

g) Conclude that notall individuals havethe same rate ofbreathing.

f) To identify the passage of air movement whenhuman breathes

g) Pupils carry out activity to count the numberof chest movement in a minute.

62. Livingthingsundergolifeprocesses.

2.1 Analyzinglife processesthathumansundergo.

Pupils:a) State thathumans excrete anddefecate.

b) State theproducts of humansexcretion.

c) State the productof humandefecation.d) Give reason whyhumans needexcrete and

defecate.

a) Pupils discuss to conclude that humans excreteand defecate.

b) Pupils discuss that when humans :- excrete they produce urine, sweat and water.- Defecate they produce faeces

c) Pupils discuss that humans excrete anddefecate to get rid of waste materials from theirbodies.

d) Pupils discuss to infer the effect on health ifhumans do not excrete and defecate.

SPS:- Observing- Conclusion- Communicating- Making inference

72. LivingThingsundergolifeprocesses

2. Analyzinglifeprocessesthathumansundergo.

Pupil:a) State thathumansrespond to stimuli.

b) Give reason why

a) Pupils view video or carry out activities to showhow humans respondto stimuli. e.g. when touching a glass of hot water.

b) Pupils discuss to infer that humans respond tostimuli to protect

SPS:- Experimenting- Synthesizing- Comparing

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humans respond tostimuli.

c) State thathumans reproduce.

d) Predict what willhappen if humansdo not reproduce.

themselves from danger or for survival.

c) Pupils draw family trees of their families for

three generations. PupilsCompare each others diagram and conclude thathumans produceoffspring from one generation to another.

d) Pupils discuss what will happen if humans do notreproduce.

82. Livingthingsundergolifeprocesses

2.2 Beingawarethatbehaviourcandisturb lifeprocesses

Pupils:a) Give example ofhabits that bringharm to human lifeprocesses.

b) State the effectsofsmoking on lungs.

c) explain thattakingdrugs and alcoholcan delay a personsresponse to stimuli.

d) Participate in acampaign todiscourage smoking,drugs taking andalcohol drinkingamong their peers.

a) Pupils discuss to identify bad habits in humanse.g. smoking, drinking alcohol taking drugs.

b) Pupils look at picture or video of a smokerslungs and discuss the effects of smoking on lungs.

c) Pupils watch demonstration by teacher toobserve the harmful substances produced whenthe cigarette is being burned.

d) Pupils listen to the talk on smoking and healthgiven by health officer.e) Pupils draw poster about the effects of smokingon health.

f) Pupils view video to see the effects of drug and

alcohol on human terms of the effects of delaying apersons response to stimuli e.g.- ability to walk in straight line- delayed reaction of an drunken driver- a driver high on drug can cause

SPS:Hypothesis

Thinking SkillGenerating ideasPredicting

SPSObserving

Thinking SkillAttributing

Suggested topics forthe talk :a) Smoking and

Healthb) How SmokingAffects Health

2. Living 2.3 Analyzing Pupils a) Pupils observe animals in science garden to SPS

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9 10 Thingsundergolife

processes

thelife processesthat

animalsundergo

a) State that animalsexcrete

b) State that animaldefecate

c) Give reasons whyanimals need toexcrete anddefecated) State that animalsbreathe.

e) Identify thebreathing structuresfor certain animals

f) State thatbreathingstructures fordifferent types ofanimals may bedifferent

conclude that animals defecate and excrete

b) Pupils discuss that animal excrete and defecate

to get rid of waste product from their bodies.

c) Pupils discuss to infer the effects on health ifanimals do not excrete and defecate.

d) Pupils look at models or live specimens to seethe breathing structures of :i) BirdIi) FishIii) GrasshopperIv) CrabV) FrogF) Monkey

Observing

TS

Making conclusion

MSHandle specimenscorrectly andcarefully

SPSMaking inferencesObservingClassifying

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2. Living

thingsundergolifeprocesses

2. 3

Analyzing thelife processesthat animalsundergo.

Pupils:

a) State that animalsreproduce.

b) State that someanimals give birthsome animals laysegg.

a) Based on the viewing of video/ models/ live

specimens pupilsconclude that breathing structures for animals maybe different . Pupils view video showing animalsgiving birth and chicks hatching from eggs.

b) Pupils discuss to conclude that some animalsgive birth some animals lays egg.

SPS

ObservingTSMaking conclusionSPSClassifying

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c) Classify animalsaccording to the

way theyreproduce.

c) Pupils discuss to classify animals into those thatlay eggs and those that give birth to their young.


2.3 Analyzingthelife processthatanimalsundergo.

Pupils:a) Describe the lifecycles of differentanimals.

b) Conclude thatanimals may havedifferent life cycles

a) Pupils observe animals such as butterfly, frog,hamster or chicken from birth / eggs to adult.Pupils record the changes in size/ form at thedifferent stages of the life cycles.

b) Based on their observations and record pupilsdiscuss to concludethat animals may have different life cycles.

c) Pupils make a scrap book on real animals asimaginary pets example :-Tiger, whale, lizard pangolin, bat, worm, snake.Pupils may write, draw or paste pictures on theirscrap books to tell about their pets.- What pupils have to do to keep their pets aliveand healthy.- Suitable home for their pets- Food for their pets- How their pets take care of their young- Life processes of their pets.

SPSObserving

SPS:Comparing

SPS:Making Conclusion

TS:Relating

MS:Use and handlescience apparatusand substances

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2. Living

thingsundergolifeprocesses

2.4

Understandingthe lifeprocessesthat plantsundergo

Pupils:

a) State that plantsrespond to stimuli.

b) Identify the partof plant thatresponds to water.

a) Pupils carry out activities to study how plant

respond to stimuli i.e.water, sunlight, touch and gravity.b) Pupils observe and record their findings.

c) Based on the above activities pupils discuss toidentify the part of plants that respond to stimuli:

SPS:

Observing

SPS:Making InferencTS:Interpreting Data

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c) identify the partofplant that responds

to gravity.

Pupils;a) Identify the partofplant that respondsto sunlight.

b) Identify the partofplant that respondsto touch.

c) State the plantsreproduce to touch.

i) Roots respond to water and gravity.ii) Shoot respond to sunlight.iii) Certain leaflets respond to touch.

Pupils observe :a) Begonia plants / Bryophyllum that have youngplants growing from the leaves.

b) Banana trees that have youngplants growing around the parent plants.

c) Water lettuce that have young plants attachedto parent plants.

Comparing

SPS:

Observing

SPSMeasuring and usingnumbers

MSUse and handlescience apparatusand substances

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2.4Understandingthe lifeprocessesthat plantsundergo

Pupils:a) Explain whyplantsneed to reproduce.

b) Predict what willhappen to the worldif plants do not

reproduce.

c) Explain thevarious ways plantsreproduce.

a) Pupils carry out discussion based on theirobservations that plant reproduce.

b) Pupils watch picture / view video and discussthat plants reproduce to ensure the survival oftheir species.

c) Pupils discuss and predict what will happen to

the world if plants do not reproduce e.g. no foodsupply for man and certain animals.

d) Pupils study live specimens / view video to findout the various waysplants reproduce i.e. ;

CTS :-Generating Ideas-MakingGeneralizations

SPS :-Observing-Communicating

-Predicting-Observing

CTS :-MakingGeneralizations-Communicating

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i) Through Seeds E.G. Balsam, Corn And Durian,Ii) Through Spores E.G. Fern and Mushroom,Iii) Through Suckers E.G. Banana and Pineapple,

Iv) Through Stem Cutting E.G. Hibiscus , Rose andTapioca,V) Through Leaves E.G. Bryophyllum and Begonia,Vi) Through Underground Stem E.G. Potato,Onion, Ginger and Lily.

-Visualizing

172. Animalsand plantsprotectthemselves

3.1Understandingthat animalshavespecificcharacteristics andbehaviour toprotectthemselvesfrom danger.

Pupils:a) identify specialcharacteristics ofanimals that protectthem from danger.

b) Identify specialbehaviour of animalsthat protect themfrom danger.

c) Describe how thespecialcharacteristics andbehaviour of animalshelp to protect themfrom danger.

a) Pupils touch animals such as garden snails ormillipedes and observe how they react to danger.

b) Pupils describe what they observe and givereasons for the animals behaviour e.g. millipedecurls up to protect itself from danger.

c) Pupils look at live specimen or collectinformation by looking at picture or viewing videoof various animals to identify the characteristicsandbehaviour of animals that protect them fromdanger.e.g.:

i) pangolins have hard scales to protectthemselves fromenemies,

ii) Bed bug have bad smell to repel enemies,iii) chameleons have the ability to change skincolour according to the surrounding,iv) Scorpions have stings to protect themselvesfrom enemies.

d) Pupils discuss and explain how the

SPS :-Observing-Communicating-Making Inferences

MS :1. Use and handlescience apparatusand substances.2. Handle specimenscorrectly andcarefully.3. Draw specimensand apparatus.

Thinking Skill :- Comparing andcontrasting

- Relating- Making inferences

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characteristics and behaviour of these animalsprotect them from danger.

e) Pupils present their findings to the class.

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2. Animalsand plantsprotectthemselves

3.2Understandingthat animalshavespecificcharacteristics andbehaviour toprotectthemselvesfrom extremeweather.

Pupils:a) Identify specificcharacteristic andbehaviour ofanimals that protectthem from very hotor cold weather.

b) Describe howspecificcharacteristic andbehaviour ofanimals help toprotect them fromvery hot or coldweather.

a) Pupils view video of animals that live in very hotor cold weather.

b) Pupils list the special characteristics andbehaviour of animals and describe how thesecharacteristics and behaviour helpto protect them from very hot or cold weathere.g. :i) Rhinoceros keep their bodies cool by wallowingin mud holes,ii) Polar bears have thick fur to enable them to livein very cold weather,iii) Camels have humps on their backs to food andwater to enable them to survive in deserts.

c) Pupils present their findings to the class.

SPS :- Observing- Classifying- Measuring- MakingInferences

MS :

- handle specimenscorrectlyandcarefully- Draw specimenandapparatus

TS :- Comparing andconstrasting- Group andclassifying- Visualizing

192. Animalsandplantsprotectthemselves

3.3Understandingthat animalshavespecificcharacteristic

Pupils:a) Recognize theneed or animals toprotect themselvesfrom enemies andextreme weatherconditions.

a) Pupils discuss that animals need to protectthemselves from enemies and extreme weatherconditions to enablethem to survive.

SPS:- Classifying- Observing- Communicating- Predicting- Making Inference

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s andbehavior toenable

them tosurvive.

b) Make a model ofan imaginary animal

that can survivebothextreme weatherandenemies.

c) Give reasons whymodels are built insuch ways.

b) Pupils design a model of an imaginary animal

that can protect itself from its enemy and extremeweather conditions.

c) Pupils build their models and justify why modelsare built with certain characteristics.

202. Animalsandplantsprotectthemselves

3.4Understandingthat plantshavespecificcharacteristictoprotectthemselvesfrom enemies

Pupils:a) Identify thespecificcharacteristics ofplant that protectthem from enemies.

b) Describe how thespecificcharacteristics ofplants help toprotectthem from enemies

a) Pupils look at the pictures /view video of variousof plant to identify special characteristics thatprotect these plants from their enemies.

b) Pupils list the specific characteristics of plants.

c) Pupils describe how these characteristics ofplants help to protectthem from enemies. e.g. :

i) mimosas close their leaflets when touched,ii) papaya leaves produce latex to prevent themfrom being eaten,iii) pineapple plants have thorns to protect

themselves,iv) bamboos have very fine hairs that can cause ititchiness.

d) Pupils present their findings to theclass.

SPS:- observing- classifying- communicating- making inference- making hypothesis

Measurem 1.1 Pupils : SPS:

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21 22 ent Understandingthe

measurementof length.

a) State the differentways to measurelength .

b) State thestandardunit for length in themetric system .

c) Choose theappropriatemeasuring tools tomeasure length .

d ) Measure lengthusing the correcttechnique.

e) Record lengths instandard units .

a) Pupils discuss the different ways to measurelength such as using straw , arm , span , string ,ruler and measuring tape .

b) Pupils discuss the standard unit for length inmetric system i.e . mm , cm m and km.

c) Pupils choose the appropriate tools andmeasure in standard units :

i) the length of object the object such a eraser ,pencil or book .

ii) the length and height of teachers table .

iii) the length and width of the classroom

iv) the height of their friends .

v) the circumference of any part of their bodies orround objects .

d) Record the measurements in a graphicorganizer .

- Observing- Communicating- Measuring and

using numbers- Making inferences- Interpreting data- Controllingvariable

23Measurement

1.2Understandinghow tocalculatearea

Pupils:a) Compare a squareand a rectangle andguess which objecthas a bigger area .

b) Carry out a test

a) Pupils compare object of different shapes suchas a square and a rectangle and guess whichobject has a bigger area .

i) s square ( 4cm x 4cm )ii) a rectangle ( 8cm x 2cm )

SPS:- observing- Measuring usingnumbers- Definingoperationally- Communicating

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toconfirm theirguesses.

c) State that area =length x width

d) State thestandardunit for area in themetric system .

e) calculate the areaof a given shape instandard unit .

b) Pupils confirm their guess by filling the 4cm x4cm square and 8cm x 2cm rectangle with 1cm x

1cm cards and count the number of 1cm x 1cmcards used .

c) Pupils discuss to state the relationship betweenthe number of 1cm x 1cm squares and the lengthand width of the above square m and square km .

d) Pupils calculate the area of any given squareand rectangle in standard unit .

24 25Measurement

1.3Understandinghow tomeasurethe volume ofsolid .

Pupils:a) Compare a cupand a cuboid andguess which one hasa bigger volume .

b) Carry out a test toconfirm their guess .

c) State that volume

= length x width xheight

d) State thestandardunit for solids in themetric system .

a) Pupils compare 2 different object such as a cubeand a cuboid and guess which object has a biggervolume .e.g .i) a cube ( 4cm x 4cm x 4cm )ii) a cuboid ( 8cm x 4cm x 2cm )

b) Pupils confirm their guesses by filling the 4cm x4cm x 4cm cube and 8cm x 4cm x 2cm cuboidwith 1cm x 1cm x1cm cubes used .

c) Pupils discuss to state the relationship betweenthe number of 1cm x 1cm x 1cm cubes and thelength, width and height of the above cube andcuboid .

d) Pupils discuss the standard unit for volume of

SPS:- Observing-Measuring usingnumbers-Definingoperationally-Communicating

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e) Calculate thevolume of cubes

cuboids based onthemeasurement takenin standard unit .

solid in metric system i.e . cubic mm , cubic cmand cubic m .

e) Pupils calculate the volumes of any given cubesand cuboids in standard unit .

26 27Measurement

1.4Understandinghow tomeasurevolume ofliquid

Pupilsa) State the differentways to measure thevolume of liquid .

b) State thestandardunit for volume ofliquids in the metricsystem .

c) Choose theappropriatemeasuring tools tomeasure the volumeof liquid .

e) Measure thevolume of liquid

using the correcttechnique .

f) Record the volumemeasured instandard unit .

a) Pupils discuss the different ways that can beused to measure the volume of a liquid such asusing cup , the cap of a bottle , beaker andmeasuring cylinder .b) Pupils discuss the standard unit for volume ofliquid in metric system i.e ml , and l .

c) Pupils choose the appropriate tool formeasuring the volume of a liquid .

d) Pupils discuss the correct techniques to takereadings . i.e .i) taking the reading at the lowest part of themeniscus .ii) eyes must be at the same level as the

c) Pupils carry out activities to measure the

volumes of liquids using the correct techniques .

d) Pupils record measurement in a graphicorganizer.

SPS:- Observing-Measuring usingnumbers-Definingoperationally-Interpreting data

-Controlling variable

Measurem 1.5 Pupils SPS :

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28ent Understandin

ghow to

measuremass

a) State tools formeasuring mass .

b) State thestandardunit for mass in themetric system .

c) Measure the massof an object usingthe correcttechniques

d) Record themeasurement usingstandard unit .

a) Pupils study lever balance and discuss that itcan be used to measure mass of various object .

b) Pupils discuss the standard unit for mass inmetric system i.e . mg , g and kg

c) Pupils use tools to measure the masses ofvarious object such as books ,pencil cases orschool bags.

d) Pupils record the measurement in a graphicorganizer .

- observing-Measuring usingnumbers

-Definingoperationally-CommunicatingMS :-use and handlescience apparatusand substances-store scienceapparatusCTS:-relating-comparing andcontrasting

29 30Measurement

1.6Understandinghow tomeasuretime

Pupilsa) Identify differentways to measuretime.

b) State thatprocessesthat repeatuniformly can be

used to measuretime .

c) State thestandardunit for time in the

a) Pupils gather information about different ways tomeasure time.

b) Pupils discuss and conclude that a process thatrepeats uniformly can be used to measure time .

c) Pupils observe the following processes :i) the swinging of a pendulum

ii) water drippingiii) pulse.

d) Pupils discuss why the above processescan be used to measure time .

e) Pupils discuss to choose and use appropriate

SPS:- Observing-Measuring UsingNumbers- ControllingVariable-Communicating-Making Hypothesis

MS:-Use And HandleScience ApparatusandSubstances-Store Science

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metric system.

d) Identify tools for

measuring time .

e) Measure timeusing appropriatetools .

f) Record the timemeasured instandard unit

tools and units to measure time .

d) Pupils measure the time taken to carry out

certain activities using the correct tools andappropriate units.

e) Pupils record the measurement in appropriatestandard unit in a graphic organizer .

Apparatus

CTS:

- Attributing-Relating-Comparing andContrasting

31Measurement

1.7 Realizingtheimportance ofusingstandardunits

Pupils:a) Choose and usethe appropriate toolsto measure thevolumes of liquidsand masses of theingredients in arecipe .

b) Give reasons forany differences inthe dough preparedby using the givenrecipe .

c) Conclude theneed for usingstandard unit .

a) Pupils are shown a piece of play dough madeearlier by teacher and ask to prepare their ownplay dough using the given recipe .

b) Based on the given recipe pupils discuss whattools to use for measuring the ingredients and howto measure .

c) Pupils make the play dough by measuring theingredients using themeasuring tools and units that they have choose.

d) Pupils feel that texture of the dough and given

reasons for any difference in their dough ascompared to the play dough prepared by theteacher .

e) Pupils conclude that standard units are neededfor accuracy and consistency .

SPS :- observing-Measuring usingnumbers-Controlling variable- Making inference

MS:-use and handlescience apparatusand substances-store scienceapparatus-clean science

apparatus

CTS:- attributing -relating-comparing andcontrasting-making inferences

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32 33PropertiesOfMaterials

1.1Understanding

the propertiesofmaterials

Pupils:a) Classify objectsinto groups

according to thematerials they aremade of.b) Identify materialsthat conductelectricity.

c) Identify materialsthat conduct heat.

d) Identify materialsthat float on water

e) Identify materialsthat absorb water

a) Pupils are given various objects made of wood,plastic, metal, glass or rubber and group them

according to the materials theyare made of.

b) Pupils test objects made of wood, plastics,metal, glass or rubber to find out if there :i) Conduct electricityii) Conduct heatiii) Float on wateriv) Absorb waterv) Can be stretchedvi) Allow lights to pass through

SPS:- Observing- Classifying

- Predicting

MS:- Handle specimenscorrectly andcarefully.- Store scienceapparatus

TS:- Attributing-Grouping and

classifying

34PropertiesOfMaterials

1.1Understandingthe propertiesofmaterials

Pupilsa) Identify materialsthat can bestretched.

b) Identify materialsthat allow lightto pass trough.

c) State what aconductor is.d) State what aninsulator is

a) Pupils record their findings in a graphicorganizer

b) Discuss what conductor and insulator are.

c) Based on the graphic organizer, pupils concludethat a good heat conductor is also a good electric

conductor

SPS:- Observing- Classifying- CommunicatingMS:- Draw specimensand

apparatus.

TS:- Comparing andcontrasting.- Makingconclusions.

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e) Conclude that agood conductorof heat is also a

good conductor ofelectricity


1.1UnderstandingTheproperties ofmaterials

Pupilsa) Classify materialsbased on theirabilities to allowlight to pass through

b) State what atransparent materialis.

c) State what atranslucent materialis.

d) State what anopaque material is.

e) List uses oftransparent,translucent andopaque materials.

a) Pupils carry out activities to test differentmaterials such as glass, wood rubber, metal andplastic to find out their abilities to allowlight to pass through.

b) Based on the above activities, pupils classifymaterials into three categories e.g:i) Transparent material that allows most light topass through,ii) Translucent material that allows some light topass through,iii) Opaque material that does not allow any light topass through.

SPS:- Observing- Classifying- Making inferences

MS:- Draw specimensandapparatus.- Store scienceapparatus.

TS:- Comparing andcontrasting- Prioritizing- Making conclusions


1.2 Applyingtheknowledge ofproperties ofmaterials inevery

Pupils:a) Suggest ways tokeep things cold.

b) Suggest ways tokeep thins hot.

a) Pupils observe models or view video to see thestructure of polystyrene container or thermos flaskto understand how they work.

b) Pupils discuss and suggest ways to keep things

SPS:- Observing- Classifying- Communicating

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day lifec) Pupils design anaffective way to

keep things hot or tokeep things cold.

cold e.g. keeping cold drinks for a picnic.

c) Pupils discuss and suggest ways to keep things

hot e.g. drinks or food for picnic.

d) Pupils carry out activities to test theirsuggestions.

e) Pupils discuss to conclude the best way to keepthings hot or cold.

f) Pupils study objects and list the materials thatthese objects are made of.

g) Pupils suggest reasons why the materials are

used to make the objects.

h) Pupils discuss that different materials havedifferent properties which are taken intoconsideration when choosing materials to make anobject. e.g. metal and glass are used to make apair of glasses.

i) Pupils design an object for a specific purposeusing the material of their choice and justify whythey choose the materials.

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PropertiesOfMaterials

1.3Synthesizingtheknowledgeabout uses ofmaterialsbased on

Pupils:a) List objects andthe materials thatthey are made of.b) Give reasons whyparticular materials

a) Pupils study objects and list the materials thatthese objects are made of.

b) Pupils suggest reasons why the materials areused to make the objects.

SPS:- Observing- Classifying- Communicating- Interpreting data

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theirproperties

are used to make anobject.

c) State thatmaterials are chosento make an objectbased on theirproperties.

d) Design an objectfor a specificpurpose and givereasons why certainmaterials are usedto make it.

c) Pupils discuss that different materials have

different properties which are taken intoconsideration when choosing materials to make anobject. e.g. metal and glass are used to make apair of glasses.

d) Pupils design an object for a specific purposeusing the material of their choice and justify whythey choose the materials.

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1.PropertiesofMaterials

1.4 Knowingtheimportanceof Reuse,Reduce andRecycle ofmaterials

Pupils:a) Give examples ofnatural materials.b) Give examples ofman-madematerials.c) State that man-made materialscome from naturalmaterials.d) Give reasons why

materials need to beconserved.e) Practice reusing,reducing, andrecycling toconserve materials.

a)Pupils observe and classify object aroundthem into:i) Object made of natural materials i.e: wood, soil,metal, leather,cotton, fur, rubber, and silk.ii) Object made of man-made materials i.e: plasticand synthetic cloth.

b) Pupils discuss that man-made materials comefrom natural materials.

c) Pupils conclude that we need conserve materialsbecause man-made materials an natural materialsare limited and may be used up if there is no effortto conserve them.

d) Pupils carry out activities about reusing,

SPS:- Observing- Classifying- Making inferences- Communicating

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reducing use and recycling of materials throughoutthe year.

39

1.

Propertiesofmaterials.

1.5

Understanding that somematerials canrust

Pupils:

a) Differentiatebetween a rustyobject and non rustyobject.

b) Identify objectthat can rust.

c) Conclude thatobject made fromiron can rust.

d) Design a fair testto find out whatfactors causerusting by decidingwhat to change,what to observeand what to keepthe same.

d) Carry out the testand record the

observe theobservation

a) Pupils observe a rusty nail and a nail withoutrust and tell the differences.

Pupils observe objects around the school andclassify objects as:i) rustyii) non-rusty.

b) Pupils discuss to conclude that objects madeiron can rust.

c) Pupils carry out activities to investigate factors

that cause rusting i.e: presence of air and water.

SPS:

- Observing- Classifying- Making inferences- Controllingvariables- Making Hypothesis- Definingoperationally

401.PropertiesOfMaterials

1.1Understandingthe propertiesof

Pupilsa) State the differentways preventobjects from rusting.

a) Iron from coming into contact with air andwater by coating iron with paint, oil, greaseor non- rusting materials.

SPS:- Observing- Comparing- Contrasting- Experimenting

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materials b) Explain how theseways can preventrusting.

c) Explain why it isnecessary topreventrusting.

b) Pupils discuss the advantages of preventingrusting

- Making hypotheses- Communicating- Predicting

- RelatingInterpreting data

411.TheSolarSystem

1.1Understanding thesolar system

Pupilsa) List theconstituents of theSolar System.

b) List the planet inthe Solar System in

a sequence.

c) State that planetmove around thesun.

a) Pupils study a model or view simulation of theSolar System .

b) Pupils discuss the constituents of the SolarSystem.

c) Pupils simulate to demonstrate the relative

distance of the planet in the Solar System.

d) Pupils discuss that all the planets in the SolarSystem move around the sun.

SPS:- Observing,- Relating- Communicating,- Making- inference

42

1.TheSolarSystem

1.2Understandingthe relativescience anddistance

between theEarth ,Moonand the Sun

Pupilsa) State the size ofthe Sun relative tothe size of the Earth.

b) State the size of

the Earth relative tothe size of the Moon.

c) State the relativedistance from theEarth to the Suncompare to the

a) Pupils compare the size of a sago, a glass,marble and a basket ball to show the relative sizeof the Moon, Earth and Sun.

b) Sate the size of the Earth relative to the size of

the Moon.

c) State the relative distance from the Earth to theSun compare to the relative distance from theEarth to the Moon.

SPS:- Measuring andusingnumber,Comparingand contrasting

TS:- Prediction,visualizing- Using space timeRelationshipsequencing

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relativedistance from theEarth to

the Moon.1.TheSolarSystem

1.3Appreciatingthe perfectplacement oftheplanet Earthin theSolar System.

Pupilsa)State why certainplanet are notconducive forliving things .

b) Predict what willhappen if the Earthis placed muchnearer or fartherfrom the

Sun.

c) Conclude that theEarth is the onlyplanet in the SolarSystem that hasliving things.

a) Pupils gather information about planet in theSolar System.

b) Pupils discuss how the distance of a planet fromthe Sun affects how hot or cold it is.

c) Pupils discuss to relate how hot or cold a planetis to its ability to support life.

d) Pupils discuss to predict what will happen if the

Earth is placed much nearer or farther from theSun.

e) Pupils discuss other factors that affect aplanets ability to support lives e.g. absence ofwater and absent of air.

SPS:- Observing- Communicating,- Predicting,- Making hypothesis

431.Technology

1.1Understandingthe

importance oftechnology ineveryday life.

Pupils:a) State that thereare limitations tohumans abilities to

do things.

a) Pupils test their abilities e.g.

i) try to memorize a telephone number and then

try to memorize another 5 telephone numberswithout writing them down.ii) try to jump as high as possible and touch theceiling.iii) Try to read the same writing from differentdistance.

SPS:- Observing- Communicating- Predicting

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b) Pupils discuss the limit of their abilities.

c) Pupils view video to see how technology are

used to overcome humans limitations.

d) Pupils discuss and give other examples ofhumans limitations and ways to overcome theme.g.

i) Unable to see the fine details on an object. Thiscan be overcome by using magnifying glass ormicroscope,ii) Unable to speak loud enough for someone faraway to hear. This can be overcome by usingmicrophone, megaphone or telephone.

iii) Unable to walk for long distance. This can beovercome by riding a bicycle or traveling by car,train, ship or aero plane

44

1.Technology

1.2Understandingthedevelopmentof technology

Pupils,

a) Give examples ofdevelopmentof technology

b) Recognize the

needs to innovateor invent devices forthe betterment ofmankind.

a) Pupils gather information and create folio aboutthe development of technology in the fields of :

i) communication,ii) transportation,iii) agriculture,iv) construction.

E.g. in communication the development oftechnology from smoke signal to drum, telephone,walkie-talkie, cell phone and teleconferencing.

b) Pupils give reasons on the needs to innovate orinvent devices for the betterment of mankind.

SPS:- Observing- Communicating

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45 46

1.Technology

1.3Synthesizinghow

technologycan be usedtosolveproblems.

Pupilsa) Identify problemsthey encounter in

their daily life.

B) Generate ideas tosolve the problemsidentified.

c) Design the deviceto solve theproblems identified.

d) Demonstrate howthe device invented

can be used to solvethe problemidentified.

a) Pupils discuss and list the problems that theyencounter in everyday life.

b) Pupils carry out brainstorming session on how tosolve the problems identified.

c) Pupils design and make devices to solve theproblems identified.

d) Pupils present their innovations to the class

SPS:- Communicating- Predicting

MS1MS2MS3MS5

471.Technology

1.4Analyzingthattechnologycan benefitmankind ifused

wisely.

Pupils :a) State thattechnology hasadvantages anddisadvantages.

b) Conclude that

technology canbenefit mankind ifused wisely.

a) Pupils discuss and list the advantages anddisadvantages of technology to mankind.

b) Pupils hold debates on topics related totechnology.

c) Pupils make a conclusion from the debate thattechnology can benefitmankind if used wisely.

SPS:- Classifying

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Documents

Science Yearly Plan Year 4 (4 SKTC)