Year 5 Science Scheme of Work - b

7/29/2019 Year 5 Science Scheme of Work - b

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SCHEME OF WORK YEAR 5

Week/ Less Theme/Learning Area

Learning Objective/Learning Outcomes Suggested Learning outcomes SPS/TS/SA/NV

Theme 1:INVEST. LIVING THINGS

LA :1. Micro organism

LO: 1.1Understanding that micro organism is aliving thing.

Loc:State types of micro organisms.

State that yeast is an example of Microorganism.

State that micro organism breathes.

State that micro organism grows.

State that micro organism moves.

Conclude that micro organisms are livingthings and most of them cannot be seenwith naked eyes.

Pupils view video showing various types ofMicro organism, e.g. bacteria, virus, fungi and protozoa.Pupils make a qualitative comparison between the size of microorganism and that human and conclude that micro organism is verytiny.Pupils discuss that yeast is an examples of micro organism.Pupils observe the effect of yeast on dough and infer that microorganism breathes and causes the dough to rise.Pupils carry out activity and observe the effect when a test tube filledwith 2 teaspoon of dried yeast, 1 teaspoon of sugar and half test tubeof water. The mouth of the test tube is attached to a balloon.Pupils carry out activity by sprinkling a few drops of water on a slice ofbread. Pupils put the bread in a plastic bag and observe it for a fewdays.Pupils observe rotten oranges or mouldy rice using hand lenses or

microscope and record their observation for a few days.Pupils observe and record their findings by drawing.Pupils view video on the movement of micro organisms in water.Pupils collect samples of water from ponds, rivers or drains andobserve the movement of micro organisms under a microscope.Pupils record their observations.Pupils discuss and state that micro organisms are living things andmost of them cannot be seen with naked eyes.

SPS: ObservingMaking inferences

TS: AttributingVisualising

SA/NVBeing honest andaccurate inrecording andvalidating data.Being diligent andpersevering.

Appreciating andpracticing clean

and healthy living.

LA : 1. Micro organism LO: 1.2Understanding that some micro organismsare harmful and some are useful.

Loc:State examples of use of micro organisms

State the harmful effects of microorganisms.

Describe that diseases caused by microorganisms can spread from one person toanother.

Explain ways to prevent diseases causedby micro organisms.

Pupils gather information on the uses of micro organisms, e.g.a) making b readb) making tapaic) making temped) making ferti lizer.

Pupils gather information on the harmful effects of micro organisms,

e.g. a) causing illnessb) causing food poisoningc) causing food to turn badd) causing tooth decay

Pupils gather information on diseases caused by micro organisms,e.g.Stomach upset, measles, cough, flu, tooth decay, scabies,conjunctivitis, mumps and AIDS.Pupils discuss that diseases caused by micro organisms can spreadfrom one person to another.Pupils discuss on how diseases caused by micro organisms can beprevented from spreading, e.g.

ClassifyingCommunicating

SequencingRelating

SA/NVBeing systematicBeing diligent andperseveringBeing cooperative

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a) by washing hands before handling foodb) by boiling water before drinkingc) by covering mouth and nose when coughing or sneezingd) by washing hands after using the toilete) by putting patients who have chicken pox, conjunctivitis or

mumps into quarantinef) by covering wounds.

Themes: 1INVEST.LIVING THINGS

LA:2Survival of The Species

LO:2.1Understanding that different animals havetheir own ways to ensure the survival oftheir species.

Loc :Give examples of animals that take careof their eggs and young.

Explain how animals take care of theireggs and young.

Explain why animals take care of theireggs and young.

LO: 2.2Understanding that different plants havetheir own ways to ensure the survival oftheir species.

Loc:State various ways plants disperse theirseeds and fruits.

Explain why plants need to disperseseeds or fruit

Pupils gather information to find examples of animals that take care oftheir eggs and young, e.g.a) cowb) henc) catd) birdPupils view video on how animals ensure the survival of their eggs

and young, e.g.

a) keep their young in their mouths, e.g. fishb) feed their young, e.g. birdc) attack in order to protect their eggs or young when they are

disturbed, e.g. snake or tigerd) lay slimy eggs, e.g. froge) hide their eggs, e.g. turtlef) carry their young in their pouches, e.g. kangaroog) stay in herds, e.g. elephant

Pupils discuss and conclude that animals take care of their eggs andyoung to ensure the survival of their species.

Pupils study live specimens, view video or computer simulation to findout the various ways of seeds and fruits dispersal, e.g.

a) by water b) by windc) by animald) by explosive mechanism

Pupils discuss and conclude that plants need to disperse their seedsor fruits to ensure the survival of their species

Communicating

AttributingRelating

SA/NVHaving an interest

and curiositytowards theenvironment.Being responsibleabout the safety ofthe environment.Being kind-heartedand caring.Being thankful toGod for hav ingcaring parents.

ObservingCommunicating

AttributingRelatingCompare andcontrast

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Give examples of plants that disperseseeds and fruits by water.

Give examples of plants that disperseseeds and fruits by wind.

Give examples of plants that disperseseeds and fruits by animals.

Give examples of plants that disperseseeds by explosive mechanism.

Relate characteristics of seeds and fruitsto the ways they are dispersed.

LO: 2.3Realising the importance of survival of thespecies.

Loc:Predict what will happen if some speciesof animals or plants do not survive.

Pupils gather information to give examples of plants that disperse seedsand fruits by:

a) water b) windc) animald) explosive mechanism

Pupils study live specimens or view video and discuss the relationshipbetween characteristics of seeds and fruits and their ways of dispersal:

a) by water light and have air spaceb) by wind light, have wing-like structure, dry, have fine hairs

and smallc) by animals fleshy, brightly coloured, edible, have smells or

have hooksd) explosive mechanism dry when ripe

Pupils discuss and predict the consequences if certain species ofanimals and plants become extinct, e.g.

a) shortage of food resourcesb) other species may also face extinction

PredictingVisualising

Appreciating thebalance of nature.

THEME 1:

INVEST. LIVINGTHINGS

LA: 3Food Chain and FoodWeb.

LO: 3.1Understanding food chains.

Loc:Identify animals and the food they eat

Classify animals into herbivore, carnivoreand omnivore.

Construct food chain

Identify producer

Identify consumer

Pupils carry out a brainstorming session on animals and the food theyeat.Pupils discuss and classify animals into following groups according to thefood they eat::

a) herb ivoreb) carn ivorec) omnivore

Pupils build food chains to show the relationship among organisms.

From the food chains pupils identify the producers and the consumers.

Classifying

AttributingSequencing

RelatingSA/NVHaving an interestand curiositytowards theenvironment.Being responsibleabout the safety ofthe environment.Being kind-heartedand caring

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LA: 3

Food Chain and FoodWeb

LO: 3.2

Synthesizing food chains to construct foodweb.

Loc:Construct a food web

Construct food webs of different habitats

Predict what will happen if there is achange in population of a certain speciesin a food web.

Explain what will happen to a certainspecies of animals if they eat only onetype of food.

Pupils construct a food web based on food chains given.

Pupils walk around the school compound to study food webs in placessuch as field, science garden, pond or under flower pot.Based on the organisms identified, pupils construct food chains and thenfood webs for the habitats they have studied.Pupils discuss and predict what will happen if there is a change in thepopulation of a certain species in a food web.Pupils carry out simulation or play games based on food webs.Pupils view video to study various species that are facing extinctionbecause they only eat one type of food.Pupils conclude that a certain species of animals that eats one type offood only has difficulty to survive because their only source of food mayrun out, e.g.

a) panda eats bamboo shoots onlyb) koala bear eats eucalyptus leaves onlyc) pangolin eats ants only

Observing

PredictingCommunicating

AnalyzingSA/NVHaving an interestand curiositytowards theenvironment.Being responsibleabout the safety ofthe environment.Being kind-heartedand caring

THEME : 2INVEST. FORCE ANDENERGY

LA: 1Energy

LO: 1.1Understanding the uses of energy.

Loc:Explain why energy is needed.

Give examples where and when energy isused.

State various sources of energy.

Pupils discuss and conclude that energy is needed:a) by living things to carry out life processes such as moving,

breathing and growing.b) To move, boil, melt or bounce non-living things.

Pupils gather information and give examples where and when energy isused.Pupils gather information about sources of energy, e.g.

a) sunb) foodc) windd) fuele) battery

Pupils discuss that the sun is the main source of energy

Making inferences

Comparing andcontrastingMaking conclusionsSA/NV

Appreciating thebalance of nature.Being thankful toGod.Being systematic.

LO: 1.2Understanding that energy can betransformed from one form to another.

Loc:State the various forms of energy.

State that energy can be transformed

Give examples of appliances that makeuse of energy transformation.

Pupils observe various events and identify the form of energy involved,e.g.

a) a moving battery-operated toy carb) a stretched rubber bandc) a burning candle

d) a ringing telephonePupils carry out activities to discuss the transformation of energy, e.g.

a) switching on the lights:electrical energy light energy

b) lighting a candle:chemical energy heat energy + light energy

c) using a solar powered calculator:solar energy electrical energy + light energy

ObservingMaking inferences

SequencingSA/NVBeing thankful toGod.Being systematic.Being diligent andpersevering.

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Pupils discuss that energy can be transformed.Pupils gather information and identify appliances that make use of

energy transformation and state the form of energy involved .e.g.a) electr ic i ron:electrical energy heat energyb) radio:electrical energy sound energyc) ce iling fan:electrical energy kinetic energy + sound energyd) gas stove:chemical energy heat energy + light energy

THEME : 2INVEST. FORCE ANDENERGY

LA: 1Energy

LO: 1.3Understanding renewable and non-renewable energy.

Loc:State what renewable energy is.State what non-renewable energy is.

List renewable energy resources.List non-renewable energy resources.

Explain why we need to use energywisely.

Explain why renewable energy is betterthan non-renewable energy.

Give examples on how to save energy.

Practise saving energy.

Pupils discuss that renewable energy is the energy that can bereplenished when used up and non-renewable energy is the energy thatcannot be replenished when used up.Pupils gather information on the following:

a) renewable energy resources, e.g. solar, wind and biomassb) non-renewable energy resources, e.g. natural gas, petroleumand coal.

Pupils discuss and conclude why we need to use energy wisely e.g.a) some energy resources cannot be replenished when used upb) to save coastc) to avoid wastaged) to reduce pollution

Pupils discuss why renewable energy is better than non-renewableenergy.Pupils carry out brainstorming session on how to save energy ineveryday life.Pupils draw a list of dos and donts on how to save energy and use it as

a guide to carry out daily activities.

Classifying

Generating ideasSynthesizing

Visualizing

SA/NVAppreciating andpracticing cleanand healthy living.Being honest andaccurate inrecording andvalidating data.Being thankful toGod.

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THEME:

INVEST. FORCE ANDENERGY.

LA:2Electricity

LO: 2.1

Knowing the sources of electricity.

Loc:State the sources of electricity.

Pupils carry out activity such as lighting up a bulb or ringing an electricity

bell to verify that the following sources produce electricity, e.g. a) drycell

b) accumulatorc) dynamod)solar cell

Observing

Predicting

Appreciating thecontr ibut ion of science andtechnology.

LO: 2.2Understanding a series circuit and aparallel circuit.

Loc:Ident ify the symbols of var iouscomponents in a simple electric circuit.

Draw circuit diagrams

Identify the difference in the arrangementof bulbs in series and parallel circuits.

Build a series circuit

Build a parallel circuit

Compare the brightness of the bulbs in aseries and a parallel circuit.

Compare the effect on the bulbs whenvarious switches in a series circuit and aparallel circuit are off.

Pupils build as many different electric circuits as they can.

Pupils are introduced the symbols of the components in an electriccircuit, i. e battery bulb, connecting wires and switch.

Pupils draw circuit diagrams based on the circuits that they have built.

Pupils observe various series circuits and parallel circuits.

Based on observation, pupils discuss the differences in the arrangementof bulbs in series and parallel circuits.

Pupils draw circuit diagrams of series and parallel circuits and comparethe arrangement of the bulbs in these circuits.

Pupils are given batteries, bulbs, switches and connecting wires to buildseries and parallel circuits.

Pupils observe and compare the brightness of the bulbs in:a) series circuitsb) parallel circuitsc) between series and parallel circuits

Pupils carry out activities and compare what happen to the bulbs in aseries circuit and a parallel circuit when various switches in each circuitare off.

ObservingPredictingCommunicatingControlling variableExperimenting

SA/NVBeing honest and

accurate inrecording andvalidating dataBeing systematicBeing thankful toGod.

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Week/Less

Theme/Learning Area Learning Objective/Learning Outcomes

Suggested Learning outcomes SPS/TS/SA/NV

THEME: 2INVEST.FORCE AND

ENERGY.

LA: 2Electricity

LO:2.3Understanding the safety precautions to

be taken when handling electricalappliances.

Loc:Describe the danger of mishandlingelectrical appliances.

Explain the safety precautions to be takenwhen using electrical appliances.

Pupils discuss the danger of mishandling electrical appliances, e.g.a) electr ic shock

b) firec) burnd) electrocut ion

Pupils discuss the safety precautions to be taken when using electricalappliances, e.g.

a) do not touch electrical appliances with wet handsb) do not use electrical appliances that are faulty or having

broken insulation wires.c) Do not repair electrical appliances on your ownd) Do not connect too many electrical appliances to one power

supply.

CommunicatingGenerating idea

SA/NVAppreciating thecontr ibut ion of science andtechnology.Being flexible andopen-minded.Being systematicHaving an interestand curiositytowards theenvironment.

THEME : 2

INVEST. FORCE ANDENERGY

LA: 3Light

LO: 3.1

Understanding that light travels in astraight line.

Loc:State that light travels in a straight line.

Give examples to verify that light travels ina straight line.

Describe how shadow is formed.

Design a fair test to find out what causethe size of a shadow to change bydeciding what to keep the same, what tochange and what to observe.

Design a fair test to find out what factorscause the shape of a shadow to changeby deciding what to keep same, what tochange and what to observe.

Pupils carry out activities to observe that light travels in a straight line.

Pupils gather information and give examples of events or phenomenathat show light travels in straight line.Pupils observe and discuss the formations of shadow to conclude thatshadow is formed when light is blocked by a opaque or a translucentobject.Pupils carry out activities to investigate the factors that cause the shapeand size of a shadow to change.Pupils observe, discuss and conclude that:

a) When the distance between an object and its light sourcedecreases, the size of the shadow increases and when thedistance between an object and the screen decreases the sizeof the shadow decreases.

b) The shape of the shadow changes according to the position oflight source and the shape of the shadow changes accordingto the position of an object.

Observing

Measuring andusing numbersMaking inferencesPredictingControlling variableExperimenting

SA/NVAppreciating thecontr ibut ion of science andtechnology.Being systematic

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Week/Less



THEME: 2INVEST. FORCE ANDENERGY.

LA: 3Light

LO: 3.2Understanding that light can be reflected.

Loc:State that light can be reflected.

Draw ray diagrams to show reflection oflight.

Give examples of uses of reflection of lightin everyday life.

Pupils carry out to investigate reflection of light using:a) a mirror b) an aluminium foil

Pupils draw ray diagrams to show the reflection of light in the aboveactivities.Pupils gather information about the uses of reflection of light in everydaylife, e. g.

a) side mirror of a car

b) mirror at the sharp bend of a roadc) mirror in the barbershopd) periscope

Pupils apply the principle of light reflection to design devices, e. g.a) periscopeb) kaleidoscope


SA/NVAppreciating thecontr ibut ion of science andtechnology.Being systematicHaving an interestand curiositytowards theenvironment

LA: 4Heat

LO: 4.1Understanding that temperature is anindicator of degree of hotness.

Loc:State that when a substance gains heat itwill become warmer.

State that when a substance loses heat itwill become cooler.

Measure temperature using the correcttechnique.

State the metric unit for temperature.

State that temperature of an object ormaterial increases as it gains heat.

State that temperature of an object ormaterial decreases as it loses heat.

Conclude that the temperature is anindicator to measure hotness.

Pupils heat 250ml of water for 3 minutes and feel the water every fewseconds while heating to feel the change of temperature.

Pupils let the warm water cool down and feel the water every fewseconds.

Based on the above activities, pupils discuss and conclude that:a) heat gain causes the water to become warmerb) heat loss causes the water to become cooler.Pupils are guided to use and read thermometer correctly.Pupils gather information on the metric unit for measuring temperature.Pupils carry out activity to measure temperature, e. g.

a) heat up water and record the temperature every few minutesb) turn off the Bunsen burner and record the temperature every

few minutes while the water cools off.

Pupils discuss and conclude that the temperature:a) increases when heat is gainedb) decreases when heat is lost

Pupils discuss and conclude that the temperature is an indicator tomeasure hotness.

ObservingMaking inferencesPredictingExperimenting

Making conclusion

SA/NVHaving critical andanalytical thinking.

Appreciating thecontr ibut ion of science andtechnology.

Being honest andaccurate inrecording andvalidating dataBeing systematic

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Week/Less



THEME: 2INVEST. FORCE ANDENERGY.

LA: 4Heat

LO: 4.2Understanding the effects of heat onmatter.

Loc:State that matter expands when heated.

State that matter contracts when cooled

Give examples of the application of theprinciple of expansion and contraction ineveryday life.

Pupils carry out activates to observe the effect of heat on matter, e.g.a) heating an iron ball and inserting it into an iron ringb) cooling the heated iron ball and inserting it into the iron ringc) heating coloured water in a beaker with a glass tube and

observing the water level in the glass tubed) heating a dented ping pong ball in hot watere) cooling coloured water in a beaker with a glass tube and

observing the water level in the glass tube.Pupils discuss their observations of the activities and conclude that:

a) matter expands when heatedb) matter contracts when cooled

Pupils view video or computer simulation on the expansion andcontraction of matter in everyday life, e.g.

a) an electric cable is installed loosely to prevent it from snappingwhen it contracts in cold weather

b) there are gaps at railway tracks to allow for expansion in hotweather

c) a tight bottle cap can be loosened by immersing it in hot waterd) concrete slabs on pavements have gaps to allow for

expansion.

ObservingMaking inferences

Experimenting

Making conclusion

SA/NVAppreciating thecontr ibut ion of science andtechnology.Being systematicHaving an interestand curiositytowards theenvironmentHaving an interest

and curiositytowards theenvironment

THEME: 3INVEST. MATERIALS

LA: 1States of matter

LO: 1.1Understanding that matter exist in theform of solid, liquid or gas.

Loc:Classify objects and materials into threestates of matter.

State the properties of solid.

State the properties of liquid.

State that some liquids flow faster thanothers.

State the properties of gas.

Pupils classify objects and materials into solid, liquid and gas.Pupils discuss and give reasons for their classification.Pupils study the properties of solid by:

a) weighing various kinds of solidsb) measuring the volumes of various kinds of solidsc) putting various types of solid into containers of various shapes.

Pupils discuss and conclude the properties of solids, i.e. a solid:a) has massb) has fixed volumec) has fixed shape

Pupils study the properties of liquids by:a) weighing various kind of liquidsb) measuring the volumes of liquidsc) pouring liquid into containers of various shapes

Pupils discuss and conclude the properties of liquids, i.e. a liquid:a) has massb) has fixed volume

c) has no permanent shape but takes the shape of its container.

ObservingClassifyingMeasuring andusing numbersMaking inferencesCommunicating

SA/NVBeing honest andaccurate in

recording andvalidating data

Being systematic

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Pupils observe the flow of different liquids as they are poured intocontainers.Pupils discuss to conclude that some liquids flow faster than others.Pupils study the properties of gas by:

a) balancing two inflated balloons on a stick and puncturing oneof the balloons

b) inflating balloons of different shapesc) observing smoke in a closed container then placing an

inverted container on it. Removing the cover of the firstcontainer and observe how smoke moves from a container toanother inverted container placed directly over it.

d) Feeling the pressure of gas in a syringe when its plunges ispushed down with nozzle closed

Pupils discuss and conclude the properties of gas, i.e. gasa) has massb) has no fixed shape but takes the shape of its containerc) occupies space and has no fixed volumed) can be compressed

TS:Attributing

Using and handling

science apparatus

Comparing andcontrasting

SA/NVBeing honest andaccurate inrecording andvalidating data

Being systematic

THEME:INVEST. MATERIALS

LA:1States of matter

LO: 1.2Understanding that matter can changefrom one state to another.

Loc:State that water can change its state.

Conclude that water can exist in any of thethree states of matter.

Identify the processes involved when amatter changes from one state to another.

Identify factors that affect the rate ofevaporation of water.

Pupils carry out the following activities to observe the change of the stateof matter:

a) allowing ice to meltb) heating water until boilsc) collecting water vapour, allowing it to cool and making it freeze

Pupils discuss and conclude that:a) water can change from one state to anotherb) water can exist as solid, liquid and gas.

Pupils discuss the process involved when a matter changes from onestate to another, i.e.

a) meltingb) boilingc) evaporationd) condensatione) freezing

Pupils investigate and discuss the factors that affect how fast waterevaporates e.g.

a) hot water b) windy

Observing

Predicting

Using space-timerelationship

Interpreting data

TS:AttributingMaking conclusionRelating

SA/NV

Being honest andaccurate inrecording andvalidating data.Realising thatscience is mean tounderstand nature

Week/ Theme/Learning Area Learning Objective/ Suggested Learning outcomes SPS/TS/SA/NV

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Less Learning Outcomes


LA: 1State of matter

LO: 1.3Understanding the water cycle.

Loc:Describe how clouds are formed.

Describe how rain is formed

Explain how water is circulated in theenvironment.

Explain the importance of water cycle.

Pupils view computer simulation to study the formation of clouds andrain.Pupils discuss and explain the changes in the state of matter in the watercycle.Pupils view computer simulation on how water is circulated in theenvironment.Pupils discuss the importance of water cycle.

CommunicatingTS:

AttributingSequencingRelating

SA/NVHaving and interestand curiositytowards theenvironment.Being responsibleabout the safety ofthe environment

LO: 1.4Appreciating the importance of waterresources.

Loc:Give reasons why we need to keep ourwater resources clean.

Describe ways to keep our waterresources clean.

Pupils view video about::a) the importance of water for living thingsb) the effects of human activities on quality of water supply.

Pupils gather information on how to keep our water resources clean and

present it in the form of folio.Pupils draw posters to show appreciation that water is an importantresource.

CommunicatingGenerating ideaSA/NVHaving and interest

and curiositytowards theenvironment.Being responsibleabout the safety ofthe environment


LA: 2Acid and Alkali

LO: 2.1Understanding the properties of acidic,alkaline and neutral substances.

Loc:Identify acidic, alkaline and neutralsubstances using litmus paper.

Identify the taste of acidic and alkalinefood.

Conclude the properties of acidic, alkalineand neutral substances.

Pupils test substances to determine whether they are acidic, alkaline orneutral substances based on the change of wet litmus papers colour.

Pupils determine whether food samples are acidic or alkaline by tastingthe food samples and testing with litmus paper.

Pupils carry out discussion and conclude the properties of acidic, alkaline

and neutral substances in terms of taste and colour changes of litmuspaper.

ObservingPredictingMaking inferences

Making conclusion

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THEME:4INVEST. THE EARTH

AND THE UNIVERSE.

LA: 1Constellation

LO: 1.1Understanding the constellation.

Loc:State what constellation is.

Identify constellations

State the importance of constellations.

Pupils view video or computer simulation or visit planetarium to observevarious constellations.Pupils discuss that constellation is a group of stars that form a certainpattern in the sky.Pupils observe the Orion, Scorpion, Big Dipper and Southern Cross inthe sky.Pupils build a model to study the pattern of Orion, Scorpion, Big Dipperand Southern Cross.Pupils gather information on the importance of constellations, e.g.

a) to show direct ionsb) to indicate the time to carry out certain activities, e.g. planting

season.


TS:RelatingVisualizing

SA/NVHaving an interestand curiositytowards theenvironment.Being thankful toGod.

THEME: 4INVEST. THE EARTH

AND THE UNIVERSE.

LA: 2The earth, the moonand the sun.

LO: 2.1Understanding the movements of theEarth, the Moon and the Sun.

Loc:State that the Earth rotates on its axis.State that the Earth rotates and at thesame time moves round the Sun.

State that the Moon rotates on its axis.State that the Moon rotates and at thesame time moves round the Earth.

State that the Moon and the Earth move

round the Sun at the same time.

Describe the changes in length andposition of the shadow throughout the day.

Conclude that the Earth rotates on its axisfrom west to east.

Pupils view video, computer simulation or model about the movement ofthe Earth, the Moon and the Sun.

Pupils discuss and explain the rotation of the Earth and the Moon andtheir movements around the Sun.

Pupils observe and record the length and position of the shadow of apole at different time of the day (pole as the object and the Sun as thesource of light).

Pupils fix a toothpick vertically on the surface of a globe.Pupils observe the length and position of the shadow formed when theglobe is rotates at its axis over a fixed light source.

Pupils build a sundial.

Pupils discuss and conclude that the Earth rotates on its axis from westto east.

ObservingMeasuring andusing numbersUsing space-timerelationship.

SA/NVBeing honest andaccurate inrecording andvalidating data.Realizing thatscience is mean tounderstand nature.

Being thankful toGod.Being cooperative

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THEME: 4INVEST. THE EARTH

AND THE UNIVERSE.

LA: 2The Earth, the Moonand the Sun

LO: 2.2Understanding the occurrence of day and

night.

Loc:State that it is day time for the part of theEarth facing the sun.

State it is night time for the part of theEarth facing away from the Sun.

Explain that day and night occur due tothe rotation of the earth on its axis.

Pupils view video or computer simulation on how days and nights areformed or carry out a simulation by illuminating a rotating globe to

observe the occurrence of day and night.

Based on the above activity, pupils discuss how day and night occur.

Pupils draw diagrams to show the occurrence of day and night.

ObservingMeasuring and

using numbersUsing space-timerelationshipSA/NVRealizing thatscience is a meanto understandnature.Being thankful toGod

LA: 2The Earth, the Moonand the Sun.

LO: 2.3Understanding the phases of the Moon.

Loc:State that the Moon does not emit light.

Explain that the Moon appears brightwhen it reflects sunlight.

Describe the phases of the Moon.

Pupils view video or computer simulation and discuss that the Moondoes not emit light but reflects the sunlight.Pupils view video on the phases of the Moon.

Pupils use a ping-pong ball and light source to simulate the followingphases of the Moon:

a) new moonb) crescentc) half moond) full moon

Pupils carry out a project to observe and record the phases of the Moonfor a month and relate them to the dates of the lunar calendar.

ObservingMeasuring andusing numbers.

Using space-timerelationship.SA/NVBeing thankful toGodBeing honest andaccurate inrecording andvalidating data.

THEME:5INVEST.TECHNOLOGY

LA: 1Strength and Stability

LO: 1.1Knowing the shapes of objects instructures.

Loc:State the shapes of objects

Identify shapes in structure.

Pupils carry out activity to recognize the shapes of objects, i.e.a) cubeb) cuboidc) sphere

d) conee) cylinder f) pyramidg) hemisphere

Pupils walk around the school the school compound and identify shapesmentioned above

ObservingClassifying

Attributing

SA/NVHaving an interestand curiositytowards theenvironment.

Appreciate thecontr ibut ion of science andtechnology.

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THEME:5

INVEST.TECHNOLOGY

LA: 1Strength and Stability

LO: 1.2

Understanding the strength and stability ofa structure.

Loc:Identify shapes of objects that are stable.

Identify the factors that effect stability ofobjects.

Explain how base area affects stability.

Explain how height affects stability.

Identify the factors that affect the strengthof a structure.

Design a model that is strong and stable.

Pupils carry out activities to identify the shapes of objects that are stable.

Pupils carry out activities to investigate factors that affect the stability of astructure, e.g.a) pushing a bottle standing upright and a bottle standing upside

down.b) Pushing a high chair and a low chair

Pupils discuss and conclude that the stability of an object is affected by:a) base areab) height

Pupils carry out activity to investigate how base area affects the stabilityof an object, i.e. the bigger the base area, the more stable the object is.Pupils carry out activity to investigate hoe height affects the stability of anobject, i.e. the higher the object, the less stable the object is.Pupils carry out activities to study the factors that affect the strength of astructure, e.g.

a) suspend a weight on a straw and then on a pencilb) make two bridges, one using a piece of flat paper and the

other using a folded paper. Then put objects of the same masson each bridge.

Pupils discuss and conclude that the strength of a structure is affectedby:

a) types of materials usedb) how the structure is placed

Pupils design the strongest and the most stable structure using materialsof their choice.

Making hypothesis

Predicting

Comparing andcontrastingMaking conclusionGenerating idea

SA/NVAppreciate thecontr ibut ion of science andtechnology.Having critical andanalytical thinking.Having an interest

and curiositytowards theenvironment

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Year 5 Science Scheme of Work - b