Basic Science & Technology

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Basic Science & Technology

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Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

THEME 1 Basic Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Sub-theme 1 Learning about our environment . . . . . . . . . . . . . . . . . 4

Topic 1 Measurement of length and mass . . . . . . . . . . . . . . . . . . . . . . 4

Topic 2 Measuring time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Topic 3 Soil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Topic 4 Air in motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Topic 5 Quality and uses of water . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Sub-theme 2 Living and non-living things . . . . . . . . . . . . . . . . . . . . 33

Topic 1 Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Topic 2 Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Assessment: Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

THEME 2 Basic Technology . . . . . . . . . . . . . . . . . . . . . . . . . 40

Sub-theme 1 Understanding basic technology . . . . . . . . . . . . . . . . 40

Topic 1 Forms of technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Sub-theme 2 You and energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Topic 1 Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Assessment: Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

THEME 3 Physical and Health Education . . . . . . . . . . . . . . 47

Sub-theme 1 Basic movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Topic 1 Moving our body parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Sub-theme 2 Sports and games . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Topic 1 Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Topic 2 Ball games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Topic 3 Swimming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Sub-theme 3 Health Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Topic 1 Health and hygiene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Topic 2 First aid and safety education . . . . . . . . . . . . . . . . . . . . . . . . 58


1iv

THEME 4 Information Technology . . . . . . . . . . . . . . . . . . . 62

Sub-theme 1 Basic computer operations . . . . . . . . . . . . . . . . . . . . . 62

Topic 1 History of computers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Topic 2 Input and output devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Topic 3 The system unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Sub-theme 2 Basic concepts of IT . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Topic 1 Storage devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66


1iv

Introduction

The purpose of the curriculumThe main objectives of the curriculum are to prepare the pupils to:• develop an interest in science and technology• acquire basic knowledge and skills in science and technology• apply scientific and technological knowledge and skills to meet contemporary societal needs• take advantage of the numerous career opportunities provided by science and technology• become prepared for further studies in science and technology• avoid drugs and related vices• be safety and security conscious.

Time allocationTo cover this curriculum, the recommended weekly time allocation is three periods of 40 minutes each. Pupils need to do regular revision at home in order to cope with the content and new terminology.

The role of the teacherOne of the principle duties of a Basic Science and Technology teacher is to prepare and present good lessons to his or her pupils. The teacher has to:• be as well informed as possible on the scheme of work of the subject• know the aims and objective of each topic• select appropriate content materials• decide on the best methods of presentation such as PowerPoints, workstations, videos,

discussion groups, worksheets, question-answer sessions, debate, and experiments• gather equipment and other resources required for the activities• keep informed about environmental issues and other current biological news in Nigeria and

the rest of the world• arrange outings and guest speakers from time to time.

To be effective in presentation, the teacher must create a written/typed plan for each lesson. This must include aims, objectives, resources, time frames, content for the lesson, activities, homework, assessment, and ideas/additional worksheets to cater for pupils requiring extension or learning support (remedial).

Prepare each topic in advance. Many teachers go into the classroom inadequately prepared. It is your responsibility as a Basic Science and Technology teacher to actively involve your pupils in the learning process. It is a proven fact that pupils learn far more by doing than by listening.

Science involves being curious and asking questions. Wherever possible ask questions to engage the pupils and to encourage independent thought processes. Start your lessons by asking the pupils to write down answers to questions related to your lesson (approximately five). This will settle them into the lesson. You can use different types of questions in your lessons:

Introduction2

• diagnostic, enabling you to determine prior knowledge on the topic• for consolidation of challenging concepts during the lesson• for stimulation of interest in the subject• for concluding the lesson.

This will assist you to find out whether pupils have understood the concepts/terminology in the lesson. It will also highlight any areas that they need to revise at home or for you to revisit during the next lesson.

Teachers must ensure that they do not appear to have favourites in the class, so devise a system to ensure that you ask questions fairly, but be careful not to embarrass weak pupils if they cannot answer questions.

How to use this guideThe purpose of this Teacher’s Guide is to assist you so that you may be more thoroughly prepared and your teaching will be more meaningful to your pupils. This guide supports a hands-on approach and lays a solid foundation for Primary 3.

You need to be familiar with the key features of the guide. The guide is divided into 16 topics. Each topic is structured in the following way:• performance objectives required by the curriculum• content required by the curriculum• activities to be completed individually, with a partner or in groups• summary of the topic• key words – this is essential vocabulary for the topic• revision questions.

How to use the scheme of workA scheme of work is defined as part of the curriculum that a teacher will be required to teach in any particular subject. Its primary function is to provide an outline of the subject matter and its content, and to indicate how much work a student should cover in any particular class. A scheme of work allows you, as the teacher, to clarify your thinking about a subject, and to plan and develop particular curriculum experiences that you believe may require more time and attention when preparing lessons for your classes. The criteria you need to bear in mind when planning a scheme of work are continuity in learning and progression of experience.

You can add your own notes to the Cambridge curriculum guide provided on pages v to xi in the Pupil’s Book to develop a scheme of work that is specific to your situation. The curriculum guide is sequential. It is aligned with the contents of the Pupil’s Book. Do not be tempted to jump around. Rather spend time carefully planning the term to ensure that you adhere to the sequence of the Themes and Topics.

The work is divided into four themes. Each has sub-themes, and the sub-themes have topics. There are 19 topics in total. Allow time at the end of each term for revision and an examination. This time frame may vary depending on the planning of your particular school.

The first lesson of a topic is usually and introduction to the topic. Make an effort to make this lesson exciting and informative to set the tone for the rest of the lessons. You should always explain the meaning of the topic in this lesson, for example: What is air? What is energy? What is pollution? What are storage devices?

The last lesson is usually allocated to revision. In this lesson, you can give the class a revision worksheet, a test or design a fun activity such as a game or quiz to consolidate the topic. Pupils can also do their own revision by answering the questions in their exercise books.

Introduction 33

It is important to note that the number of lessons for a topic will vary according to the ability of the pupils in your class and their prior knowledge. Your management of the class will have an enormous influence on your ability to adhere to the time frames decided on. Focus on effective discipline strategies. You will have fewer discipline issues if you are: punctual, well-prepared, follow a plan (write the plan for the lesson on the board or display it at the start of the lesson), keep your word (don’t make empty threats and promises), consistently adhere to rules (especially rules related to workshop and laboratory safety) and strive to make Basic Science and Technology and exciting subject.

A teacher of Basic Science and Technology is a professional instructor who facilitates, promotes and influences pupils to achieve the outcomes and objectives of the curriculum. It is the wish of the authors of this course that the pupils will, at the end of each course in the series (Primary 1 to 6), attain a level of Basic Science and Technology proficiency that will equip them for further studies in this field.

Topic 1: Measurement of length and mass4

THEME Basic Science1

Sub-theme 1 Learning about our environment

Topic 1 Measurement of length and massPerformance objectivesPupils should be able to:• Name the instruments for measuring length.• Measure and record the length, breadth and height of objects.• State the metric units for measuring length.• Compare masses of objects using the balance provided.• State the metric units of mass.

Background information• Before you start work on this topic, collect instruments that are used for measurement. Old

ones, new ones, unusual ones are needed for a display. Also find instruments that measure in feet and inches. You will show these to the pupils when you introduce them to metres, centimetres, etc.

• Buy some cheap measuring tapes so that there are enough for at least half the class so a few pupils can share these. They are handy to have around the classroom.

• Discuss with pupils that a long time ago there were no rulers so people used things in their environments to measure with. For example, to measure different lengths, they used their hands or they would use their feet and take steps to see how long something was.

Additional resources• Pupil’s Book pages 1–17• Workbook pages 1–11

Teaching the lessonInstruments for measuring lengthDo this fun exercise with the pupils where they have to use their hands and then their feet to measure things around the classroom.

Activity 1 Measure objects with your hand PB pages 1–2

1. Object How many “hands” wide?

a) Your desk approximately eight hands

b) The chair approximately four hands

c) Your shoe approximately one hand

d) The door approximately 16 hands

Topic 1: Measurement of length and mass 5

2. Object How many “feet” wide?

a) The classroom approximately 30 feet

b) The opening in the door approximately five feet

c) The teacher’s desk approximately ten feet

d) The window approximately eight feet

Exercise 1 Using measuring instruments PB page 2

1. Make the pupils aware that everyone is different. So if we measure with our hands and feet we do not all get the same measurement because we have different sized hands and feet.

2. Our hands and feet are also too big to measure small items like our pencil sharpeners. For this reason someone invented a system where people can use the same object to measure items. We now use a metric system to measure things so that everyone will get the same result when measuring the same object.

Modern instruments used for measuring length(This section of science can be taught alongside Mathematics.)

There are many different instruments that we use for measuring length. Here are some instruments that we use for measuring:• A measuring rod is like a ruler and is used to measure the length of things.• A ruler is used for measuring and ruling lines.• A measuring tape is used for different things such as measuring the size of a person when

sewing clothes, or measuring something when building. Measuring tapes can bend to measure around different shapes.

• Builder’s measuring tape is used when building. It is very long and goes back into the holder when you have finished measuring. If you need a plank of wood that is two metres and 35 cm long, the builders tape can measure the length.

• A metre stick is used in the classroom for Mathematics and for ruling lines on the board.• A trundle wheel is an easy way of finding the rough distance from one place to another.

They use the trundle wheel at school for marking the fields for sport activities.

Exercise 2 Identify measuring instruments PB page 4

1. Talk about the different measuring instruments and then pupils will match them.2. a) measuring tape

b) metre stickc) trundle wheeld) ruler• Measuring tape – for dress making. The measuring tape is perfect to measure around

corners such as the arm/arm pit. A stiff ruler will not measure this properly.• Metre stick – measuring wood• Trundle stick – marking out fields• Ruler – for measuring in Mathematics. It is used for ruling lines in the classroom, for

drawing shapes, etc. neatly.3. It is important to show pupils how to measure with a measuring instrument. Some of the

pupils might have never measured before.


Explain to them they must look over the top of the marking and make sure they place the beginning of what is being measured at the “0”or the first mark on the ruler or tape. Teach the pupils the following when they are measuring:• When you are measuring never measure from the end of the instrument but check where

you see the first mark, which will be the beginning of the measurement.• If it is possible, place the measuring instrument directly on top of what you are

measuring or you can place the object on the measuring instrument.• When you are measuring the measurement, keep your eye directly above the marks on

the instrument. If you do this your measurement will be more accurate.

Estimating and measuringPupils must learn how to estimate. They should be able to “judge” the length of an object. Sometimes we do not have rulers with us and we have to think about whether a particular object is the right size, so being good at estimating helps.

It is important to check whether the pupils are able to estimate well. If they are battling, try another method. For example, get them to use pieces of paper with different sizes with the measurements written on the paper, i.e. a two cm piece of paper, and they can try to estimate with the paper near the object. With a great deal of practise they will get it.

Exercise 2 Identify measuring instruments PB page 5

Object Estimation Measurement in centimetres (cm)

2 cm 3 cm

6 cm 10 cm

8 cm 15 cm

6 cm 10 cm

4 cm 8 cm

Explain to pupils that rulers are used at school to measure objects that are about 30 cm or less. If we want to measure something longer we could use the metre ruler.• If we want to measure a very small object then we can look on our rulers for the millimetres

marks.• Teach pupils the metric system for measuring:

– 100 cm (centimetres) is the same as 1 m (metre) – 10 mm (millimetres) is equal to 1 cm – 1 000 mm is equal to 1 m.


Fascinating factIt is important when the pupils start designing and using measurement in Technology; they need to measure in millimetres. This is the international measurement for designs and plans.

Exercise 3 Estimate the length of objects PB page 6

1. Your pencil: estimate 12 cm, measure 16 cm 2. Your eraser: estimate 4 cm, measure 4 cm

3. Your pencil case: estimate 17 cm, measure 25 cm

4. The teacher’s sharpener: estimate 3 cm, measure 5 cm

At the end of every lesson it is important to revise the different instruments used for measuring length and what units are used to measure: centimetres (or cm) for small/short items or millimetres (or mm) for very small/short items.• When we need to measure something long we can use a tape measure and we use metres.• Remind pupils that: 100 cm = 1 m = 1 000 mm.

Exercise 4 Match the pictures PB page 7

This matching exercise helps the pupils look at the measurement and use elimination. They will know that four metres is a long length, so the longest item in the worksheet is the room, thus: 1. table – 1 m 20 cm2. pencil – 15 cm3. room – 4 m4. coin – 2 cm

How tall are you?

Activity 2 Measure yourself and your partner PB page 8

• This is a fun exercise to do. You must be sensitive when using/mentioning pupils’ height in activities. Some of the shorter pupils might be teased at school, so explain that everyone grows at different rates.

• It is important to stress to pupils that young children grow at night when they are sleeping – this will also give the pupils an incentive to get a good night’s sleep!

• Every pupil in the class is a different height. This will be a good exercise to compare heights. For example: Who is the tallest? Who is the same height?

Once the pupils have put up their pictures on the wall, they will be able to do the exercise.

Exercise 5 Measure your classmates PB page 8

1. The pupils will record the tallest and the shortest pupil.2. They will discuss if there are any pupils who are the same height.3. Discuss the height of the boys and girls and see who has more tall pupils – boys or girls.

Measure the length, width and height of objectsThe pupils are familiar with three dimensional (3D) objects. Get them to look around the classroom and identify some 3D objects.

Explain that when we measure something that is three-dimensional, we can measure how long it is, how wide it is and how high it is, for example a table or a chair.


Activity 3 Measure objects in the classroom PB page 9

• Pupils’ answers to the questions will vary with every classroom.• Give the pupils the measuring tapes and they can go around the classroom measuring the

different objects.• Each of these measurements will be different but check that the pupils are measuring

correctly and accurately. Walk around the classroom while they are measuring.

Activity 4 Measure objects in your classroom PB page 10

The pupils will measure their own chairs and desks and then try to find two other objects that they would like to measure.

Metric units for measuring lengthMake a chart to go up in the classroom of metric units for measuring length.

10 mm (millimetres) = 1 cm (centimetre)100 cm (centimetres) = 1 m (metre)1 000 m (metres) = 1 km (kilometre)

At the end of each lesson remind the pupils that when we measure length using the metric system we know that 10 mm is the same as 1 cm; 100 cm is the same as 1 m and 1 000 m is the same as 1 km.

Activity 5 Use measure units PB page 11

The pupils have been measuring with their rulers and tape measures that shows cm and metres. They must now become familiar with kilometres. They will also learn how to use the millimetres on their rulers.• Let pupils count in 10s on a 30 cm ruler. They can see that one side is marked in cm and

that the ruler is 30 cm long. If they have markings for mm on their rulers and if they count in 10s they will get a total of 300 mm. So, 30 cm is equal to 300 mm.

• For the last question (Question 4), it is important for the pupils to walk the one kilometre.

Measuring mass

What is mass?Explain to the pupils what “mass” is. Mass is the measurement of how much matter is contained in an object.

Instruments for measuring massDiscuss the instruments that you can use for measuring mass. Try to have as many different examples as possible to show to your pupils.

Explain that we use different objects to measure mass. Some examples are a balance scale, a weighing scale, a baking scale and a hanging scale.

Exercise 6 Identify scales PB page 13

1. The first scale is a balance scale. This is used to put an object on one side and then weights or other objects on the other side to balance the scale. This scale can be used at school to measure the mass of objects and to compare which object is heavier or lighter.

2. You stand on a bathroom scale to measure how heavy you are or how much/many kilograms you weigh.


3. Pupils’ answers will vary.4. Some shops use hanging scales. Hospitals also use them with a “hammock” to weigh

babies. Bigger hanging scales can be used to weigh animals and fish.

Activity 6 Weigh yourself PB page 13

• Using a bathroom scale, weigh the pupils in your class. Be sensitive to pupils who may be embarrassed to weigh themselves.

• Ask pupils to record the information on the weights of the class on a bar graph. You can discuss who is the heaviest and the lightest, etc. (You will have to be very sensitive here and make sure that there is no teasing.)

Example of a bar graph:

Mass

50 kg

40 kg

30 kg

20 kg

10 kg

Pupils’ names:

Compare the mass of objects with a balancing scaleIf you do not have a balancing scale like this at school then change the exercises to suit the

scale that you are able to provide. It is also easy to make one yourself using wood, nails and string.

Activity 7 Weigh objects using cubes PB page 14

Divide your class into groups. If you only have one scale in the classroom then set other tasks for the pupils to do in their groups until it is their turn to work on the scale.• Some of the groups can estimate items on a table such as a board duster, a brick, a leaf or an

apple.• Remember with all these exercises it is important that pupils practise estimating.• Before they use weights they will weigh the objects and compare the weights with blocks,

which should be available in the classroom. Ensure that all the blocks are the same size.

1. Pupils’ answers will vary depending on the cubes or blocks used. Remember the estimate is what they think it will be and then they use the cubes to balance the scale.

2. They need to find five objects that are not too big and that they can fit in the bowl of the balancing scale and then add the blocks until it balances. They can record the information in their exercise books.

3. Let them guess.

Extension activity

Weigh ten cubes on a scale. Get pupils to work out how many cubes each of them would weigh.


The metric units of massThe pupils will not use all these metric units for mass but it is important that they read about them. They will use mostly grams (g) and kilograms (kg).

The standard unit of mass the metric system is the gram.

1 milligram = 1

1 000 of a gram

1 centigram = 1

100 of a gram

1 decigram = 1

10 of a gram

1 kilogram = 1 000 grams

Abbreviations:1 milligram = 1 mg1 centigram = 1 cg1 decigram = 1 dg1 gram = 1 g1 kilogram = 1 kg

Bring some groceries from home with mass printed on the tins or packets. Make the pupils aware of how items are measured out into packets or tins and sold by mass.• Have a display in the classroom of items that have the mass written on them. Try to get a

variety of weights.• Make comparisons of things that are very light and items that are heavy. Also make the

pupils aware that something small can be heavy and something that looks big might be light in weight, for example a brick and a big piece of polystyrene. Think of a gram as the weight of a paper clip. One kilogram is about the mass of a litre of water.

Exercise 7 Estimate the mass of objects PB pages 16–17

1. bag of sugar – 1 kg; bucket and spade – 300 g; an apple – 100 g; a basketball – 1 000 g; a yoghurt – 150 g; a fly – 1 g; a shoe – 500 g; a scooter – 3 kg; a spoon – 15 g

2. Pupils’ answers will vary depending on the items used to weigh on the balance scale.

Workbook answers

Measuring length WB page 1

1 . Object How many “hands” wide?

a) Your desk approximately eight hands

b) Your chair approximately four hands

c) Your shoe approximately one hand

d) The classroom door approximately 16 hands

2. Object How many “feet” wide?

a) The classroom floor approximately 30 feet

b) The opening in the door approximately 5 feet

c) Your teacher’s desk approximately 10 feet

d) The window approximately 8 feet


Modern instruments used for measuring length WB page 2

1. & 2. Picture a) trundle wheel – used to mark off sports fields; Picture b) measuring tape – used at home; Picture c) ruler – used at school; Picture d) builder’s measuring tape – used at building sites

3. Object Estimation Measurement incentimetres (cm)

2 cm 3 cm

8 cm 10 cm

3 cm 8 cm

5 cm 15 cm

Estimating and measuring WB page 3

1. Pupils’ answers will vary depending on the objects they choose to measure.2. a) 1 m 20 cm

b) 15 cmc) 4 md) 2 cm

Measure outdoors WB page 4

Pupils need to find the items mentioned in this activity. Their answers will vary because they will be measuring different objects. Ensure that their answers make logical sense when you look at the items they measured.

How tall are you? WB page 5

1.–3. Answers will vary according to the mix of pupils in your class.

Measure the length, width and height of objects WB page 6

Pupils’ answers to the questions will vary with every classroom.Give the pupils the measuring tapes and they can go around the classroom measuring the

different objects.

Metric units for measuring length WB page 7

1. The pupils will draw a 10 mm line and measure the line with both the cm and mm side of their ruler.

2. Their 100 cm piece of string will be the same length as a 1 m ruler.3. They will realise how long it takes to measure a big area with a l m length of string.4. Using the trundle wheel makes measuring long lengths easy.

Topic 2: Measuring time12

Measuring mass WB page 8

a) The first scale is a balance scale. This scale is used to put an object on one side and then weights or other objects on the other side to balance the scale. This scale can be used at school to measure the mass of objects and to compare which object is heavier or lighter.

b) You stand on a bathroom scale to measure how much/many kilograms you weigh.c) You can weigh things like flour, sugar, butter, etc.d) Some shops use hanging scales. Hospitals also use them with a “hammock” to weigh

babies. Bigger hanging scales can be used to weigh animals and fish.1. It can be used to see that things on both sides of the scale weigh the same.2. You can weigh yourself to see if you are growing and see how much you weigh.3. a) This will depend on the pupils’ individual experiences.

b) This type of scale is typically used in the kitchen.4. a) This will depend on the pupils’ individual experiences.

b) This type of hook is typically used to attach something to it to weigh, for example meat.

Compare the mass of objects with a balance scale WB page 9

1 a) The pupils’ answers will vary.b) The pupils need to estimate first and then measure with the cubes – answers will vary.

2. A lot! They can weigh themselves on the bathroom scale and then they can work out how many cubes they will need and then do some calculations.

Metric units of mass WB page 10

1. The pupils will read the units of mass.2. bag of sugar – 1 kg; bucket and spade – 300 g; an apple – 100 g; a fly – 1 g; a shoe – 500 g;

a scooter – 3 kg 3. a) and b)

Object Estimate Weight in grams

shoe 400 g Pupils need to weigh for themselvesmug 100 g

ruler 10 g

pencil 5 g

eraser 12 g

4. a) 1 kg = 500 g + 500 gb) 10 g = 2 g + 8 gc) 1 000 g = 500 mg + 999.5 gd) ½ kg = 250 g + 250 g

Topic 2 Measuring timePerformance objectivesPupils should be able to:• Name the instrument for measuring time.• Perform specified activities within specified time frames.

Topic 2: Measuring time 13

• State the metric unit of time.

Additional resources• Pupil’s Book pages 18–26• Workbook pages 12–18• paper plates for all pairs• enough straws for all pairs• pencils• crayons• old clocks• stop watch• earth globe

Teaching the lessonInstruments used for measuring timeRead the following story to the pupils. It is about how people used the sun and shadows to tell the time of day in the past. People today can still use this method if they do not have a watch with them.

Ancient people like the Egyptians knew and understood that the position of the sun in the sky could help them tell what time of day it was.

A sundial tells the time of day by the position of the sun in the sky. The dial makes a shadow and the surface has markings on it to tell you what hour it is in the day. In the morning the shadow points to the west as the sun rises in the east. The shadow gets shorter and shorter as it gets closer to midday. Then the shadow gets longer as the sun moves towards the west.

Activity 1 Design and make a sundial PB pages 18–19

It is very important for you to do this activity yourself before giving the task to your pupils. It will take a few days so make sure they put their clocks out in an area that will be protected from the weather.• Pupils work in pairs for this activity. They must design and make a sundial using the

resources supplied and following the information given in the Pupil’s Book.• Pupils discuss the clock/sundial they made by answering the following questions:

– Why do you think the shadow moves? – What time will it be if it is half way between two numbers?

• There does not have to be a right answer. Allow the pupils to have their own options as well.

Get the pupils to go outside at different times of the day and tell the time on their sundial. They need to keep the sundials inside the classroom, so the dials don’t get damaged by the weather.

Collect as many different objects as you can that are used to tell the time. If there are any old clocks lying around the school, use those as well even if they are broken – the arms can still be moved to tell the time.

Exercise 1 Identify time keepers PB page 20

1. Picture 1 is a wrist watch. It is worn on a person’s wrist.2. Picture 2 is a sundial like the one the pupils have made. The shadows from the sun shining

onto the dial fall onto the numbers and that is how they tell the time.


3. Picture 3 is a stop watch. It is used for sports events to keep accurate time. They measure the exact time and can be stopped when the event is over, or when someone has finished a race.

4. Picture 4 is a wall clock. It can hang anywhere on a wall, at school, at home, in a shop, etc.

Exercise 2 Using time keepers PB page 21

1. a stop watch2. a wall clock or a wrist watch3. a sundial4. pupils’ own interpretations

How to tell the timeMake sure the pupils know the metric units of time. Start ticking off the days on a calendar and discuss with your class, for example we have had 100 days of this year left.

The metric unit of time

Time conversions1 minute = 60 seconds1 hour = 60 minutes = 3 600 seconds1 day = 24 hours1 week = 7 days1 year = 365 ¼ days; The Earth will travel once around the sun in one year.

Show the pupils with a globe, if possible, how the Earth travels around the sun. Explain how this movement makes day and night and the seasons.• Get the pupils to look at the clock face. They will see numbers from number one all the way

to number twelve. These numbers show us the hours in the day.

• Tell pupils to count from the number 12 (at the top of the clock) in fives. Explain the space between the 12 and the 1 represents five minutes. Between the 1 and the 2 there is another five minutes, etc.

• So when they count they will realise that if you count all the way around the clock face back to the 12, it will be 60 or 60 minutes.

• Ask pupils to write the numbers 5, 10, 15, 20, etc., next to the numbers 1, 2, 3, 4, etc. on the clock face, when they first learn to tell the time.

12

3

4567

8

9

1011 12


• In the picture on page 14 there is the third arm (or hand) and that is the one that moves for every minute. This means it “ticks” in seconds and moves from the 12 back to the 12 in one minute.

• The pupils must be reminded that the short arm of the clock is the hour arm and the longer arm is for the minutes.

• Make a cardboard clock that can be placed alongside the classroom clock. Put the words “o’clock” above the 12, “half past” under the 6 and “quarter past” next to the 3 and “quarter to” next to the 9.

• Also divide the clock in half. The first half is the “past”, i.e. the arm has gone past the 12. Then, when you get past the half way mark you are going back to the 12 so write “to” on this side.

• Having this clock face resource to refer to will help the pupils who still haven’t grasped the concept of time. Some pupils already know the time by this stage of their schooling.

• Make sure the pupils have grasped the following concepts: “o’clock”, “half past”, “quarter to” and “quarter past” before you move onto the “5 minutes past”, etc. You may have to have different worksheets for the different ability levels of the pupils in your class. Some pupils might be more advanced and will understand this concept. However, those pupils who have not understood the simple concept of time must work on lower level worksheets until they are ready to move onto working with minutes and digital time.

• You can teach pupils the “minutes past” and the “minutes to” by making a cardboard clock with the numbers 5, 10, 15, 20, 25, 30 going on the past side of the face of the clock and then 25, 20, 15, 10 and 5 on the to side of the clock.

• Once the pupils have grasped these concepts you can move onto digital time.• If they understand the 15 minutes past, etc. then working with digital time will be easy for

them.

Exercise 3 Draw the times on the clocks PB pages 24–25

quarter to 11

h)

quarter to 1

g) 12

6

111

210

48

57

39

12

6

111

210

48

57

39

quarter past 3

i) 12

6

111

210

48

57

39

7 o’clock

1 a) 12

6

111

210

48

57

39

12 o’ clock

b) 12

6

111

210

48

57

39

6 o’clock

c) 12

6

111

210

48

57

39

half past 9

d) 12

6

111

210

48

57

39

half past 3

e) 12

6

111

210

48

57

39

half past 6

f) 12

6

111

210

48

57

39


2. a) quarter past 12 – 12:15b) quarter past 11 – 11:15c) half past 9 – 09:30d) quarter to 8 – 07:45e) five past 2 – 02:05f) 12 o’clock – 12:00

3. a) 01:15b) 11:15c) 05:15d) 08:15e) 12:15

Exercise 4 Writing time in digital format PB page 26

Remind the pupils that we also use minutes and seconds mostly in sporting events. A stop watch is normally used to record the time.

See if they are able to do the activity in the Pupil’s Book and record the answers in their exercise book, showing the times in minutes and seconds.

Time written in words Time written as a digital

One minute and twenty seconds 0:01:20

Ten minutes and thirty five seconds 0:10:35

Seven minutes and forty six seconds 0:07:46

One hour, twenty minutes and fifteen seconds 1:20:15

Workbook answers

Measuring time WB page 12

The pupils will build their own sundial.1. The sun position changes and so do the shadows.2. It will be “half-past” .

Instruments used to measure time WB page 13

1. wrist watcha) to tell the timeb) on your wrist

2. A sundial. We use the shadows caused by the movement of the sun to tell the time.3. A stop watch. Teachers would use it for sport events.4. A wall clock. Answers depend on your individual classrooms.5. A stop watch

How to tell the time WB page 14

1. 1 minute = 60 seconds

1 hour = 60 minutes = 3 600 seconds

1 day = 24 hours

1 week = 7 days


1 year = 365 ¼ daysThe Earth will travel once around the sun in one year.

2.

Clock work WB page 15

1. a) quarter past 12 – 12:15b) quarter past 11 – 11:15c) half past 9 – 09:30d) quarter to 8 – 07:45e) five past 2 – 02:05f) 12 o’clock – 12:00

2.

6

12

3

457

8

9

1011 12

6

12

3

457

8

9

1011 12 1

2

3

4567

8

9

1011 12

12

3

4567

8

9

1011 12 1

2

3

4567

8

9

1011 12 1

2

3

4567

8

9

1011 12

a)

d)

b)

e)

c)

f)

12

3

4567

8

9

1011 12 1

2

3

4567

8

9

1011 12

12

3

4567

8

9

1011 12 1

2

3

4567

8

9

1011 12

a)

c)

b)

d)

Topic 3: Soil18

Digital and analogue times WB page 16

1. a) quarter past 1 – 01:15b) quarter past 11 – 11:15c) quarter past 5 – 05:15d) quarter past 8 – 08:15e) quarter past 12 – 12:15

2. Eating breakfast – AM Taking a shower before going to bed at night – PM

Watching soccer on TV on a Friday night – PM

Taking a bus to school – AM Riding a bike after lunch – PM Sunrise – AM

3. Time written in words Time written as a digital

a) one minute and twenty seconds 00:01:20

b) ten minutes and thirty-five seconds 00:10:35

c) one hour, twenty minutes and fifteen seconds 01:20:15

4. The answers will vary according to the pupils’ habits.

Topic 3 SoilPerformance objectivesPupils should be able to:• Mention the importance of soil to plants.• Mention the importance of soil to animals.

Additional resources• Pupil’s Book pages 31–39• Workbook pages 19–22• glass jars• empty yoghurt containers• old magazines• poster paper

Teaching the lessonTypes of soilDiscuss the three different types of soil and what they are used for. Soil makes up the very outer crust of our planet and plants grow in soil and animals live in soil. Everything on Earth relies on soil in some way or another.

Exercise 1 Write about soil PB page 32

1. clay soil, loam soil and sand soil2. Clay soil – found near rivers; smooth when dry; sticky when wet. It is difficult to dig in clay

soil.

Topic 3: Soil 19

Loam soil – contains rotting plants that make it fertile; easy to break apart; dark in colour. It is sticky and light.

Sandy soil – made of tiny particles of sand. Water drains well through sandy soil. It is not good for farming and it washes away easily.

Properties of soil

How to test the properties of soilThe texture of the soil is defined by the size of the sand particles.1. The feel method – show the pupils how to test the soil by rubbing it between their finger

and thumb. If the soil feels gritty, it is sandy soil, etc.2. The ball and ribbon method – show the pupils how to wet the soil slightly – not too much

otherwise it will be runny. Give a demonstration of how to roll it into a ball. If it sticks together and makes a good ball, then it is clay soil.

The structure of the soil refers to the cluster of the particles. Discuss how sometimes the structure of the soil can be fine, sometimes it can be medium but some soil is coarse and thick.

The consistency of the soil is how much water it contains. Talk about wet soil and how it can be sticky. Most soil that we find in the garden is loose and firm. Dry soil is loose and hard, just like sandy soil.

Discuss how soil comes in all sorts of colour.

Extension activity

The pupils can collect different colours of soil from around the school compound. They will mix the soil with a bit of water and stir it until it feels like paint. They can break a twig from a tree and use it as a paint brush and use the different colours soils to do paintings. For example, you can give them a few pictures of San art and get them to copy the drawings. These paintings were painted with organic substances.

Activity 1 Working with soil PB page 29

Make sure you have collected glass jars and yogurt containers before you start the activity.Divide the pupils into small groups and give them yogurt containers to collect different types

of soil from around the school.1. They should try to collect three different types of soil.2. They can do the two different types of soil tests on their soil after adding a bit of water in

the container. Do the “feel method” first and then “ball and ribbon” method.3. When they do the “feel method” they must see if they are able to identify the type of soil

they have in their containers.4. They will do the “ball and ribbon” test to see what type of soil they have collected. They

must not add too much water with the soil when they mix it.5. Get the pupils to discuss the different colours of the soil they have collected.6. When they have finished their experiment with soil, they must wash their hands and then go

back into the classroom to record their findings in their exercise books.7. The pupils will then put sandy soil, loam soil and clay soil in a jar with water and discuss

the consistency of the different soils.

Topic 3: Soil20

Soil is important to plantsDiscuss how soil serves plants in a number of ways. It holds the plant in the ground, it gives it minerals to grow and it also holds water to help the plant grow.

Exercise 2 Learn more about soil PB page 30

1. Soil is not good for growing plants. True2. Soil holds the plant in position so that it does not fall over. True3. Sandy soil is good for plants. False4. Soil supplies plants with food. True5. The soil holds water for the plants. True6. Loam soil is good for plants. True

Soil is important for animalsDiscuss the different animals and plants in the illustration on pages 31 and 32 of the Pupil’s Book. Remind the pupils that soil is very important for humans as well. We grow our food, build houses and grow plants (for decoration) in it.1. All animals need soil: for food and shelter.2. Discuss how cotton plants are grown to make clothes and how sheep give wool and they

rely on soil to produce grass for their food.3. Plants give medicine and they are grown in soil.4. Humans make bricks from soil and sandy soil is mixed with cement to hold the bricks

together.5. Humans rely on soil for a number of things, for making bricks, medicine, making glass,

growing crops. See if the pupils can think of anything else we use soil for.

Exercise 3 Uses of soil PB page 32

Divide the pupils into small groups so they can talk about the possible answers first.1. food, a home, building ant hill, laying their eggs underground2. maize, cassava, cocoa beans, banana, rice, sorghum, yam 3. moringa plant, garlic, romero, aloe and many more – maybe you can find a poster or

download pictures from the internet4. glass, brick and sand in the cement mix

More uses of soilSoil is used in gardens and fields. Farmers and gardeners use soil to grow plants for food, medicine and making things like furniture. We also use soil to grow plants for decoration, shade and shelter.

Soil is used to make pottery. Keep some clay pots in the classroom for the pupils to see. Discuss how they are made and where the clay comes from.

Soil is used to make and build roads. Soil is used to build roads from dirt roads or tar.Soil is used to make glass. Discuss how sandy soil is heated at high temperatures to make

glass. Discuss how businesses are recycling glass to make other products out of glass.

Activity 2 Making a poster PB page 34

The pupils will make a poster of how we use soil in different ways. Encourage them to work neatly.

Topic 3: Soil 21

Exercise 4 Write about soil PB page 34

1. shelters, building homes, growing crops, supporting plants, making decorative objects, making bricks, used in cement, made into glass

2. vegetables, clay pots, wooden furniture 3. This will be the pupils’ own choice. Soil is important for our environment. Discuss soil erosion and how it is washing our good

soil away. We need to tell pupils to plant more trees as this helps prevent soil erosion.

Exercise 5 Identify what soil provides PB page 35

1. Any two of the following – roads, sports fields, food, beauty2. We need to plant more trees so their roots can hold the soil. If we chop down a tree, we

should plant another one in its place. Plants and grass can also prevent soil from washing away when it rains heavily.

Workbook answers

Types of soil WB page 19

1. a) clay soil, loam soil and sandy soilb) Clay soil can be used to make bricks. Loam soil can be used for growing crops and

sandy soil can be used for building by mixing it with cement.c) Clay is smooth when wet. Loam soil is easy to break apart and is dark in colour. It is

sticky and light. Sandy soil has tiny particles of sand. Water drains well through sandy soil. It is not good for farming and it washes away easily.

Properties of soil WB page 20

1. Pupils will collect soil from around the school.2. These answers will vary.3. The pupils will have to analyse the soil types they found around the school. 4. They will mix sandy, loam and clay soil and observe what happens.

Soil is important for plants WB page 21

1. The pupils will make their posters using pictures from the magazines.a) Soil gives food to plants, gives shelter and homes to insects and animals and supports

plants.b) Any two of the following – clay pots, glass items, fruit and vegetables c) Pupils’ drawings will vary.d) clay and sandy soil

2. a) Soil is not good for growing plants. Falseb) Soil holds the plant in position so that it does not fall over. Truec) Sandy soil is good for plants. Falsed) Soil supplies the plant with food. Truee) The soil holds water for the plant. Truef) Loam soil is good for plants. True

Soil is important for animals WB page 22

1. humans, cattle, insects, plants, etc.

Topic 4: Air in motion22

2. a) It supplies animals with food from the plants that grow in the soil.b) It supplies shelter.c) It supplies homes.d) It grows food for humans and animals.

3. a) Any three of the following – worms, some spiders, cane rats, antsb) Any two of the following – cabbages, maize, spinach, cocoac) Aloe cream for burns and many more. Get pupils to research local plants used for

medication.d) Any three of the following – clay for bricks, sandy soil mixed with cement, wood for

beams, grass/thatching for roofs

Topic 4 Air in motionPerformance objectivesPupils should be able to:• State the meaning of wind.• Describe their feelings when the wind blows against their bodies.• Demonstrate that air can do work.• Explain the harmful effect of air.

Additional resources• Pupil’s Book pages 36–49• Workbook pages 23–30• Air weighing experiment: balloons, string, sticks• To make kites: thin sticks (long ones and one medium-sized ones), balls of string, sticky

tape, scissors, big plastic bags• Air using space experiment: fizzy cold drink bottles, a cup for hot water• Something that floats experiment: paper, string, sticky tape, something small that will not

break (like metal sharpeners)

Teaching the lessonWhat is air?Air is a mixture of the gases oxygen and nitrogen that surround the Earth.

Exercise 1 Notice the wind around us PB page 36

1. The wind is blowing the smoke from the chimney. 2. The girl is flying a kite. 3. The trees are blowing in the wind. 4. The boy is pumping air into a ball. 5. The girl’s hat and girl’s skirt are blowing in the wind. 6. The girl is playing with a toy windmill.

What air can doExplain to the pupils that the weight of air is called air pressure. The air pressure is the same inside and outside your body. The pressure of air in tyres can hold up the weight of a bike.

Topic 4: Air in motion 23

• Complete the experiment on how to “weigh” air on page 37 of the Pupil’s Book together as a class. Discuss the results.

• Read the following information text to the pupils.

There is so much air in the atmosphere around the Earth that it forms a heavy layer, all pushing down towards the ground. We do not feel crushed because the air all around us supports the mass of the air from above.

Sometimes air can have a good smell, like when steam comes off freshly baked bread or the sweet perfume from the flowers.

Experiment 1: An experiment to weigh air PB page 37

Make sure the pupils have all the materials they will need. They can follow the instructions as stipulated in the Pupil’s Book. When they make the little hole in the one balloon, they must observe what happens.

The balloon with the hole in it should start to go up and the heavier one will go down.

What can you see?Discuss how air in the atmosphere forms a heavy layer.

Air is importantDiscuss how important air is to all living things. Everything needs air to survive. Air even protects the Earth from harmful rays from the sun.

Activity 1 Identify how we breathe PB page 39

1. The pupils will breathe in deeply and feel their rib cage move.2. Humans breathe in oxygen.3. Plants breathe in carbon dioxide.

Exercise 2 Understanding plants PB page 39

1. Plants give off carbon dioxide into the air. False2. Plants give off oxygen into the air. True3. Plants need air to make loam soil. False4. Plants need carbon dioxide to make their food. True5. Air is odourless. True

Wind is moving air

Activity 2 Talking about the wind PB page 40

1. a) The sun warms up the Earth. Some places are warmer than others. Warm air is lighter than cool air and therefore it rises. The cool air moves in to take the place of the warm air. This movement of the air makes the wind blow.

b) On a warm day along the coast, the land and the sea heat up differently and this causes a sea breeze. The air on the land rises up because it is warmer and the cooler air comes across the land to take its place.

2. The pupils will make a poster on why wind is air in motion.


Uses of airRead the information in the Pupil’s Book and below to your pupils.

• Plants use air to grow and make their own food.• Thanks to air, humans and all living things have oxygen to breathe.• Birds use air to fly.• Air helps with the dispersal of seeds.• Moving air enables us to run wind turbines for electricity.• Air dries our clothes.• We inflate balloons and tyres with air.• Without air, a fire will not burn.• Sail boats, gliders and hot air balloons use air to move.• Air is also used to run some machines.

Activity 3 Uses of air PB page 42

1. sailing, balloons2. fire, plants, birds, humans3. The picture of the wind turbines where the turbines turn to make electricity

Activity 4 Design an air experiment PB page 42

Give each group a balloon and allow them to design an object that uses air to move. The groups can demonstrate their object to the class.

Some ideas – a balloon that moves on a string, or attach the balloon to something small with sticky tape and see if it will move.

Discuss the following uses of air with your class:• animals and plants to breathe• birds to fly• inflating our cars and bicycles tyres and balloons• sailing and fun activities like travelling in a hot air balloon• making electricity with windmills• drying our washing• keeping animals and plants alive• for fires to burn• in our everyday machines, like the air in car or bicycle tyres.

Activity 5 Show how air uses space PB page 43

Do the experiment with the pupils. Because hot water is being used, it would be better for you (as the teacher) to pour it.

AirExplain to the class that air is a mixture of the gases oxygen and nitrogen. Tell them that light objects are able to float in the air. For example: birds, plants such as the dandelion, kites, paper aeroplanes, hot air balloons, bubbles, etc. 1. hot air balloon, paper plane, bubbles and kite2. seeds and birds

Topic 4: Air in motion 25

Make something that floats in the air PB page 45

Give each pupil the materials you collected to make the parachute on page 45 of the Pupil’s Book. Walk around and assist pupils who may struggle with this activity.

Read the instructions to them and then allow them to work on the activity on their own.

Effects of moving air on the bodyTake the pupils outside on a windy day, and let them stand facing the wind. Discuss the following: What does it feel like? What does the wind do to your hair and clothes?• Talk to your pupils about the fact that although it is fun to be outside when it is windy, they

must remember that moving air can dry out our skin and cause skin irritations. It can also cause our eyes to get itchy, which is caused from the dust in the air.

• Pupils can use the material they have collected to make a kite for the windy days. Explain to them that because kites are made out of light material they will fly/float in the air.

The effects of moving air on the bodyMoving air can also have a negative effect: it can make eyes itchy, dust and pollen can cause allergies – sneezes and coughing. Wind can be chilly and we can become sick. The wind dries our skin and we have to treat our skin with cream.

Exercise 2 Discuss windy days PB page 46

1. Our skin can dry out, our skin can get itchy, and we can start sneezing and coughing from the dust and pollen which causes allergies.

2. This will be the pupil’s interpretation of a wind day.

Make a kite for a windy day PB page 47

Make sure that all the materials are ready before the pupils start this activity. They should follow the instructions carefully. If they work neatly and followed all the steps, the kites should turn out well.

Air as a means of transmission

Air-borne diseasesDiscuss air-borne diseases caused by viruses and bacteria. Many pupils will know someone or may have had some of the diseases themselves, so encourage them to share these experiences. Some examples of air-borne diseases are:

Diseases caused by a virus Disease caused by bacteria

Chickenpox Tuberculosis

Influenza (flu) Pneumonia

Measles Meningitis

German measles Whooping cough

Mumps Diphtheria

Discuss how smoking is bad for people and how it also pollutes the air. The toxin goes into the air and it affects humans, animals and plants.


How to prevent air-borne diseasesThe pupils can make a poster on how to prevent air-borne diseases.

Tip 1: Washing hands. Remember germs that float around the air can land on tables, handles and other objects, so washing your hands with soap and water will get rid of the germs.

Tip 2: Ventilation. Air needs to move in a room to keep it fresh. Open the doors and windows.

Tip 3: Technology. Try and control the existing infections with technology. Make sure you have had all the correct vaccinations.

Tip 4: Cover your nose and mouth if you sneeze. Use a tissue or your hand and cover your mouth and nose to prevent the germs from spreading.

Tip 5: Stay at home. If you are sick and come to school you will infect some of the other children. Check with the doctor when you are allowed to come back to school.

Exercise 3 Discuss air-borne diseases PB page 49

1. Any three of the following – chickenpox, influenza, measles, German measles, mumps2. Any three of the following – tuberculosis, pneumonia, meningitis, whooping cough,

diphtheria3. Any three of the tips listed in the poster on how to prevent air-borne diseases4. Give each pupil a piece of A3 white paper to design a poster to go in the bathrooms at

school. The poster must be colourful and eye-catching to help other pupils at the school to stop the spread of air-borne diseases.

Workbook answers

Air is all around us WB page 23

1. The wind is blowing the smoke from the chimney. 2. The girl is flying a kite. 3. The trees are blowing in the wind. 4. The boy is pumping air into a ball. 5. The girl’s hat and girl’s skirt are blowing in the wind. 6. The girl is flying a toy windmill in her hand.

Do an experiment to weigh air WB page 24

1. The balloons start going down because there is a hole in the one balloon.2. The balloon that still has air in it, weighs more.

Air is important WB page 25

1. a) Plants give off carbon dioxide into the air. Falseb) Plants give off oxygen into the air. Truec) Plants need air to make loam soil. Falsed) Plants need carbon dioxide to make their food. Truee) Air is odourless. True

2. Wind is moving air.3. Cool air replacing warm air makes the wind blow.4. When the land and sea heat up differently, a sea breeze is caused.5. Pupils’ posters will differ. Check that they have shown “moving air” accurately.

Topic 5: Quality and uses of water 27

Uses of air WB page 26

1. sailing, balloons2. Any two of the following – fire, plants, birds, humans3. The pictures of the windmill where the turbines turn to make electricity4. a) plants

b) flyc) balloonsd) sailinge) burnf) wind turbinesg) washing

Air WB page 28

1. c), d), e) and f)2. a bird, a plastic shopping bag3. seeds, birds, leaves

Effects of moving air on the body WB page 29

1. The wind pushes against your body. It dries out your skin, blows sand into your eyes and hair.

2. The pupils make their own kites.

Air as a means of transmission WB page 30

1. a) You can’t really see germs.b) The one person is coughing without putting his/her hand in front of his/her mouth.

2. a) chickenpoxb) influenza (or flu)c) measles (or mumps)

3. a) TB (or tuberculosis)b) pneumoniac) meningitis (or whooping cough)

4. Any three of the following – wash your hands, keep the windows open and the room ventilated, cover your nose and mouth or use a tissue (stay at home so you don’t spread diseases)

Topic 5 Quality and uses of waterPerformance objectivesPupils should be able to:• List the qualities of good water.• Identify and name some substances that make water unfit for drinking.• State the dangers of drinking bad water.• Identify types of packaged water.• List features of safe packaged water.• List the common uses of water.

Topic 5: Quality and uses of water28

Additional resources• Pupil’s Book pages 50–61• Workbook pages 31–36• old magazines• glass jars• glasses• water filter: scissors, clean clear plastic bottles, cloths, elastic bands, small pebbles, coarse

sand, fine sand• household bleach• different types of packaged water

Background informationExplain to your class that water is a colourless liquid that we find in rivers and the sea. They should have some source of water near where they live, like the sea or a river.• Arrange a morning outing to visit a source of water close by/in the community. Ask pupils

to talk about the colour of the water. They should say if the water looks colourless.• Collect some of the water in a clean, clear jar. Hold the water up to the light for pupils to

observe that it is colourless but it is reflecting light so looks blue.• Discuss all the different sources of water. Try to visit some of them that might be near the

school.• Talk about the water in a river. Ask pupils if river water is always clean and then ask them

why they think so? Ask pupils if they know who pollutes the rivers. Ask them where they would drink water if they were thirsty – they must give a reason for their answers.

• Talk about sea water. It is salty – ask the pupils if they have tasted it. Ask: Is it good to drink? Can we drink sea water? They might tell you that it makes you thirsty again. Explain that this is because of the salt content.

Teaching the lessonSources of water PB page 50

1. Sources of water: spring, rain, tap, stream, lake, borehole, water tank, river, well2. We cannot drink from all of water sources shown in the pictures because some of these

sources may contain contaminated water that could make you sick. We only drink from closed water systems where the water has been treated.

3. Pupils’ answers will vary.

Exercise 1 Discuss water sources PB page 51

1. Any five of these – spring, rain, tap, stream, lake, borehole, water tank, river, well2. Pupils should indicate that it is possible for all the shown water sources to be polluted.3. Pupils’ answers will vary, but they should indicate closed systems where the water has been

treated.

Is the water clean, dirty or muddy?Have three different glasses of water available to show the pupils: one with clear, clean water; one with dirty water and one with muddy water. The pupils might think that clear water is good to drink. Explain about germs that can be in water. It is always better to boil water before drinking it. Tap water is normally good enough to drink.


Uses of water

How people use water• Discuss what humans need water for, for example: drinking, washing clothes, bathing

themselves, cooking, watering gardens and crops.• They also use water to feed their animals and pets.• Ask pupils to suggest other ways of using water. Collect pictures from magazines and make

a display of things human beings use water for.

Exercise 2 Discuss the different functions of water PB page 53

1. The pupils will work in pairs. Things that they can use water for: drinking, washing, cooking, bathing, showering, watering plants.

2. Washing clothes in the water because the soap pollutes the water. Cattle drinking in the water, because they may defecate or urinate in the water.

How animals use water• As a class, discuss all the different uses of water for animals. Animals need water for

drinking, some get their food from water and some animals live in water. Animals cannot live without water; they will die.

• See if the pupils can think of any other ways that animals use water.

How plants use waterDiscuss what plants use/need water for. For example: plants need water to stay alive. Water helps them make food. Some plants live in water.

Exercise 3 Uses of water PB page 53

1. Any five of the following – drinking, washing clothes, bathing, cooking, watering gardens and crops, giving water to their animals and pets

2. Any two of the following – drinking, some get their food from water and some animals live in water

Contamination of water

Substances that contaminate water• Make pupils aware that they might not be able to smell or see water contamination so it is

always better to sterilise water by boiling, etc.• Explain that sometimes we cannot see the germs or the chemicals that are in the water.

Discuss substances that contaminate water with your class, for example: germs and chemicals.

• If possible, visit an area near your school that may have some contaminated water. See if the school can help clean up the area and the water. It is important that the pupils start to look after their environment. (They can start a recycling area at the school to make extra money from plastic bottles, etc.)

• Groups or classes can collect litter from an area surrounding the school. This will help stop pollution around rivers and water sources.


Exercise 4 Talk about contaminated water PB page 54

1. Pupils’ answers will vary. Examples: dumping toxic waste, littering, defecate/urinate in water, doing washing in rivers.

2. Wash your hands with soap and water. Do not defecate or urinate in the water; do not throw litter into the water.

Look after our waterThe pupils will make a poster to put up around the school to stop water contamination.

Ways of preventing contaminated waterTeach the following important things pupils can do to try to stop the risk of getting a disease from contaminated water. Discuss the points below.

• Do not defecate or urinate near water sources.• Wash your hands with soap and water after using the toilet.• Do not drink water that you think might be dirty.• Wash all fruit and vegetables before eating them.• Do not cook with unclean water.

The dangers of drinking contaminated waterHave a discussion with your class about the dangers of drinking contaminated water.• If you drink contaminated water, you can get very sick or even die. You normally know

straight away if the water was bad. You may start feeling nauseous, you may vomit and get stomach cramps or have diarrhoea.

• Sometimes there are germs or chemicals in the water that can make you very sick.• Many times the contaminated water is odourless, colourless and tasteless! That is why it is

so important to purify our water if it does not come from a safe place.• Even ice in a cold drink can be made from contaminated water and can then make you sick.

Purification of waterThis is a fun activity for the pupils to do but it is important that they understand why you need to filter water. Discuss the following with your class.

• The water from rivers and dams contain objects like dead leaves and sand.• The water might look clean but it is better to filter it first before you start to purify it.• The easiest way to filter water is to take a clean plastic cold drink bottle and cut it in half with

scissors.• Take the lid off and cover the hole with some cloth and an elastic band to keep the cloth in place.• Turn the top part of the bottle upside down and place into the bottom part.• Put in a cup of river sand or fine sand in the bottle, then some course sand and then some pebbles.• Now you can filter your water.


Let’s make a water filter

Draw your own picture of the water filter diagram above to paste on the wall of your classroom for pupils to refer to when they make their own filters.• Technology promotes creativity and higher-order thinking so it is important that you get the

pupils to design the water filter before they make it. Listing the materials they are going to use makes it easier for them to plan their work.

• Explain to the class that boiling water is one way of getting rid of germs. Rather boil the water for a longer time than too short a time, as one minute might not kill all the germs.

Exercise 5 Filter and purify water PB page 57

1. An easy way to filter water is to filter a five-litre bucket of water with household bleach. You will have to use two teaspoons of bleach for every five litres or one teaspoon for every two litres. Do this water sterilising activity in the classroom as a whole class activity. Once you have sterilised the water, put it into smaller plastic bottles and allow it to settle.

2. You can also use chemicals, such as chlorine to purify water. This is normally for larger amounts of water. Explain that the water that comes from our taps at home and at school has been treated with chlorine.

Packaged water

What is packaged water?Have a display of the different types of packaged water in your classroom. Try to get different flavoured water as well.

Reasons for using packaged water.Discuss that we drink bottled water because it is usually safer to drink. It also lasts longer. Bottles or packaging keep the water fresher. Bottled water is pure and not contaminated. It contains natural minerals. It tastes good.

Packaged water can come in cans, packets and glass and plastic bottles.

Exercise 6 Discuss bottled water PB page 59

1. Water that is carbonated, which means it has bubbles, is called sparkling water.

small pebbles

course sand

fine sand

clothelastic band

plastic bottle


2. We know that packaged water is safe because it has been packaged.3. Water from the ground which is packaged is spring water.

Forms of packaged waterDiscuss the different packaging with the pupils. Try to get a sample of each type of packaged water. Disposable bottles of water, can be thrown away. Re-usable bottles can be reused. Sachets are small and cheap. Glass bottles are more expensive and canned water is also expensive.

Exercise 7 Discuss water packaging PB page 60

1. Any three of the following – cans, sachets, glass bottles, plastic bottles, re-usable bottles2. Plastic bottles and sachets because they are not biodegradable.

What to look for on the label of bottled waterDiscuss how pupils need to check the label on the bottle to ensure that it contains proper spring water and not bottled municipal water. Show them where to find information and how to read the ingredients.

Bottled water is expensive so if they are going to drink water they must purify it.

Exercise 8 Learn more about bottled water PB page 61

1. This is the pupils’ personal choice.2. We must check that it is proper spring water and not bottled municipal water. We must also

check what ingredients are in the water.3. Bottled water should be stored in a cool place and not in the sun.

Workbook answers

Sources and quality of water WB page 31

1. a) springb) tapc) riverd) raine) streamf) lakeg) boreholeh) welli) water tank

2. taps, water tanks (it depends on the school)3. Water from a lake and river might be contaminated.4. This answer will vary.5. river, tap, water tank, rain, borehole etc6. stream, river, lake, well7. tap, well8. a) & b) These answers will vary

c) No, we can’t see what germs are in the water.

Topic 1: Plants 33

Uses of water for people, plants and animals WB page 33

1. drinking, washing, cooking, watering plants, catching fish, bathing2. Standing in the water and fishing – it might be contaminated, drinking water from the river,

it could be full of germs.3. Water can be used for fun – going on boat rides, swimming in water4. bathing, flushing the toilet, cooking, watering plants5. flushing the toilet, washing your hands6. bathing, cooking, watering plants, flushing the toilet, cleaning windows and floors7. drinking water, staying cool

Contamination of water WB page 34

1. a) putting toxic chemicals into the waterb) pumping sewage into the waterc) throwing litter into water to contaminate it

2. Make people and big companies aware of what they are doing.3. a) Wash your hands.

b) Have something to drink.4. Other people might have put their dirty hands on the tap and it will spread germs.5. The pupils will make different posters in groups.

Let’s make a water filter to purify water WB page 35

The pupils will make their own filters.They pupils need to draw the design for their filter.4. boiling water; adding bleach to water

Sub-theme 2 Living and non-living things

Topic 1 PlantsPerformance objectivesPupils should be able to:• Give reason why plants are living things.

Additional resources• Pupil’s Book pages 62–66• Workbook pages 37–39• old magazines• poster paper

Background informationLiving thingsThere is important information in this section that you will have to read and explain to your pupils.

Topic 1: Plants34

Teaching the lessonThings that make living things different1. They grow. They get bigger and go through a life cycle of birth, growing older and then

dying.2. They reproduce. Animals have babies and plants can produce young plants.3. They feed. Animals take in food and water. Plants take in sunlight to make food.4. They breathe. Animals breathe in oxygen and breathe out carbon dioxide. Plants take in

carbon dioxide and give off oxygen when they are making food.5. They move. Animals can move from one place to another. Plants cannot move around but

they move in other ways.6. They use their senses. All living things use their senses to help them live in their

environment.

Extension activity

Collect old magazines to use for this activity. The pupils will work in groups and cut out pictures to make a poster showing living things and non-living things.• Encourage pupils to make their posters simple but with very distinct areas of living and

non-living pictures. They must also attempt to label the poster.• Once they have finished they must choose someone in their group to present what they

chose to put onto their posters and give the reasons why.

Activity 1 Identify living objects PB page 63

1. living2. non-living3. living4. non-living5. non-living6. living7. living

All living things respond to stimuliRead through the information on page 64 of the Pupil’s Book with the pupils. Discuss how the different plants react to stimuli from the environment, like the sun.

Exercise 1 Plants react to their environment PB page 64

1. They can draw the sunflower plant and how its flower follows the sun.2. They can draw the Morning Glory flower.

Plants are living things PB page 65

1. There are two pawpaw trees. 2. They are growing in a field3. The fruit has seeds in it.

Topic 2: Animals 35

Activity 2 Make grass-head people PB page 66

This is a lot of fun and the pupils can even get to cut the grass head’s hair! If you cannot find grass seeds then use any other seeds, such as onion seeds, but they will grow big quickly. Grass works the best for this activity.

Remind your pupils to keep the grass head wet all the time. They can put it under a gentle trickle of the tap.

Workbook answers

Plants and animals are living things WB page 37

1. (top to bottom) flower, fruit, seed, leaf, stem, roots2. a) mammals

b) reptilesc) birdsd) insectse) amphibiansf) fish

3. The animals they see will vary.4. a) lizards

b) birdsc) frogsd) snakes

5. hen, swallow, crow6. dog, cat, goat7. frog, crocodile 8. Mammal – they have live babies; we have backbones; we are warm blooded and have hair.

Look at plants and animals in the environment WB page 39

1. butterfly, caterpillar, ladybird, grasshopper, worm, spider, stick insect, bee2. & 3. These answers will vary depending on the school.

Topic 2 AnimalsPerformance objectivePupils should be able to:• Give reasons why animals are living things.

Additional resources• Pupil’s Book pages 67–71• Workbook pages 40–42• glass jars• dead insects (if available)• tadpoles (if available)

Topic 2: Animals36

Teaching the lessonYou will have to read the information below to the pupils and then discuss it.

• Animals reproduce. They have babies.• Animals grow. Babies are born. They grow older and bigger and when they are old they die.• Animals feed. They need food and water.• Animals breathe. They breathe in oxygen and give off carbon dioxide.• Animals move. Animals can move from one place to another on their limbs. Some have four legs

and while other animals walk on two legs.• Animals use their senses. These senses help them to live in their environment.

There are different kinds of animals around us. Animals are divided into a number of groups. Here are some examples of animals groups:

Mammals: Mammals are animals that feed their babies. Their bodies are covered in fur or hair (like human beings). Look at the pictures on page 68 of the Pupil’s Book. Also discuss that human beings walk on two legs and goats walk on four legs. Human have speech and dogs, etc. make animal noises.

Reptiles: Reptiles are animals that lay eggs. Their skin is covered in hard, dry scales. Look at the pictures on page 68 of the Pupil’s Book and talk about reptiles. Ask pupils if they have ever seen snakes and crocodiles, etc. Make them aware that snakes do not have legs to move around but use their skeleton and body to slither along.

Birds: Birds are animals that have feathers and wings. Talk about all birds having feathers. All birds have wings but some of them do not fly, like the ostrich. Hens do not fly very high either.

Insects: Insects are animals that hatch from eggs. Insects have a hard outside covering on their bodies. All of them have six legs and three parts to their bodies. (If you are able to collect dead insects, the pupils can study them. Put these insects on display but do not capture them alive.)

Amphibians: Amphibians live part of their lives in water and part of their lives on land. They grow from eggs. (Get pupils to collect tadpoles if possible and the class can watch them grow and develop into frogs.)

Fish: Fish have scales and fins and tails to help them swim. (Remind pupils that fish live in water.)

• The pupils will find many different kinds of animals around the school. Not all animals look the same. They will probably find more insects in the school area – get them to collect the dead insects in glass jars.

• Explain that some animals have skin, others have feathers, some have scales and others have fur.

Exercise 1 Identify different types of animals PB page 71

1. Pupils will walk around the school and record any animals they see. 2. mammals – humans, reptiles, birds, insects, amphibians, fish

Exercise 2 Discuss different animal types PB page 71

1. Pupils can write down birds such as sparrow, eagle, crow, etc.2. Pupils can write down animals such as cat, dog, rat, donkey, horse, etc.3. Pupils can write down animals such as human beings/people, hens or any bird.4. land – goat, dog, chicken, crow; water – fish, frog, crocodile, hippo

Topic 2: Animals 37

Workbook answers

Features of animals WB page 40

1. b, c2. e3. snake, worm4. a) sheep, land

b) crab, land and waterc) dolphin, waterd) baboon, lande) duck, landf) tortoise, land

5. The pupils will make the posters.

More features of animals WB page 41

1. humans, dogs, cats, goats, cows2. they breathe, they grow, they move3. humans, cat5. I am a crocodile.6. insects7. frogs, crocodile, turtles

Assessment: Answers38

Assessment: Answers PB pages 73–75

1. Object Estimate Length in cm

a) pencil 8 cm 14 cm

b) eraser 5 cm 6 cm

c) sharpener 2 cm 3 cm

2.

3. A living thing can breathe, move, reproduce, use its senses and grow.

4. Soil type Characteristics of soil

Clay It is found along rivers. It is smooth when dry and sticky when wet.

Loam It is fertile. It breaks apart easily and it is dark in colour.

Sandy It is made up of tiny particles. Water drains well through this soil and it is not good for growing plants in.

5. Any three of the following – chickenpox, influenza, measles, German measles, mumps, tuberculosis, pneumonia, meningitis, whooping cough, diphtheria

6. Wash your hands, good ventilation in rooms, cover your mouth and nose when you sneeze, stay at home when you are sick

7. a) clock measuring time

b) balancing scale measuring mass

c) stopwatch measuring time

d) ruler measuring length

a)

d)

b)

e)

c)

f)

12

3

4567

8

9

1011 12 1

2

3

4567

8

9

1011 12 1

2

3

4567

8

9

1011 12

12

3

4567

8

9

1011 12 1

2

3

4567

8

9

1011 12 1

2

3

4567

8

9

1011 12

Assessment: Answers 39

8. a) quarter to 4b) quarter to 2c) quarter to 12

9. Accept any five suitable living things – such as plants, animals, people, etc.10. Any four of the following – Animals use soil for food and for shelter. Some clothes made

for humans come from plants or animals that need the soil to grow. Cotton comes from plants and wool comes from sheep. Some medicine that helps animals and humans is made from plants. Humans use plants that grow in soil to build their houses. Humans use clay soil to make bricks and sandy soil to make glass. Humans can grow their crops in soil for food.

11. Any one example – such as a paper boat, a cork, a feather 12. oxygen 13. Any two of the following – we need it to breathe; we use it for fun activities like flying a

kite or blowing up balloons; we dry our clothes, etc.14. Sources of water – river, tap, water tank, well, lake, spring, stream, borehole15. boiling, bleach, chemicals16. Pupils can choose any two source of water (see Question 14) and draw it.17. Do not wash your clothes in the river, do not defecate or urinate in the river and do not let

animals do it either, do not throw chemicals in the water.18. They can copy the water filter or draw their own ideas.

small pebbles

course sand

fine sand

clothelastic band

plastic bottle

Topic 1: Forms of technology40

Basic Technology2THEME

Sub-theme 1 Understanding basic technology

Topic 1 Forms of technologyPerformance objectivesPupils should be able to:• Identify the forms of technology.• State two distinguishing characteristics between developed and underdeveloped technology.• Developed technology.


Teaching the lessonDifferent forms of technologyRead about the different forms of technology on page 76 of the Pupil’s Book with the pupils. Some forms of technology are underdeveloped and some objects are developed. Technology has improved our lives in many ways.

Many farmers use developed technology for farming and others still use underdeveloped technology. For example, some farmers still plough their fields with oxen but others use tractors and ploughs.

Exercise 1 Discuss different forms of technology PB page 77

1. Broom and mop are underdeveloped technology. Developed technology could be a vacuum cleaner or an electric sharpener.

2. Discuss how transport has developed and the pupils can draw one underdeveloped form of transport and one developed form of transport.

Discuss how farmers transport their crops to the market or to the supermarket. Talk about the cars and aeroplanes in the illustrations.

Exercise 2 Discuss different transport technologies PB page 79

1. Any two of the following – bicycle, donkey and cart2. Any motor car, tractor3. Pupils will draw their favourite car; encourage them to write down the type of car.

Technology in the homeDiscuss the different illustrations. We could still use the underdeveloped technology if we don’t have matches.

Topic 1: Energy 41

Activity 1 Talk about underdeveloped technology in your environment PB page 81

1. The pupils will get into groups and talk about underdeveloped technology in the home. They will record their comments in their exercise books (for example, broom, can opener, mop etc).

2. The groups will then make posters of underdeveloped and developed technology in the home.

Characteristics of technology

Characteristics of underdeveloped technologyDiscuss how underdeveloped technology can slow us down. Get pupils to discuss the photographs of the woman collecting water from the river and then someone getting water from a tap.

Characteristic of developed technologyDiscuss how computers and GSM phones have made our lives easier. We used to write letters and post them, now an email can arrive within seconds of being sent.

Exercise 3 Uses of developed technology

The pupils will have different answers for this.

Workbook answers

What is energy? WB page 44

1. chemical, electrical, nuclear2. sound, light, electrical3. The sun is our main source of heat and energy.4. The pupils draw their own illustrations.

Light energy WB page 47

1. Light energy is a source of energy that comes from the sun and other artificial light sources that are human-made.

2. a) sun, lamp, fire, candle3. a) to keep us warm

b) to give us light c) to use for cooking

4. It is when light hits something and bounces off the object.5. The pupils will draw their own prism.

Sub-theme 2 You and energy

Topic 1 EnergyPerformance objectivesPupils should be able to:• Mention the sources of light.

Topic 1: Energy42

• Discuss the uses of light.• Identify some objects that reflect light.• Use mirrors to form images.

Additional resources• Pupil’s Book pages 83–87• Workbook pages 48–51• Rainbow experiment: glasses, water, white paper, sunshine

Teaching the lessonWhat is energy?Explain to the pupils that energy is the ability to do work or for something to work.

Forms of energyRead and discuss the information on page 83 of the Pupil’s Book as a class.• Our main energy source is the sun.• Energy can be classified as stored energy (potential) or working energy (kinetic).• Potential energy is the energy that an object has as a result of the position it is in or the state

it is in. Tell the pupils to think of an elastic band when we stretch it, they should think of the band having potential energy. You can also illustrate this using an actual elastic band in the classroom.

• Kinetic energy appears in the form of motion. Tell the pupils to think of the sound vibrations moving and making you hear something.

Exercise 1 Discuss potential and kinetic energy PB page 84

You can divide the pupils into small groups.1. Potential energy – petrol is chemical energy, electrical energy, nuclear energy, elastic energy

– like the strings of a tennis racket.2. Kinetic energy – electrical energy, sound energy, thermal or heat energy, wind energy and

light energy.3. The sun has the potential to give us heat and kinetic energy, the sun gives us heat. It is the

source of most of our heat.4. They will draw their own picture of wind energy, for example they could draw a windmill.

Discuss the different types of energy with the pupils.• Mechanical energy – Mechanical energy is kinetic and potential energy. Think of activities

like lifting, bending, stretching and cycling.• Sound energy – This is energy that uses a wave motion.• Electrical energy – This is the energy that runs appliances like televisions, or the lightning

in a thunder storm.• Light energy – Light energy is a form of energy that can be seen by the human eye.• Heat energy – This is energy that keeps us warm.

Sources of light energyDiscuss light energy with the pupils. You will have to read the following information to them.

Topic 1: Energy 43

• Light is a form of energy that can be seen by the human eye. Light cannot be touched or tasted, but it can warm things up and give heat to objects. Light travels in the form of a wave.

• Colour is a product of light energy. If you look at a rainbow, each colour is a different wave length. Light can bounce off shiny surfaces like water. Light can also refract or bend.

• Light energy comes from two different sources – natural and artificial. The main source of light energy comes from the sun, which is a natural source.

• Objects such as torches, fires, candle, lamps, household lights and globes all give us light.

Uses of light energy• Light energy is used to make food for plants.• Light energy gives all animals light during the day that they need to see.• Light energy is used to light up our homes at night.• Light energy keeps us warm.• We also use light energy in the form of globes to light up our houses at night.

Reflection of lightWhen light energy hits objects and bounces off, it is called a reflection. Tell pupils to think of a mirror and how it reflects light.

Exercise 2 Discuss properties of light PB page 87

The pupils will get into groups and discuss the answers and then record their answers in their exercise books.1. Any four of the following – the sun (natural source), torches, lights/bulbs, candles, fire,

lamps (human-made sources)2. Light energy is used to make food for plants, to keep warm, to give us light so we can see.3. This is when light energy hits an object and bounces off, reflecting the light.4. Check that pupils have drawn the prism diagram accurately.

Workbook answers

Energy WB page 48

1 a) energyb) light energyc) trued) reflectione) human-made and natural sourcesf) the sun

2. The pupils will do the experiment. Pupils do the experiment and then draw the rainbow on the piece of paper.

Topic 1: Energy44

3. D D F J V J L I E M L B J U Y

L F A I J F A I W G K Q N Y G

I I C J J X M V N H I N A G J

F O G X D L R Z L U N B L R H

X D Y H E T E L Z L E N F E Q

H O W R T U H A B K T D H N J

E L S Y B Y T I A J I Q A E T

A N I T G S D T U W C B W C G

T A C V Z X N N L P S M R U L

J Q K K Y N C E Y Y T Q U H D

B B M S J M V T S A V J U W F

W C G W S V S O K A E V Q Y M

D N U O S M G P T T G I C S Q

D I N A E C B U L K Z F B E O

R H R X N U S Q E V X W W T T



1. Light energy is a form of energy that can be seen by the human eye. It gives off heat and light.

2. Light energy is used to make food, enables us to see during the day. We use light energy at night to light up houses, streets, shops, factories, etc.

3. Sound energy is a form of energy that uses wave motion.4. Objects that produce sound energy – radio, musical instruments, TV, bell, phones,

computers

5. Sound energy Light energy

a) The noise of the drum P

b) The rainbow in the sky P

c) The leaf of a plant making food P

d) A candle P

6. recorder, drum, guitar, violin7. Use one teaspoon of household bleach to two-litre bucket or one drop of bleach to a glass of

water.8. We drink water; we use it to bathe and shower; we wash our clothes; we water our plants.9. They use it to drink; some animals live in water; they cool off in water.

10. chemicals salt rocks

rubbish, like plastic bags animals urinating in the water fish

washing clothes in the water factories getting rid of their dirty water

water lilies

11. Air is used for: drying clothes, to keep cool (fan), for breathing, drying hair (with a hair dryer)

12. sandy soil, loam soil and clay soil13. Animal with four legs and lives on land – dog, cat, cow, lion, etc.

14. What you need to do

What tool or ma-chine you can use

What you need to do

What tool or ma-chine you can use

Clean the house broom Travel across the sea aeroplane

Plant a flower in the garden

spade Plant the fields tractor and plough

Visit a friend bicycle Wash the clothes washing machine

15. b); c); e); g); h)16. a) Aeroplanes are underdeveloped technologies. False

b) A toothbrush design is ageless. Truec) We still use brooms in our homes even though it is an underdeveloped technology. Trued) Developed technologies made our lives easier. Truee) Farmers need developed technology to make them work faster. True

17. The phones and tablets are developed technology. It makes phoning and measuring much quicker. Stationery is ageless, even though it is underdeveloped it still works well and that is why the design hasn’t changed much over the years.


18. Underdeveloped technology can slow down our progress and it doesn’t always make our lives easier. Think of digging a big hole with a single spade (a digger machine would be developed technology).

19. Developed technology has made our lives easier. It is normally a modern design. A GSM phone is developed technology and it is able to do number of functions and it is portable.

Topic 1: Moving our body parts 47

Physical and Health EducationTHEME 3

Sub-theme 1 Basic movement

Topic 1 Moving our body partsPerformance objectivesPupils should be able to:• Imitate movements and sounds made by people, animals and machines.• Demonstrate different movement patterns.• Name the components of physical fitness.

Additional resources• Pupil’s Book pages 93–98• Workbook pages 52–54• music for movement activities• whistle

Teaching the lessonMovements and sounds made by people Discuss how we all move in different ways as a classroom discussion. As an example, mention that humans even have different walks from one another.

Activity 1 Practise movements PB page 93

Take the pupils outside and get them just to move around at first. It might be a good idea to have music for this activity.

Divide pupils into groups and get them to practise some movements that they will teach the rest of the class at a later stage.

Once the groups know what they are going to do, let them show the movements to the rest of the class and then the class should copy the movements. The class need to guess what they are doing.

Sounds made by peopleDiscuss all the different sounds humans/people make.

Activity 2 Make different sounds PB page 94

Each group will make sounds for the class and their classmates will have to identify the sounds.

Activity 3 Do stretching activities . PB page 94

Take the pupils outside and show them the six different stretching exercises. You can also make up some of your own stretches.

Topic 1: Moving our body parts48

Activity 4 Copy different animal movements PB page 95

1. Use a whistle to change the different animal movements. If you call “frog” for example, they should all hop, etc.

2. The pupils can call out their own animals (one pupil at a time) and the rest of the class has to move like that animal.

Movements and sounds made by machines All machines make a noise, some are just very quiet and others can be very noisy. Discuss the different machines that make noise in the classroom. Look at the illustration on page 96 of the Pupil’s Book. For example, talk about the chalk making a noise on the chalkboard, the girl banging her desk, the fan making a noise and the door opening and its noise.

Activity 5 Act like a machine PB page 96

1. Take the pupils outside and name some machines. The pupils will then have to move around like the machine called. They can also add the noises of the machines if they want.

2. The pupils can then call out their own machines that the class should imitate.3. The pupils will make out their own “machine dance” in a group and then show their dance

to the rest of the class.

Components of physical fitnessDiscuss the different components of endurance, strength and flexibility with the pupils.

Exercise 1 Drawing different exercises PB page 97

Strength Endurance Flexibility

Drawing of someone lifting up a heavy weight

Drawing of someone cycling around a cycling track, or running around the school track

Drawing of someone doing cartwheels or doing the splits

Movement patternsYou need some music to make this exercise more fun.

The pupils will get into groups and create a movement pattern together. Once they have perfected their moves, they should do their movements in front of the class.

The rest of the class can try to copy their movements. Each group will have a turn to perform their sequence.

Workbook answers

Moving our body parts WB page 52

1. The pupils should try out all these movements.2. They have to draw their own movements.

Let us play games moving our body parts WB page 53

1. Get the pupils into groups and let them do the movements.2. They play the game “Simon says”.

Topic 1: Athletics 49

Movement patterns WB page 54

1. The pupils practise the patterns in the Workbook.2. They design their own movement patterns in their groups.

Sub-theme 2 Sports and games

Topic 1 AthleticsPerformance objectivesPupils should be able to:• Mention the different types of races.• Mention the skill involved in the sprint races.• Perform sprint techniques.• Mention the stages involved in high jump.

Additional resources• Pupil’s Book pages 99–104• Workbook pages 55–58• whistle

Background informationDiscuss the two different events in athletics: field and track.

Teaching the lessonWhen starting and running a race Read through the different steps found on page 99 of the Pupil’s Book, so the pupils can learn and know more about starting and running races.

Exercise 1 Practise running skills PB page 100

1. Any two of the following – listen to the starter’s instructions; get into the crouching position; lean forward and start running as soon as you hear the gun or whistle.

2. You need to swing your arms opposite to your legs. Your arms should move from the shoulder and you pump them up and down when you are running.

3. You can prevent them from running or they can knock/run into you.

Different types of sprintsDiscuss how pupils need to prepare for different races. They must always warm up, train properly before the race and eat healthy food and drink lots of water.

How to run the 100 metresShow the pupils how to warm up. Talk to them about running and swinging their arms. Tell them to say “hip to lip” while they are running and pumping their arms. They must also remember to lift their knees up when running.

Topic 1: Athletics50

How to run the 200 metresRemind them about warming up and stretching before races. Talk about the importance of breathing properly. In the last 20 metres of the race, pupils need to start sprinting to the end.

How to run the 400 metresDiscuss how they need to run the race after warming up. At the beginning of the race, pupils need to run the first 50 metres fast. In the middle of the race, they need to maintain a good running stride but should be careful not to sprint at this stage. They should ensure they’re adhering to the “hip to lip” strategy and to also take the corners with ease. Then in the last 50 metres of the race, they should sprint all out!

Activity 1 Practise how to run a race PB page 102

1. The pupils should do all the stretching exercises. They can do start jumps, touch their toes, stretching their legs, etc.

2. Go over the start of a race with the pupils a number of times. This is a very important part of a race and they need to learn to take off as fast as possible.

3. Teach the pupils how to swing their arms.4. Get the pupils to jog, and when you blow the whistle they should sprint. Do this sequence a

number of times.5. Teach them how to finish off a race with a dash to the end.

Different stages in high jumpDiscuss the different stages of high jump. It is important to note that at this age the pupils should only be doing the scissor jump, they are too young to do the Fosbury Flop (landing on their backs).

Discuss the rules of high jump. They must take off on one foot. They are only allowed three attempts and if the bar wobbles and falls off, it is called a foul.

Safety rules in athleticsRead through the safety rules on page 104 of the Pupil’s Book with the pupils. Remind them that it is always a good habit to be safe when doing any sport.

Activity 2 Practise high jumping skills PB page 104

1. Get the pupils to practise leaping up into the air first.2. They will then get to run up to the bar and count their paces.3. Remind them to do stretches before jumping.4. Make sure that the bar is low when they are practising.

Workbook answers

Running a race WB page 55

1. Listen to the starters’ instructions. Get into the crouching position, lean forward and then start running when the gun/whistle goes off.

2. Stay in your own lane.3. Sprint the final distance to the finish line.4. Pupils draw themselves doing jumping jacks or star jumps.

Topic 2: Ball games 51

Running a 100-metre race WB page 56

1. a) Always warm up before a race. b) Do some Jumping Jacks. c) When you are ready to start the race, always listen for the gun or whistle. d) Remember to run in your lane. e) In the last few metres of the race, sprint to the end.

2. Bend your elbows and move your arms from the shoulders. Remember to use the “hip to lip” strategy.

3. These answers will vary depending on the pupils’ preferences. Make sure their answers make logical sense and are in line with what they learned.

How to do the high jump WB page 58

1. Take off on one foot. Your take-off foot should be farthest from the bar. Run up to the bar in a “j” shape. The leg closest to the bar is the one that goes up and over the bar first. The other leg should follow and try to land on two feet.

2. Always listen to your teacher, warm up and stretch before a race, eat healthy food and drink plenty of water.

Topic 2 Ball gamesPerformance objectivesPupils should be able to:• Mention the basic skills in: football, tennis, basketball.• Perform the basic skills in: football, tennis, basketball.• Mention safety rules in ball games: football, tennis, basketball.


Teaching the lessonWhat you need to know about basketballDiscuss the four different bulleted points about basketball on pages 105 to 106 of the Pupil’s Book.

Basic skills in basketballTalk to the pupils about the different drills as found on pages 105 to 106 of the Pupil’s Book.

1. Bouncing the ball – demonstrate to pupils how to bounce the ball.2. Two ball dribbling is good for developing their hand and eye co-ordination.3. A drill to practise shooting – teach the pupils how to shoot the ball into the net.4. Wall drill pass – pupils can do this drill along a wall at school as long as they do not disturb other

classes.5. One on one drill – divide pupils in pairs so they can learn how to work with a partner.

Discuss the different safety rules on page 107 of the Pupil’s Book.

Topic 2: Ball games52

Exercise 1 Discuss basketball skills PB page 107

1. Any three of the following – bouncing the ball, two ball dribble, shooting, wall pass or one on one drill

2. Pupils need to know they need to spread their feet and bend their knees to keep their balance.

3. Any four of the following – warm up, don’t wear jewellery, keep the court clean, remember to have a first aid kit, the game should be fun

FootballDiscuss how practising different skills as found on pages 107 to 110 of the Pupil’s Book can help them to play a better game of football.

PassingRemind pupils that passing the ball in football is all about good technique, good judgement and vision. You need to keep your eye on the ball at all times.

Shuttle passing drillThe players work in groups and pass the ball to each other.

TrappingThis technique is used to teach pupils how to control the ball.

Rapid fire drillThe pupils stand in a circle and one player stands in the middle. Pupils have to be alert and follow the ball with their eyes at all times. Each pupil gets a turn to be in the middle.

Trapping with the chestThe pupils work in pairs. One player kicks and the other player stops the ball with their chest. They have to concentrate and have good control of the ball. Once they have stopped the ball with their chest, they let it drop to their feet and kick it.

HeadingTell pupils that they have to build up the muscles in their neck and head to be able to head the ball properly in football. Read the “Did you know?” on page 109 of the Pupil’s Book about how they should keep their mouths closed when they head the ball.

Heading using a balloonHave fun with the pupils first by using a balloon to head, until they learn the correct heading technique.

Heading a light ballRemind pupils that the ball is headed mostly by using your forehead.

KickingDiscuss the kicking technique with the pupils. They need to practise these techniques slowly until they have perfected them.

Topic 2: Ball games 53

Activity 1 Doing kicking drills PB page 110

When the pupils are outside, read through the steps slowly and get them to line up and practise the kicking drill slowly until they have mastered the skills.

ThrowingWhen the ball has been kicked out, the players need to know how to throw the ball back in. It is important that it goes to their team players and not just anywhere on the field. Read through the “Throw-in drill” information on page 110 of the Pupil’s Book with the pupils.

Exercise 2 Discussing soccer drills PB page 110

1. Rapid-fire drill or trapping with the chest2. It is important to head the ball correctly otherwise you can hurt your neck.3. You should use the inside of your foot as it helps you kick more accurately.4. The pupils can copy the photograph on page 110 or draw their own impression of someone

throwing in the ball.

Safety rules in soccer/footballRead through the safety rules on page 111 of the Pupil’s Book with the pupils. Tell them that in all sports we need to warm up first and obey the rules of the sport to stay safe and injury-free.

Basic skills in tennisTennis is a social sport and it can be lots of fun. Discuss how the pupils need to learn a few skills and learn ball control and racket control to be good at the sport.1. Bump up drills are good for hand-eye co-ordination. You have to keep your eye on the ball

at all times.2. Bounce up drills are also good for co-ordination.3. Bounce down drills – this is a good drill, especially when pupils learn to serve in tennis.4. Groundstrokes – once pupils have good control of the ball and racket, they can hit the ball

accurately when the coach or teacher throws the ball to them.5. Hitting drills – these drills allow pupils to hit the ball with a partner.6. Hitting drill over the net – they can now practice hitting the ball over the net and start to

move further and further away from the net.

Safety rules for tennisRead through the safety rules on page 113 of the Pupil’s Book with the pupils.

It is also a good idea to make a copy of the rules for the different sports and stick it up on the wall of the classroom to remind the pupils of the different rules.

Exercise 3 Discuss tennis skills PB page 113

1. Any three of the following – bump up drills, bounce up drills, bounce down drills, groundstrokes, hitting drills

2. Any three of the following – always warm up before playing tennis; wear the correct clothing and footwear for tennis; do not stand too close to someone with a tennis racket; always have a first aid kit available.

Topic 3: Swimming54

Go outside and practiseTake the pupils outside to practise all the drills. It is important to master the drills before they start playing matches.

Workbook answers

Basketball WB page 59

1. A bounce pass happens when you pass the ball to your partner by bouncing the ball in the gap between the two of you. A chest pass happens, when you throw the ball directly to your partner at chest level.

2. Pass the ball from your left hand and bounce it to your right hand while you are moving.3. two ball dribbling4. The pupils will draw the wall pass.

Basketball continued WB page 59

1. a), e), f) but the pupils may choose other rules.2. Pupils will draw the rules that are most important to them and will then draw a picture of

each rule.

Basic skills in tennis WB page 61

1.–3. Pupils should read the information on pages 111 and 112 of the Pupil’s Book again and then draw pictures to illustrate these drills.

Safety rules for tennis WB page 63

Wear a sun hat and sun block; have a first aid kit at the court; wear the correct clothes and shoes.

Topic 3 SwimmingPerformance objectivesPupils should be able to:• Mention basic styles in swimming.• Demonstrate basic skills in swimming.• Mention the safety rules in swimming.• Observe the rules of swimming while swimming.


Teaching the lessonBasic skills in swimmingThe most important objective to teaching children to swim, is to build up the confidence of each pupil in the water. They need to relax in the pool before they can learn to swim.

Topic 3: Swimming 55

The turtle float is a great way to teach the pupils to float. Practise the drill with them in the shallow end of the swimming pool. The face float helps get the pupils ready to swim strokes like the crawl and breaststroke.

Activity 1 Practise swimming drills PB page 116

1. Start with the basic skills and getting pupils to become more confident in the water. Start with blowing bubbles and games where they practise their breathing and floating skills.

2. They jump up and down and do star jumps in the water.

Different strokes in swimming

Crawl/free styleDiscuss the crawl/free style stroke as found on page 116 of the Pupil’s Book with the pupils. This stroke is done on the stomach in the water. Take your time teaching this stroke to pupils.

Back strokeDiscuss how to do the back stroke. This stroke is swum on their back. Many children don’t like water getting in their noses when swimming this stroke; they must learn to breathe out of their nose.

Breast strokeThis stroke is swum on the stomach. It is one of the more relaxing strokes to swim. Read through the text on page 117 of the Pupil’s Book with the pupils. It is important to tell them that the legs work together and the arms work together, unlike the back stroke or crawl.

Activity 2 Practise more swimming drills PB page 117

1. Start with blowing bubbles in the water, kicking against the wall, going under the water. Do the turtle float and face float and then do the gliding and kicking skills.

2. They should practice doing the breast stroke.3. Keep doing the floating, then the turtle float and then face float.

Learning how to diveDiving is an important part of swimming. You need to dive into the pool and then do the strokes. Start this drill off slowly by getting pupils to first sit on the wall and then stand up with their knees bent and then they will learn to do the racing dive.

Activity 3 Learn how to dive PB page 118

1. Get the pupils to start in the sitting position.2. They will then bend their knees. Tell them to tuck their head and ears between their

stretched-out arms when diving in.3. Pupils will draw their own picture.

Safety rules in swimmingRead through the many safety rules of swimming on pages 118 and 119 of the Pupil’s Book. It is very easy to drown, so it is important that the pupils listen carefully to these safety rules. One of the most important rules is to only swim when there is an adult around.

Topic 1: Health and hygiene56

The importance of safety rules in swimmingExplain that accidents can happen quickly and that we want the pupils to always stay safe.

Exercise 1 Discuss swimming rules PB page 119

1. Any four of the following – always have an adult watching you at the pool; always swim with a friend, never show off around the pool; never push someone in the pool; make sure you always keep the gate closed around the pool; always swim when the water in the pool is clear.

2. You might get into difficulties in the swimming pool and you need an adult there to help you.

3. They can make up their own rules for the swimming pool.

Workbook answers

Swimming WB page 64

1. turtle float, face float2. They will draw their own picture of someone gliding.3. Stay straight at the water’s surface. Pull your arms in together with your hands almost

touching. When your arms reach your chest. Bend your knees and lift your feet up in a frog-like shape. Push back with your legs. Keep your arms and legs moving.

4. Lie on your back and start kicking your legs. Move your arms one at a time. Make sure your arms move one at a time and round into the water. When in the water, your arm should move close to your body.

Safety rules of swimming WB page 65

1. Make sure there is an adult watching you at the pool. Do not push people under the water they might panic. Obey the rules – do not dive in the shallow end. Do not do silly things like back flips into the pool. Do not leave broken glass around the pool.

2. Never swim close to the drains of the pool. Always wear sunscreen to protect your skin.The pupils can colour in the picture.

Sub-theme 3 Health Education

Topic 1 Health and hygienePerformance objectivesPupils should be able to:• State the meaning of noise pollution.• Explain how to prevent noise pollution.• State the meaning of chemical pollution.• Describe ways of preventing chemical pollution.

Additional resources• Pupil’s Book pages 120–126• Workbook page 67

Topic 1: Health and hygiene 57

Teaching the lessonNoise pollutionRead the information on page 120 of the Pupil’s Book and then discuss the drawing. Explain that examples of noise pollution are the aeroplane flying overhead, people talking and shouting, dogs barking, the man playing his music loud. Ask pupils if they see any other examples of noise pollution in the illustration.

Some causes of noise pollutionDiscuss different forms of noise pollution; see if the pupils can think of different things that cause noise pollution.

The effects of noise pollutionRead through the effects of noise pollution on page 121 of the Pupil’s Book.

Some ways to prevent noise pollutionDiscuss ways to prevent noise pollution. See if the pupils can think of other ways of preventing noise pollution.

Read the “Do you know?” feature on page 123 of the Pupil’s Book and discuss it with the pupils.

Exercise 1 Discuss noise pollution PB page 123

1. Any four of the following – cars and vehicles driving past the school; children shouting on the playground; a loud bell ringing; pupils playing sports and shouting

2. Any four of the following – loud music playing in the house; people shouting and talking loudly; the TV playing; the vacuum cleaner switched on and people cleaning.

3. Some of the things pupils could mention are to shut the classroom door so you can’t hear the vehicles going by, to stay away from noisy areas, to make the pupils aware of the noise they’re making and getting them to talk calmly.

4. Turn the volume down on the TV or radio, close the door in your room so you can work without noise, or go outside and sit under a tree.

5. Each group will design their own posters.

Discuss how noise pollution also affects animals by using the information on page 123 of the Pupil’s Book.

Chemical pollutionDiscuss the two illustrations on page 124 of the Pupil’s Book. Ask the pupils to comment on the different forms of chemical pollution. Read the information about chemical pollution on page 125 with the pupils.

Discuss the causes of chemical pollution found on page 125 of the Pupil’s Book.

Exercise 2 Discuss chemical pollution PB page 126

Factories in the area give off sulphur-dioxide, burning fossil fuels like coal and petrol, exhaust fumes and toxic substances we use in the household.

Topic 2: First aid and safety education58

How to prevent chemical pollutionThe first thing they need to do is identify the problem, people need to be made aware of chemical pollution, when they buy household cleaners they must read the labels carefully and then we need to educate people about which chemicals are bad for us.

Discuss the different photographs.Car batteries and batteries for electrical appliances give off chemicals when thrown away.

The factory is giving out lots of smoke and that is mainly chemicals. Household products contain toxic chemicals. Smoking is very bad for the smoker and other people around the smoker – that is why smoking has been banned from many places. Spraying our crops with chemicals to help them grow, or to get rid of pests is very toxic, that is why people are turning to organic farming.

Exercise 3 Identify chemical pollution PB page 126

1. The pupils can draw a factory with smoke pumping out of the chimney, someone burning coal to stay warm, people spraying crops with chemicals, etc. They can even draw an aeroplane that is used for crop spraying, someone smoking, etc. There are many examples.

2. This answer may vary. Let the pupils express their own opinions.

Workbook answers

Health and hygiene WB page 67

1. Noise pollution is annoying or harmful noises from different things.2. Pupils can draw any picture of noise pollution – loud music from a radio, noise from traffic,

shouting, dogs barking all day or night, construction, etc.3. Close the door on the noise, wear earplugs and switch off the music or TV that’s making all

the noise.4. burning fossil fuel; factories giving off smoke; toxic household products

Topic 2 First aid and safety educationPerformance objectivesPupils should be able to:• Describe the duties of a first aider.• List four qualities for a first aider.

Additional resources• Pupil’s Book pages 127–128• Workbook page 68

Teaching the lessonFirst aidRead the information about first aid on page 127 of the Pupil’s Book.

Topic 2: First aid and safety education 59

Duties of a first aiderMost importantly, first aiders must have received proper training and know what to do in an emergency. Read through the other points about the duties of a first aider on page 127 of the Pupil’s Book.

Qualities of a first aiderRead through the qualities of a first aider on page 128 of the Pupil’s Book and discuss them with the pupils. Check with them if they can add any further qualities to this list.

Exercise 1 Discuss first aiders PB page 128

1. The pupils’ experiences will vary and they can record what they have discussed in their group discussion.

2. Any three of the following – a first aider must know how to treat someone who is hurt; the aider needs to identify the problem and then treat it correctly; they need to know which first aid equipment to use; they need to remain calm in emergency situations; they need to be able to assess the situation and know what to do next.

3. Any two of the following – a first aider needs to know how to remain calm; they need to administer first aid quickly and effectively; they need to know how to work under pressure; they should be good leaders; they should be able to tell if the emergency is very bad and if they need to get the injured person to the doctor or hospital.

Workbook answers

First aid and safety education WB page 68

1. A first aider is a person who is trained to help injured people.2. a) Any three of the following – you need to keep calm and talk calmly to people; you

should be able to give first aid quickly and effectively; you should have leadership skill; you should be able to work under pressure.

b) Pupils will draw themselves giving someone first aid who has a cut foot.3. Pupils draw themselves giving first aid.



1. Movement Sound

a) Someone hopping like a frog Croak, croak

b) A baby crawling Goo goo goo da da

c) A car driving down the road Brrrrrr, broommmmm

d) A cow running across the road MOO MOOO MOO

e) A huge robot walking across the field THUMP THUMP

2. We need to stay healthy so it is important to be fit and to exercise. We need to warm up before any exercise.

3. Any two of the following – star jumps, touching toes and bending over, squats, sitting on the floor with legs straight and touching your toes and pulling and stretching, pulling up one leg at a time and stretching it

4. The pupils will draw their own sequences. Let them draw stick figures.5. You will sprint all the way in a short distance race like the 50 metre or 75 metre race.6. Your arms must move from the shoulder with your elbow bend and “hip to lip”.7. You must take off on one foot. You can only make three attempts. If the bar wobbles and

falls off, it is called a foul.8. Any four of the following – always listen to your teacher or coach; warm up before the

activity; eat healthy food and drink lots of water; make sure you get enough rest; don’t take part if you have been injured; wear the correct clothes and footwear.

9. Stand four or five metres away from the wall and start to throw a chest pass to the wall.10. Any two of the following – bouncing the ball drill, two ball dribbling, shooting drills, one

on one drill11. Any four of the following – warm up before every match; wear the correct clothing and

shoes; wear sunblock and a hat or cap; do not run around the court unless running for the ball; do not stand too close to someone when swinging the tennis racket; always have a first aid kit at the court.

12. Always pull your arms together and pull them towards your chest; your feet must also work together; bend your knees and then push and kick out with your legs; keep your head above the water when you pull your arms towards your chest.

13. a) Always close the pool gate when leaving the pool area.b) Take a shower before swimming and after being in the pool.c) Never swim without adult supervision.d) Do not run around the pool, or you could slip and fall.e) Never swim when the pool is green – only when the water is clear.f) Do not swim near the pool drains.

14. turtle float, face float, gliding, kicking with a board15. Any two of the following – noise pollution is bad for us; it can cause deafness; it can cause

health issues – makes us grumpy; it can cause sleeping disorders; and it can affect our blood pressure.

16. Any two of the following – switch off all the appliances in the house so it is quiet; wear ear plugs; shut the door to stop the noise.


17. You need to identify what the problem is and where the chemical are coming from; tell people about it; check labels on household cleaners and educate people about chemical pollution.

18. They give help to people who are injured and can save their lives, they are also experienced and know what to do in an emergency.

19. They need to know how to treat someone that is injured, they are trained to decide how to treat an injured person, they keep people calm in a stressful situation and they know how to use the equipment.

Topic 1: History of computers62

Information Technology4THEME

Sub-theme 1 Basic computer operations

Topic 1 History of computersPerformance objectivesPupils should be able to:• Identify early counting devices.• Identify early mechanical counting devices.• Identify the land marks in the transition of early calculating devices to present day

computers.

Additional resources• Pupil’s Book pages 133–136• Workbook pages 69–70• sticks• stones • old magazines

Teaching the lessonEarly counting devicesDiscuss the information found on page 133 of the Pupil’s Book and then discuss the illustrations of the fingers, toes, sticks and stones, which are very primitive methods of counting. Explain that the abacus was invented later and then the calculator to perform counting functions. We still use the last two methods in schools today.

Exercise 1 Calculate sums PB page 134

Collect sticks and some stones before the exercise. Pupils need to experience how it was to count objects many years away.

The answers should all be right but the objective is about doing the exercise with different equipment.

A brief timeline of the history of computerDiscuss the table of progress through time found on page 135 of the Pupil’s Book. The table develops from simple apparatus (fingers) to complicated electronics (smart phones and tablets). All these items were/are used for calculations; the only difference is modern equipment is able to do these calculations so much faster than more primitive forms.

Exercise 2 Calculating devices PB page 136

Make sure you have enough magazines for all the pupils.

Topic 2: Input and output devices 63

1. Each group will make their own poster on counting devices.2. Pupils will draw an abacus. Move the beads across for the first digit and then add the beads

by moving them across to the side where you moved the number for the first digit, then you add all the beads together to get the answer.

3. Any two of the following – a calculator is small and easy to carry; a smartphone is small and easy to use; a tablet is easy to use and fast.

Workbook answers

History of computers WB pages 69–70

1. They used their hands and feet, and then an abacus.2. Pupils should indicate if they have used calculators before. Calculators are to used to do

calculations. Pupils then draw their calculators.3. Electronic devices to the calculations are much faster than more primitive devices.4. Pupils will probably answer: calculator (This answer will vary and the drawing will vary

depending on their choice.)

Topic 2 Input and output devicesPerformance objectivesPupils should be able to:• State the meaning of input devices.• State the meaning of output devices.• Identify input and output from the keyboard, monitor, mouse and printer.• States the uses of the keyboard and mouse, monitor and printer.


Teaching the lessonDiscuss the illustration on page 137 and the information on the different parts of the computer on pages 137–140 of the Pupil’s Book.

Input devicesInput devices are those devices that send information to the computer. The keyboard, mouse and microphone are all input devices. Discuss the different devices with the pupils.

Output devicesExplain to pupils that output devices are those that display the information. These devices are things like the monitor, head phones, speakers and printers. Discuss the photographs on pages 139 and 140.

Topic 3: The system unit64

Exercise 1 Discuss the input and output devices PB pages 140–141

1. The keyboard is an input device – it puts the information that we type in; into the computer; the mouse is an input device – we choose and move things around the screen with the mouse and the microphone is an input device – we use voice activated programs to put information into the computer.

2. A monitor is an output device – it shows the information on the screen; head phones are output devices – they give out information or music; speakers are also output devices, because they also give out information or music; printers are output devices – they print out information.

3. The pupils can draw a life-size keyboard – encourage them to use their rulers so the drawing is neat. Get them to practise with their fingers as if they are typing in information on a normal keyboard.

4. Device Output device Input device

printer P

keyboard P

speakers P

mouse P

monitor P

head phones P

Workbook answers

Input and output devices WB page 71

1. Input devices Output device

keyboardmousemicrophone

monitorhead phonesspeakersprinter

2. Pupils’ choices will vary and so will their drawings.

Topic 3 The system unitPerformance objectivesPupils should be able to:• Describe a system unit.• Identify the components of the system unit.• Locate and identify drives on the system unit.• State the functions of CPU.


Topic 3: The system unit 65

• various examples of CDs, external disc drives

Teaching the lessonRead through the information that shows what makes up the system unit as found on page 142 of the Pupil’s Book.

Features of a system unitThe system unit keeps all the different parts together. Discuss the different power button options with pupils as discussed on page 142.

Exercise 1 Working with computers PB page 143

1. The power button in the front of the system unit switches on the computer.2. The pupils will illustrate the system units and label them accordingly.

Different disk drivesDiscuss the different disks that we use. Have some examples available and show the pupils the system unit at the front and the back.

Parts of a CPUThere are lot of difficult names for the various parts, but read the information on page 144 to the pupils because some of them will be very interested in the different parts.

Exercise 2 Discuss computers PB page 144

1. Part Shorten version Function

Control unit CU Controls the input and output devices such as speakers or keyboard

Random access memory RAM The memory that is available for programmes and data

The arithmetic logic unit ALU The part that does the working out of calculations

2. Keyboard – pupils draw illustration; mouse – pupils draw illustration.3. Monitor – pupils draw illustration; head phones – pupils draw illustration; speakers – pupils

illustrate and a printer – pupils illustrate.4. It needs a fan because it can get hot when it is used for a long time.5. Pupils draw and label a system unit.

Workbook answers

The system unit WB page 73

1. They will draw the system unit and label it.

2. Full name Function

CU Control unit This controls the input output devices.

ALU Arithmetic logic unit This part does the working out of calculations.

RAM Random access memory This is the memory available for programmes and data.

Topic 1: Storage devices66

Sub-theme 2 Basic concepts of IT

Topic 1 Storage devicesPerformance objectivesPupils should be able to:• Explain the term storage device.• Identify types of computer storage devices.• Uses/functions of storage devices.• Mention ways for caring for storage devices.

Additional resources• Pupil’s Book pages 145–147• Workbook pages 75–76• storage devices such as USB flash drives, memory cards, compact discs, floppy discs (if

available)

Teaching the lessonWhat are storage devices for?The main storage device on the computer is the main memory.

Secondary storage devicesDiscuss the different storage devices with the pupils, have as many examples as possible available for the pupils to look at and identify.

Discuss the offline storage devices The floppy disk is a type of disk but they are not used very often any more. The USB flash drive is the most popular among the pupils as they can do work and store information on it. A memory card is used in the computers and phones such as a smartphone. We also use a compact disc (or CD) for movies and storing information.

The difference between storage drive and diskDiscuss the two different forms of storage – the main memory on the computer is the main storage for a computer. The disks can be attached and removed and they can store information.

How to care for your storage devicesDiscuss how it is very important to keep scanning the device for viruses. They also need to be kept it in a safe place. Pupils need to learn to delete information that they no longer need.

Exercise PB page 147

1. A storage device is a device that stores information; it can be the main memory device or other offline storage devices such as a USB flash drive.

2. USB flash drive, memory card, compact disc, floppy disc3. A USB flash drive is small and portable and it is placed into the USB port to use; a CD is a

big circular disc-shaped object that is placed into the CD drive.4. The main function of a storage device is to store information or data.

Topic 1: Storage devices 67

5. Any three of the following – scan it for viruses; keep it in a safe place so it doesn’t get damaged; use it on a regular basis otherwise it loses its function; delete unwanted files and save space and format the device.

6. The pupils will draw the different devices in their exercise books.

Workbook answers

Storage devices WB page 75

1. The pupils will draw a hard drive. Hard drives are the main storage devices in computers.2. The pupils will a USB flash drive. You can store documents, photographs, files, music etc

on USB flash drives. 3. The pupils will draw a memory card.4. They draw a compact disc and then design a unique cover for it.


Assessment: Answers PB page 150

1. sticks, abacus2. calculator, smartphone3. The pupils can draw any device.4. Any two of the following – keyboard, mouse, microphone5. Any two of the following – monitor, head phones, speakers, printer6. Pupils draw the different devices.7. Any three of the following – power buttons, modem port, printer port, USB mouse port,

network port, fan8. CPU – central processing unit9. The arithmetic logic unit (ALU)10. Any three of the following – power buttons, port of the CD, port for a USB flash drive, the

reset button11. USB flash drive12. The CPU is the main storage device.13. Any two of the following – scan them for viruses; keep them in a safe place; use them on a

regular basis; delete unwanted files and format the device.

Basic Science & Technology

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