Science Yearly Plan Year 4

7/29/2019 Science Yearly Plan Year 4

1/33

SCIENCE YEARLY PLANVELANTINE AK KAING

YEAR 42010/SK TABUAN HILIR

Week LearningArea

LearningObjective

LearningOutcome

Suggested Learning Activities Skills

1

1. Living

thingshavebasicneeds

1.1

Understandingthat humanshave basicneeds

a) Identify the

basic needs ofhumans.

b) Give reasonswhyhumans needfood,water, air andshelter.

a) Pupils view video that shows various footage related to

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

b) Based on the video pupils discuss the basic needs ofhumans i.e. food, water, air and shelter. Pupils discuss that:i) humans need to eat/drink to help them grow and to stayhealthy.ii) Humans need air to breath.

iii) Humans need to protect themselves from danger, sunand rain.

c) Pupils discuss and explain what will happen if there isno food, water, air and shelter

SPS :

- Obseving- Comparing- Relating- MakingInferens- Predicting

Remarks:

22. Livingthingshave

basicneeds.

1.2Understandingthat animals

basic needs.

Pupils:a) Identify thebasic

needs ofanimals.

b) Give reasonwhy

a) Pupils keep pets such as hamster or chick.

b) Pupils observe and record what they do to keep theiralive and healthy.

c) Pupils discuss why hamster or chicks are kept in a cageand not in airtight, covered container

SPS :- Observing- Interpreting

- Classifying- Predicting

MS :- Handle

Page1


2/33



animals needfood,water, air and

shelter.

c) Describe typesofshelter foranimals.

d) Based on their records pupils discuss the basic needsofanimals. Pupils discuss that

i)animals need to eat/drink to help them grow and healthy.ii) Animals need air to breath.iii) Animals need to protect themselves from danger, sun,and rain.

e) Pupils study pictures or video and describe differenttypes shelter s or animals such as nests, caves, and holes.

specimenscorrectly andcarefully

Remarks:

31. Livingthings

havebasicneeds.

1.3understanding

that plantshavebasic needs

Pupils:a) Identify the

basicneeds of plants.

a) Pupil carry out activities to show the basic needs of

plants by comparingsimilar balsam plants kept in different conditions :- 1 watered, 1 without water.- 1 kept outdoor, 1 kept in a tight plastic bag.- 1 kept outdoor and 1 kept in dark cupboard.b) Pupils observe and record their daily observations.

c) Based on their records pupils discuss to conclude thatthe basic needs of plants are water, air and sunlight.

SPS :- Classifying

- Experimenting- Observing- Making Inferens- Interpretingdata- Controllingvariable

MS :- Use the handlescienceapparatus and

substancesRemarks:

4 52. LivingThings

2.1 Analyzinglife processes

Pupils:a) Explain that a) Pupils use their hand to feel the movement of their

SPS:- Observing

Page2


3/33



undergolifeprocesses.

thathumansundergo.

humansbreathe.

b) Describe whatinhale is.

c) Describe whatexhale is.

d) Differentiatetheair that we inhaleand the air weexhale.

e) State thathumans uselungs to breathe

f) Identify thepassage of airduring breathing.

g) Conclude thatnot allindividuals have

the same rate ofbreathing.

chest as they breathe.

b) Pupils discuss to conclude that the movement of the

chest is due to breathing.

c) Pupils discuss that when they inhale they take in air andwhen they exhale they give out air.

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

e) Pupils observe model or view video of human body tosee that the lungs is a breathing organ for humans

f) To identify the passage of air movement when humanbreathes

g) Pupils carry out activity to count the number of chestmovement in a minute.

- Conclusion- Communicating- Comparing &

Contrasting- Observing- Relating

Remarks:

2. Living 2.1 Analyzing Pupils: SPS:

Page

3


4/33



6 thingsundergolife

processes.

life processesthathumans

undergo.

a) State thathumans excreteand defecate.

b) State theproducts ofhumansexcretion.

c) State theproduct ofhumandefecation.d) Give reason

whyhumans needexcrete anddefecate.

a) Pupils discuss to conclude that humans excrete anddefecate.

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

c) Pupils discuss that humans excrete and defecate to getrid of waste materials from their bodies.

d) Pupils discuss to infer the effect on health if humans donot excrete and defecate.

- Observing- Conclusion- Communicating

- Makinginference

Remarks:

72. LivingThingsundergolifeprocesses

2. Analyzing lifeprocesses thathumansundergo.

Pupil:a) State thathumansrespond tostimuli.

b) Give reasonwhyhumans respondto stimuli.

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

b) Pupils discuss to infer that humans respond to stimuli to

protectthemselves from danger or for survival.

c) Pupils draw family trees of their families for threegenerations. Pupils

SPS:- Experimenting- Synthesizing- Comparing

Page

4


5/33



c) State thathumansreproduce.

d) Predict whatwillhappen ifhumans do notreproduce.

Compare each others diagram and conclude that humansproduceoffspring from one generation to another.

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

Remarks:

82. Livingthingsundergo

lifeprocesses

2.2 Beingawarethat behaviour

candisturb lifeprocesses

Pupils:a) Give exampleof

habits that bringharm to humanlifeprocesses.

b) State theeffects ofsmoking onlungs.

c) explain thattakingdrugs andalcohol can delaya persons

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

b) Pupils look at picture or video of a smokers lungs anddiscuss the effects of smoking on lungs.

c) Pupils watch demonstration by teacher to observe theharmful substances produced when the cigarette is beingburned.

d) Pupils listen to the talk on smoking and health given byhealth officer.e) Pupils draw poster about the effects of smoking onhealth.

f) Pupils view video to see the effects of drug and alcoholon human terms of the effects of delaying a personsresponse to stimuli e.g.- ability to walk in straight line

SPS:Hypothesis

Thinking SkillGenerating ideasPredicting

SPSObserving

Thinking SkillAttributing

Suggested topicsfor the talk :

a) Smoking andHealth

b) How SmokingAffects Health

Page

5


6/33



response tostimuli.

d) Participate inacampaign todiscouragesmoking, drugstaking andalcohol drinkingamong theirpeers.

- delayed reaction of an drunken driver- a driver high on drug can cause

Remarks :

9 10 2. LivingThingsundergolifeprocesses

2.3 Analyzingthelife processesthatanimalsundergo

Pupils

a) State thatanimalsexcrete

b) State thatanimaldefecate

c) Give reasonswhy

animals need toexcrete anddefecated) State that

a) Pupils observe animals in science garden to concludethat animals defecate and excrete

b) Pupils discuss that animal excrete and defecate to getrid of waste product from their bodies.

c) Pupils discuss to infer the effects on health if animals donot excrete and defecate.

d) Pupils look at models or live specimens to see the

breathing structures of :i) BirdIi) FishIii) GrasshopperIv) Crab

SPSObserving

TSMakingconclusion

MSHandlespecimenscorrectly andcarefully

SPSMakinginferencesObserving

Page6


7/33



animalsbreathe.

e) Identify thebreathingstructuresfor certainanimals

f) State thatbreathingstructures fordifferent types ofanimals may be

different

V) FrogF) Monkey

Classifying

Remarks :

112. Livingthingsundergolifeprocesses

2. 3 Analyzingthelife processesthat animalsundergo.

Pupils:a) State thatanimalsreproduce.

b) State thatsome animalsgive birth someanimals lays

egg.

c) Classifyanimalsaccording to the

a) Based on the viewing of video/ models/ live specimenspupilsconclude that breathing structures for animals may bedifferent . Pupils view video showing animals giving birthand chicks hatching from eggs.

b) Pupils discuss to conclude that some animals give birthsome animals lays egg.

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

SPSObservingTSMakingconclusionSPSClassifying

Page7


8/33



way theyreproduce.

Remarks :

122. Livingthingsundergolifeprocesses

2.3 Analyzingthelife processthatanimalsundergo.

Pupils:a) Describe thelife cycles ofdifferentanimals.

b) Conclude thatanimals mayhave differentlife cycles

a) Pupils observe animals such as butterfly, frog, hamsteror chicken from birth / eggs to adult. Pupils record thechanges in size/ form at the different stages of the lifecycles.

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

c) Pupils make a scrap book on real animals as imaginarypets example :-Tiger, whale, lizard pangolin, bat, worm, snake. Pupils maywrite, draw or paste pictures on their scrap books to tellabout their pets.- What pupils have to do to keep their pets alive andhealthy.- Suitable home for their pets- Food for their pets- How their pets take care of their young- Life processes of their pets.

SPSObserving

SPS:Comparing

SPS:MakingConclusion

TS:Relating

MS:Use and handlescienceapparatus andsubstances

Remarks:

13 142. Livingthingsundergo

2.4Understandingthe life

Pupils:a) State thatplants

a) Pupils carry out activities to study how plant respond tostimuli i.e.

SPS:Observing

Page8


9/33



lifeprocesses

processesthat plantsundergo

respond tostimuli.

b) Identify thepart of plant thatresponds towater.

c) identify thepart ofplant thatrespondsto gravity.

Pupils;a) Identify thepart ofplant thatrespondsto sunlight.

b) Identify thepart ofplant thatrespondsto touch.

c) State theplantsreproduce totouch.

water, sunlight, touch and gravity.b) Pupils observe and record their findings.

c) Based on the above activities pupils discuss to identifythe part of plants that respond to stimuli:i) Roots respond to water and gravity.ii) Shoot respond to sunlight.iii) Certain leaflets respond to touch.

Pupils observe :a) Begonia plants / Bryophyllum that have young plantsgrowing from the leaves.

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

c) Water lettuce that have young plants attached toparent plants.

SPS:Making Inferenc

TS:Interpreting DataComparing

SPS:Observing

SPSMeasuring and

usingnumbers

MSUse and handlescienceapparatus andsubstances

Page

9


10/33



Remarks :

15 16

2. Living

thingsundergolifeprocesses

2.4

Understandingthe lifeprocessesthat plantsundergo

Pupils:

a) Explain whyplantsneed toreproduce.

b) Predict whatwillhappen to theworldif plants do notreproduce.

c) Explain thevarious waysplantsreproduce.

a) Pupils carry out discussion based on their observationsthat plant reproduce.

b) Pupils watch picture / view video and discuss thatplants reproduce to ensure the survival of their species.

c) Pupils discuss and predict what will happen to the worldif plants do not reproduce e.g. no food supply for man andcertain animals.

d) Pupils study live specimens / view video to find out the

various waysplants reproduce i.e. ;

i) Through Seeds E.G. Balsam, Corn And Durian,Ii) Through Spores E.G. Fern and Mushroom,Iii) Through Suckers E.G. Banana and Pineapple,Iv) Through Stem Cutting E.G. Hibiscus , Rose andTapioca,V) Through Leaves E.G. Bryophyllum and Begonia,Vi) Through Underground Stem E.G. Potato, Onion, Gingerand Lily.

CTS :

-GeneratingIdeas-MakingGeneralizations

SPS :

-Observing-Communicating-Predicting-Observing

CTS :-MakingGeneralizations-Communicating-Visualizing

Remarks:

172. Animalsand plants

3.1Understanding

Pupils:a) identify a) Pupils touch animals such as garden snails or millipedes

SPS :-Observing

Page10


11/33



protectthemselves

that animalshavespecific

characteristicsandbehaviour toprotectthemselvesfrom danger.

specialcharacteristics ofanimals that

protectthem fromdanger.

b) Identifyspecialbehaviour ofanimals thatprotect themfrom danger.

c) Describe howthespecialcharacteristicsand behaviour ofanimals help toprotect themfrom danger.

and observe how they react to danger.

b) Pupils describe what they observe and give reasons for

the animals behaviour e.g. millipede curls up to protectitself from danger.

c) Pupils look at live specimen or collect information bylooking at picture or viewing video of various animals toidentify the characteristics andbehaviour of animals that protect them from danger.e.g.:

i) pangolins have hard scales to protect themselves fromenemies,ii) Bed bug have bad smell to repel enemies,iii) chameleons have the ability to change skin colouraccording to the surrounding,iv) Scorpions have stings to protect themselves fromenemies.

d) Pupils discuss and explain how the characteristics andbehaviour of these animals protect them from danger.

e) Pupils present their findings to the class.

-Communicating-MakingInferences

MS :1. Use andhandlescienceapparatus andsubstances.2. Handlespecimenscorrectly andcarefully.3. Drawspecimensand apparatus.

Thinking Skill :

- Comparing andcontrasting

- Relating- Makinginferences

Remarks :

18

2. Animalsand plantsprotectthemselve

3.2Understandingthat animalshave

Pupils:a) Identifyspecificcharacteristic

a) Pupils view video of animals that live in very hot or coldweather.

SPS :

- Observing- Classifying

Page11


12/33



s specificcharacteristicsand

behaviour toprotectthemselvesfrom extremeweather.

andbehaviour ofanimals that

protectthem from veryhotor cold weather.

b) Describe howspecificcharacteristicand behaviour ofanimals help toprotect themfromvery hot or coldweather.

b) Pupils list the special characteristics and behaviour ofanimals and describe how these characteristics andbehaviour help

to protect them from very hot or cold weather e.g. :i) Rhinoceros keep their bodies cool by wallowing in mudholes,ii) Polar bears have thick fur to enable them to live in verycold weather,iii) Camels have humps on their backs to food and waterto enable them to survive in deserts.

c) Pupils present their findings to the class.

- Measuring- MakingInferences

MS :

- handlespecimenscorrectlyandcarefully- Draw specimenandapparatus

TS :- Comparingand constrasting- Group andclassifying- Visualizing

Remarks :

192. Animalsandplantsprotect

themselves

3.3Understandingthat animalshave

specificcharacteristicsandbehavior toenable

Pupils:a) Recognize theneed or animalsto protect

themselves fromenemies andextreme weatherconditions.

a) Pupils discuss that animals need to protect themselvesfrom enemies and extreme weather conditions to enablethem to survive.

b) Pupils design a model of an imaginary animal that can

SPS:- Classifying- Observing-

Communicating- Predicting- MakingInference

Page

12


13/33



them tosurvive.

b) Make a modelofan imaginary

animalthat can survivebothextreme weatherandenemies.

c) Give reasonswhymodels are builtinsuch ways.

protect itself from its enemy and extreme weatherconditions.

c) Pupils build their models and justify why models are builtwith certain characteristics.

Remarks:

202. Animalsandplantsprotectthemselves

3.4Understandingthat plantshavespecificcharacteristictoprotectthemselves

from enemies

Pupils:a) Identify thespecificcharacteristics ofplant thatprotectthem fromenemies.

b) Describe howthespecificcharacteristics ofplants help to

a) Pupils look at the pictures /view video of various of plantto identify special characteristics that protect these plantsfrom their enemies.

b) Pupils list the specific characteristics of plants.

c) Pupils describe how these characteristics of plants helpto protectthem from enemies. e.g. :

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

SPS:- observing- classifying- communicating- makinginference- makinghypothesis

Page

13


14/33



protectthem fromenemies

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

d) Pupils present their findings to theclass.

Remarks:

21 22Measurement

1.1Understandingthemeasurementof length.

Pupils :a) State thedifferentways to measurelength .

b) State the

standardunit for length inthemetric system .

c) Choose theappropriatemeasuring toolstomeasure length .

d ) Measure

lengthusing thecorrecttechnique.

a) Pupils discuss the different ways to measure lengthsuch as using straw , arm , span , string , ruler andmeasuring tape .

b) Pupils discuss the standard unit for length in metric

system i.e . mm , cm m and km.

c) Pupils choose the appropriate tools and measure instandard units :

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

ii) the length and height of teachers table .

iii) the length and width of the classroom

iv) the height of their friends .

v) the circumference of any part of their bodies or roundobjects .

SPS:- Observing- Communicating- Measuring andusing numbers- Makinginferences

- Interpretingdata- Controllingvariable

Page

14


15/33



e) Recordlengths in

standard units .

d) Record the measurements in a graphic organizer .

Remarks:

23Measurement

1.2Understandinghow tocalculatearea

Pupils:a) Compare asquareand a rectangleandguess whichobjecthas a bigger area

.

b) Carry out atest toconfirm theirguesses.

c) State thatarea =length x width

d) State the

standardunit for area inthemetric system .

a) Pupils compare object of different shapes such as asquare and a rectangle and guess which object has abigger area .

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

b) Pupils confirm their guess by filling the 4cm x 4cmsquare and 8cm x 2cm rectangle with 1cm x 1cm cardsand count the number of 1cm x 1cm cards used .

c) Pupils discuss to state the relationship between thenumber of 1cm x 1cm squares and the length and width ofthe above square m and square km .

d) Pupils calculate the area of any given square andrectangle in standard unit .

SPS:- observing

- Measuringusingnumbers

- Defining

operationally

- Communicating

Page

15


16/33



e) calculate theareaof a given shape

instandard unit .

Remarks:

24 25Measurement

1.3Understandinghow tomeasurethe volume ofsolid .

Pupils:a) Compare acup and a cuboidand guess whichone has a biggervolume .

b) Carry out atest toconfirm theirguess .

c) State thatvolume = lengthx width xheight

d) State the

standardunit for solids inthemetric system .

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

b) Pupils confirm their guesses by filling the 4cm x 4cm x4cm cube and 8cm x 4cm x 2cm cuboid with 1cm x 1cmx1cm cubes used .

c) Pupils discuss to state the relationship between thenumber of 1cm x 1cm x 1cm cubes and the length, widthand height of the above cube and cuboid .

d) Pupils discuss the standard unit for volume of solid inmetric system i.e . cubic mm , cubic cm and cubic m .

e) Pupils calculate the volumes of any given cubes and

cuboids in standard unit .

SPS:- Observing-Measuringusingnumbers-Definingoperationally-Communicating

Page

16


17/33



e) Calculate thevolume of cubescuboids based on

themeasurementtakenin standard unit .

Remarks:

26 27Measurement

1.4Understandinghow tomeasurevolume ofliquid

Pupilsa) State thedifferentways to measurethevolume of liquid .

b) State thestandardunit for volumeofliquids in themetricsystem .

c) Choose theappropriate

measuring toolstomeasure thevolumeof liquid .

a) Pupils discuss the different ways that can be used tomeasure the volume of a liquid such as using cup , the capof a bottle , beaker and measuring cylinder .b) Pupils discuss the standard unit for volume of liquid inmetric system i.e ml , and l .

c) Pupils choose the appropriate tool for measuring thevolume of a liquid .

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

c) Pupils carry out activities to measure the volumes of

liquids using the correct techniques .

SPS:- Observing

-Measuring usingnumbers

-Definingoperationally

-Interpretingdata

-Controllingvariable

Page

17


18/33



e) Measure thevolume of liquidusing the correcttechnique .

f) Record thevolumemeasured instandard unit .

d) Pupils record measurement in a graphic

organizer.

Remarks:

28

Measurement

1.5Understandinghow tomeasuremass

Pupilsa) State tools formeasuringmass .

b) State thestandardunit for mass inthemetric system .

c) Measure the

massof an objectusingthe correcttechniques

a) Pupils study lever balance and discuss that it can beused to measure mass of various object .

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

c) Pupils use tools to measure the masses of variousobject such as books ,pencil cases or school bags.

d) Pupils record the measurement in a graphic organizer .

SPS :- observing-Measuring usingnumbers-Definingoperationally-CommunicatingMS :-use and handlescienceapparatus andsubstances

-store scienceapparatusCTS:-relating-comparing and

Page18


19/33



d) Record themeasurement

usingstandard unit .

contrasting

Remarks:

29 30Measurement

1.6Understandinghow tomeasuretime

Pupilsa) Identifydifferentways to measuretime.

b) State thatprocessesthat repeatuniformly can beused to measuretime .

c) State thestandardunit for time in

themetric system.

d) Identify toolsfor

a) Pupils gather information about different ways tomeasure time.

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

c) Pupils observe the following processes :i) the swinging of a pendulumii) water drippingiii) pulse.

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

e) Pupils discuss to choose and use appropriate tools andunits to measure time .

d) Pupils measure the time taken to carry out certainactivities using the correct tools and appropriate units.

e) Pupils record the measurement in appropriate standard

SPS:

- Observing-Measuring UsingNumbers- ControllingVariable-Communicating-MakingHypothesis

MS:-Use And HandleScienceApparatus andSubstances

-Store ScienceApparatus

CTS:- Attributing

Page19


20/33



measuring time .

e) Measure time

usingappropriate tools.

f) Record thetimemeasured instandard unit

unit in a graphic organizer . -Relating-Comparing andContrasting

Remarks:

31Measurement

1.7 Realizingtheimportance ofusing standardunits

Pupils:a) Choose anduse theappropriate toolsto measure thevolumes ofliquidsand masses oftheingredients in arecipe .

b) Give reasonsforany differencesinthe dough

a) Pupils are shown a piece of play dough made earlierby teacher and ask to prepare their own play dough usingthe given recipe .

b) Based on the given recipe pupils discuss what tools touse for measuring the ingredients and how to measure .

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

d) Pupils feel that texture of the dough and given reasonsfor any difference in their dough as compared to the playdough prepared by the teacher .

e) Pupils conclude that standard units are needed for

SPS :- observing-Measuring usingnumbers-Controllingvariable- Makinginference

MS:-use and handlescience

apparatus andsubstances-store scienceapparatus-clean science

Page20


21/33



preparedby using thegiven

recipe .

c) Conclude theneed for usingstandard unit .

accuracy and consistency . apparatus

CTS:

- attributing-relating-comparing andcontrasting-makinginferences

Remarks:

32 33PropertiesOfMaterials

1.1Understandingthe propertiesofmaterials

Pupils:a) Classifyobjects intogroups accordingto the materialsthey are madeof.b) Identifymaterials thatconductelectricity.

c) Identifymaterials thatconduct heat.

d) Identifymaterials thatfloat on water

a) Pupils are given various objects made of wood, plastic,metal, glass or rubber and group them according to thematerials theyare made of.

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

SPS:- Observing- Classifying- Predicting

MS:- Handlespecimenscorrectly andcarefully.- Store scienceapparatus

TS:- Attributing

-Grouping andclassifying

Page21


22/33



e) Identifymaterials thatabsorb water

Remarks:

34PropertiesOfMaterials

1.1Understandingthe propertiesofmaterials

Pupilsa) Identifymaterials thatcan be stretched.

b) Identifymaterials thatallow lightto pass trough.

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

e) Conclude thata goodconductorof heat is also agood conductor

of electricity

a) Pupils record their findings in a graphic organizer

b) Discuss what conductor and insulator are.

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

SPS:- Observing- Classifying- CommunicatingMS:- Drawspecimens andapparatus.

TS:- Comparingand contrasting.- Makingconclusions.

Remarks:

Properties 1.1 Pupils SPS:

Page

22


23/33



35 OfMaterials

UnderstandingThe propertiesof

materials

a) Classifymaterials basedon their

abilities to allowlight to passthrough

b) State what atransparentmaterialis.

c) State what atranslucentmaterialis.

d) State what anopaque materialis.

e) List uses oftransparent,translucent andopaquematerials.

a) Pupils carry out activities to test different materials suchas glass, wood rubber, metal and plastic to find out theirabilities to allow

light to pass through.

b) Based on the above activities, pupils classify materialsinto three categories e.g:i) Transparent material that allows most light to passthrough,ii) Translucent material that allows some light to passthrough,iii) Opaque material that does not allow any light to passthrough.

- Observing- Classifying- Making

inferences

MS:- Drawspecimens andapparatus.- Storescienceapparatus.

TS:- Comparingandcontrasting- PrioritizingMakingconclusions

Remarks:

36PropertiesOfMaterials

1.2 Applyingtheknowledge of

Pupils:a) Suggest waysto keep things

a) Pupils observe models or view video to see the structureof polystyrene container or thermos flask to understand

SPS:- Observing- Classifying

Page23


24/33



properties ofmaterials inevery

day life

cold.

b) Suggest ways

to keep thinshot.

c) Pupils designan affective wayto keep thingshot or to keepthings cold.

how they work.

b) Pupils discuss and suggest ways to keep things cold e.g.

keeping cold drinks for a picnic.

c) Pupils discuss and suggest ways to keep things hot e.g.drinks or food for picnic.

d) Pupils carry out activities to test their suggestions.

e) Pupils discuss to conclude the best way to keep thingshot or cold.

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

g) Pupils suggest reasons why the materials are used tomake the objects.

h) Pupils discuss that different materials have differentproperties which are taken into consideration whenchoosing materials to make an object. e.g. metal and glassare used to make a pair of glasses.

i) Pupils design an object for a specific purpose using thematerial of their choice and justify why they choose the

materials.

- Communicating

Remarks:

Page

24


25/33



37

PropertiesOf

Materials

1.3Synthesizing

the knowledgeabout uses ofmaterialsbased ontheir properties

Pupils:a) List objects

and thematerials thatthey are madeof.b) Give reasonswhyparticularmaterials areused to make anobject.

c) State thatmaterials arechosen to makean object basedon theirproperties.

d) Design anobject for aspecific purposeand give reasons

why certainmaterials areused to make it.

a) Pupils study objects and list the materials that these

objects are made of.

b) Pupils suggest reasons why the materials are used tomake the objects.

c) Pupils discuss that different materials have differentproperties which are taken into consideration whenchoosing materials to make an object. e.g. metal and glassare used to make a pair of glasses.

d) Pupils design an object for a specific purpose using thematerial of their choice and justify why they choose thematerials.

SPS:- Observing

- Classifying- Communicating- Interpretingdata

Remarks:

Page

25


26/33



38

1.Propertiesof

Materials

1.4 Knowingtheimportance

of Reuse,Reduce andRecycle ofmaterials

Pupils:a) Give examplesof natural

materials.b) Give examplesof man-madematerials.c) State thatman-madematerials comefrom naturalmaterials.d) Give reasonswhymaterials need

to beconserved.e) Practicereusing,reducing, andrecycling toconservematerials.

a)Pupils observe and classify object aroundthem into:

i) Object made of natural materials i.e: wood, soil, metal,leather,cotton, fur, rubber, and silk.ii) Object made of man-made materials i.e: plastic andsynthetic cloth.

b) Pupils discuss that man-made materials come fromnatural materials.

c) Pupils conclude that we need conserve materialsbecause man-made materials an natural materials arelimited and may be used up if there is no effort to conserve

them.

d) Pupils carry out activities about reusing, reducing useand recycling of materials throughout the year.

SPS:- Observing

- Classifying- Makinginferences- Communicating

Remarks

39

1.

Propertiesofmaterials.

1.5

Understandingthat somematerials canrust

Pupils:

a) Differentiatebetween a rustyobject and nonrustyobject.

a) Pupils observe a rusty nail and a nail without rust andtell the differences.

Pupils observe objects around the school and classifyobjects as:

SPS:

- Observing- Classifying- Makinginferences- Controlling

Page26


27/33



b) Identify objectthat can rust.

c) Conclude thatobject madefrom iron canrust.

d) Design a fairtest to find outwhat factorscauserusting bydeciding what to

change, what toobserveand what to keepthe same.

d) Carry out thetest and recordtheobserve theobservation

i) rustyii) non-rusty.

b) Pupils discuss to conclude that objects made iron canrust.

c) Pupils carry out activities to investigate factors thatcause rusting i.e: presence of air and water.

variables- MakingHypothesis -

Definingoperationally

Remarks:

401.PropertiesOfMaterials

1.1Understandingthe propertiesof

Pupilsa) State thedifferent waysprevent objects

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

SPS:- Observing- Comparing- Contrasting

Page27


28/33



materials from rusting.

b) Explain how

these ways canprevent rusting.

c) Explain why itisnecessary topreventrusting.

b) Pupils discuss the advantages of preventingrusting

- Experimenting- Makinghypotheses

- Communicating- Predicting- RelatingInterpreting data

Remarks:

411.TheSolarSystem

1.1Understandingthesolar system

Pupilsa) List theconstituents ofthe SolarSystem.

b) List the planetin the SolarSystem in asequence.

c) State thatplanet move

around the sun.

a) Pupils study a model or view simulation of the SolarSystem .

b) Pupils discuss the constituents of the Solar System.

c) Pupils simulate to demonstrate the relative distance ofthe planet in the Solar System.

d) Pupils discuss that all the planets in the Solar Systemmove around the sun.

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

Remarks:

1.TheSolar

1.2Understanding

Pupilsa) State the size a) Pupils compare the size of a sago, a glass, marble and a

SPS:- Measuring and

Page28


29/33



42 System the relativescience anddistance

between theEarth ,Moonand the Sun

of the Sunrelative to thesize of the Earth.

b) State the sizeof the Earthrelative to thesize of the Moon.

c) State therelative distancefrom the Earth tothe Suncompare to therelative

distance fromthe Earth tothe Moon.

basket ball to show the relative size of the Moon, Earth andSun.

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

c) State the relative distance from the Earth to the Suncompare to the relative distance from the Earth to theMoon.

usingnumber,Comparing and

contrasting

TS:- Prediction,visualizing- Using spacetimeRelationshipsequencing

Remarks:

1.TheSolarSystem

1.3Appreciatingthe perfectplacement oftheplanet Earth in

theSolar System.

Pupilsa)State whycertain planetare notconducive forliving things .

b) Predict whatwill happen if theEarth is placedmuch nearer or

a) Pupils gather information about planet in the SolarSystem.

b) Pupils discuss how the distance of a planet from the Sunaffects how hot or cold it is.

c) Pupils discuss to relate how hot or cold a planet is to itsability to support life.

d) Pupils discuss to predict what will happen if the Earth is

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

hypothesis

Page

29


30/33



farther from theSun.

c) Conclude thatthe Earth is theonly planet in theSolarSystem that hasliving things.

placed much nearer or farther from the Sun.

e) Pupils discuss other factors that affect a planets ability

to support lives e.g. absence of water and absent of air.

Remarks:

431.Technology

1.1Understandingthe importanceoftechnology ineveryday life.

Pupils:a) State thatthere arelimitations tohumans abilitiesto do things.

a) Pupils test their abilities e.g.

i) try to memorize a telephone number and then try tomemorize another 5 telephone numbers without writingthem down.ii) try to jump as high as possible and touch the ceiling.iii) Try to read the same writing from different distance.

b) Pupils discuss the limit of their abilities.

c) Pupils view video to see how technology are used toovercome humans limitations.

d) Pupils discuss and give other examples of humans

limitations and ways to overcome them e.g.

i) Unable to see the fine details on an object. This can beovercome by using magnifying glass or microscope,ii) Unable to speak loud enough for someone far away to

SPS:- Observing- Communicating- Predicting

Page30


31/33



hear. This can be overcome by using microphone,megaphone or telephone.iii) Unable to walk for long distance. This can be overcome

by riding a bicycle or traveling by car, train, ship or aeroplaneRemarks:

44

1.Technology

1.2Understandingthedevelopmentof technology

Pupils,

a) Give examplesof developmentof technology

b) Recognize theneeds toinnovateor invent devicesfor thebetterment of

mankind.

a) Pupils gather information and create folio about thedevelopment of technology in the fields of :

i) communication,ii) transportation,iii) agriculture,

iv) construction.

E.g. in communication the development of technology fromsmoke signal to drum, telephone, walkie-talkie, cell phoneand teleconferencing.

b) Pupils give reasons on the needs to innovate or inventdevices for the betterment of mankind.

SPS:- Observing- Communicating

Remarks

1. 1.3 Pupils SPS:

Page

31


32/33



45 46Technology

Synthesizinghow technologycan be used to

solve problems.

a) Identifyproblems theyencounter in

their daily life.

B) Generateideas to solvethe problemsidentified.

c) Design thedevice to solvethe problemsidentified.

d) Demonstratehow the deviceinvented can beused to solvethe problemidentified.

a) Pupils discuss and list the problems that they encounterin everyday life.

b) Pupils carry out brainstorming session on how to solvethe problems identified.

c) Pupils design and make devices to solve the problemsidentified.

d) Pupils present their innovations to the class

- Communicating- PredictingMS1

MS2MS3MS5

Remarks:

Page

32


33/33



47

1.

Technology

1.4 Analyzing

that technologycan benefitmankind ifusedwisely.

Pupils :

a) State thattechnology hasadvantages anddisadvantages.

b) Conclude thattechnology canbenefit mankindif used wisely.

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

b) Pupils hold debates on topics related to technology.

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

SPS:

- Classifying

Remarks

Page

33

Science Yearly Plan Year 4

Documents