SCIENCE YEAR 4 2 0 0 7 SEMESTER 1 THEME : INVESTIGATING LIVING THINGS WEEK LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES • Pupils

identify the basic needs of humans • Pupils give reasons why humans need food, water, air and shelter • Pupils identify the basic needs of animals • Pupils give reasons why animals need food, water, air and shelter. • Pupils describe types of shelters for animals. • Pupils identify the basic needs of plants Pupils • Explain that humans breathe. • Describe what inhale is • Describe what exhale is. • Differentiate the air that we inhale and the air that we exhale • State that humans use lungs to breathe. • Identify the passage of air during breathing. • Conclude that not all individuals have the same rate of breathing NOTE SPS : - Predicting - Observing - Communicating - Making Inferences CTS - Group and Classifying - Analysing -Evaluating

1.1 Understanding that humans have a basic needs

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1.Living things have a basic needs

1.2 Understanding that animals have a basic needs

1.3 Understanding that plants have basic needs 2.1 Analysing life processes that humans undergo

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2. Living things undergo life processes

SPS : - Predicting - Observing - Communicating - Making Inferences -Making Hypotheses CTS - Group and Classifying - Analysing -Evaluating - Making conclusions

SC/Y4/ - 1 -

Observing .Making conclusions SPS : . • Give reasons why animals need to excrete and defecate.Predicting . • Explain that taking drugs and alcohol can delay a person’s response to stimuli. • State the animals defecate.Predicting .Analysing -Evaluating .Making Inferences -Making Hypotheses CTS .Observing .Group and Classifying . • State that animals breathe SPS : . SPS : . drugs taking and alcohol drinking among their peers. • State the product of human defecation.Communicating . • State the product of humans excretion.2 Being aware that certain behaviors can disturb life processes.Communicating .Communicating .Group and Classifying .2 - 6 2. • Participate in a campaign to discourage smoking.4 • State that humans excrete and defecate. • Give reasons why humans need to excrete and defecate. • State humans respond to stimuli.Predicting . Pupils • Give example of habits that bring harm to humans life processes. • State the effect of smoking on lungs. Pupils • State the animals excrete.Making conclusions 5 2.3 Analysing the life processes that animals undergo .Making Inferences -Making Hypotheses CTS .Observing . • Give reasons why humans responds to stimuli • State that humans reproduce • Predict what will happen if humans do not reproduce.Analysing -Evaluating .Making Inferences -Making Hypotheses CTS SC/Y4/ .

• Describe the life cycles of different animals. • Explain the various ways plants reproduce.Group and Classifying . • Identify the part of plant that responds to gravity. • Identify the part of plant that responds to touch.Making conclusions SPS : .Observing . Pupils • State that plants respond to stimuli.3 - .Communicating .4 Understanding the life processes that plants undergo. • State that plants reproduce.Predicting .Analysing -Evaluating .Analysing -Evaluating .Group and Classifying .Making Inferences -Making Hypotheses CTS . • Predict what will happen to the world if plants do not reproduce. • Conclude that animals may have different life cycles. • Classify animals according to the way they reproduce. • State that breathing organ for different types of animals may be different. • Identify the part of plant that responds to sunlight.7 2. . • State that some animals give birth and some lay eggs. • State that animals reproduce. • Identify the part of plant that responds to water. • Explain why plants need to reproduce.Making conclusions SC/Y4/ . 8 • Identify the breathing structures for certain animals.

Predicting .Making conclusions SPS : .Communicating .Making Inferences -Making Hypotheses CTS .Group and Classifying SC/Y4/ .Communicating . Pupils • Recognise the need for animals to protect themselves from enemies and extreme weather conditions.Predicting . • Describe how the special characteristics and behavior of animals help to protect them from danger. Animals and plants protect themselves. 3. • Describe how specific characteristics and behavior of animals help to protect them from very hot and cold weather.1 Understanding that animals have specific characteristics and behavior to protect themselves from danger. Pupils • Identify specific characteristics and behavior of animals that protect them from very hot or cold weather.2 Understanding that animals have specific characteristics and behavior to protect themselves from extreme weather.Observing .Making Inferences -Making Hypotheses CTS . SPS : . • Make a model of an imaginary animal that can survive both extreme weather and enemies. 11 3.Observing .3 Understanding that animals have specific characteristics and behaviors to enable them survive.Observing .Group and Classifying . .Communicating .Analysing -Evaluating .Group and Classifying . 9 Pupils • Identify special characteristics of animals that protect them from danger.3.Making Inferences -Making Hypotheses CTS .4 - 10 3. • Identify special behavior of animals that protect them from danger.Analysing -Evaluating .Making conclusions SPS : .Predicting .

Predicting .Making Inferences -Making Hypotheses CTS .5 Understanding that plants have specific characteristics to protect themselves from dry region and strong winds. Pupils • Give examples of plants found in very dry region.Making conclusions 3.Group and Classifying . • Identify specific characteristics of plants that protect them from excessive loss water. SC/Y4/ . Pupils • Identify the specific characteristics of plants that protect them from enemies. . • Identify specifics of plants that protect them from strong winds.4 Understanding that plants have specific characteristics to protect themselves from enemies.Making conclusions 12 SPS : . 3.5 - . • Describe how the specific characteristics of plants help to protect them from enemies. • Describe how specific characteristics of plants help them to survive in dry region. • Describe how specific characteristic of plants help them to survive in strong winds. • Give example of plants found in strong winds area.Analysing -Evaluating .Communicating .Observing .• Give reasons why models are built in such ways.Analysing -Evaluating .

Pupils • Compare a square and a rectangle and guess which object has a bigger area.Observing Communicating . NOTES 1. • Record lengths in standard units.Analysing -Evaluating . • Carry out a test to confirm their guesses. LEARNING OUTCOMES Pupils • State the different ways to measurement length. • Carry out a test to confirm their guesses. • Calculate the area of a given shape in metrics system.2 Understanding how to calculate area. • State that area= length X width. 13 14 15 SPS : .1Understanding the measurement of length. Pupils • Compare a cube and cuboids and guess which one bigger volume. • State the standard unit for length in the metric system.3 Understanding how to measure the volume of solid SC/Y4/ .6 - .Predicting .Making Inferences -Making Hypotheses CTS . • Measure length using the correct technique. • State the standard unit for area in the metric system.Making conclusions 1. • Choose the appropriate measurement tools to measure length.Group and Classifying . • State that volume = length X width X height. WEEK LEARNING AREA 1.THEME : INVESTIGATING FORCE AND ENERGY. Measurement LEARNING OBJECTIVES 1.

• Record the volume measured in a metric system.Analysing -Evaluating .5 Understanding how to measure mass. • Choose the appropriate measuring tools to measure the volume of a liquid. • State the standard unit for time in the metric system.7 - . • Identify tools for SPS : .1. • State the standard units for volume of liquid in the metric system. Pupils • Identify different ways to measure time • State that processes that repeat uniformly can be used to measure time. • Measure the mass of an object using the correct technique.4 Understanding how to measure volume of liquid.Observing Communicating . Pupils • State tools for measuring mass • State the standard unit for mass in the metric system.Predicting . Pupils • State the different ways to measure the volume of a liquid. 16 17 18 19 1.Group and Classifying .Making conclusions SC/Y4/ . • Calculate the volumes of cubes and cuboids based on the measurements taken in standard unit.Making Inferences -Making Hypotheses CTS . • Measure the volume of a liquid using the correct technique. 1.6 Understanding how to measure time • State the standard unit for volume of solids in the metric system. • Record the measurement using standard unit.

• Give reasons for any differences in the dough prepared by pupils using the given recipe. First Semester Exam on week19 SC/Y4/ . Pupils • Choose and use the appropriate tools to measure the volume of liquids and masses of the ingredients in a recipe. • Conclude the need for using metric system.7 Realising the importance of using the metric system.8 - .measuring time. • Measure time using appropriate tools • Record the time measure in metric system. 1.

SCIENCE YEAR 4 2 0 0 6 SEMESTER 2 THEME: INVESTIGATING MATERIALS WEEK 21 22 23 24 LEARNING AREA 1.Communicating . • Identify materials that float on water. • Conclude that a good conductor of heat is also good conductor of electricity. • State what a transparent material is. LEARNING OUTCOMES Pupils • Classify objects into groups according to the materials they are made of.Making conclusions SC/Y4/ .1 Understanding the properties of materials.Observing . • State what an insulator is. • Identify materials that absorb water. • Identify materials that allow light to pass through. • Identify materials that can be stretched.9 - .Predicting . • State what a translucent NOTE SPS : .Analysing -Evaluating . • State what a conductor is. • Classify materials based on their abilities to allow light pass through. • Identify materials that conduct heat. • Identify materials that conduct electricity. Properties of materials LEARNING OBJECTIVES 1.Making Inferences -Making Hypotheses CTS .Group and Classifying .

• State that materials are chosen to make an object based on their properties. Pupils • Give example of natural materials. Pupils • Differentiate between a 25 1. • State that man-made materials come from natural materials. • Give reasons why materials need to be conserved.Observing . • List uses of transparent.Predicting .2 Applying the knowledge of properties of materials in everyday life. reduce and recycle of materials. • Suggest ways to keep things hot. 27 28 1. translucent and opaque marerials.3 Synhesising the knowledge about uses of materials based on their properties. 25 26 SPS : . • Design an object for a specific purpose and give reasons why certain materials are used to make it. • Practise reusing.Group and Classifying . • Give example of manmade materials. • State what an opaque material is.Analysing -Evaluating .4 Knowing the importance of reuse.10 .material is.Making conclusions 1. 1. • Give reasons why particular materials are used to make an object. Pupils • Suggest ways to keep things cold.5 Understanding that some materials can rust - SC/Y4/ . Pupils • List objects and the materials that they are made. • Design an effective way to keep things hot or to keep things cold.Communicating .Making Inferences -Making Hypotheses CTS . reducing and recycling to conserve materials.

11 - . • Identify objects that can rust. Pupils • State the different ways to prevent objects from rusting. • Design a fair test to find out what factors cause rusting by deciding what to change.Predicting . • Explain why it is necessary to prevent rusting. SPS : .Making Inferences -Making Hypotheses CTS .Making conclusions SC/Y4/ .Analysing -Evaluating .Group and Classifying .Communicating .6 Understanding that rusting can be prevented 32 rusty object and a nonrusty object. • Conclude that objects made from iron can be rust. • Carry out the test and record the observation. what to observe and what to keep the same.29 30 31 1. • Explain how these ways can prevent rusting.Observing .

SC/Y4/ .Group and Classifying .Making Inferences -Making Hypotheses CTS . the Moon and the Sun.2 Understanding the relative size and distance between the Earth . • Conclude that the Earth is the only planet in the Solar System that has living things. • State the relative distance from the Earth to the Sun compared to the Relative distance from the Moon to the Earth. The solar system 35 36 1.Predicting . SPS : .12 - . • State that planets move around the Sun Pupils • State the size of the Sun relative to the size of the Earth • State the size of the Earth relative to the size of the Moon.1 Understanding the Solar System 33 34 1.Making conclusions 1. Pupils • State why certain planets are not conducive for living things. • Predict what will happen if the Earth is placed much nearer or farther from the Sun.3 Appreciating the perfect of the planet Earth in the Solar System.THEME : INVESTIGATING THE EARTH AND THE UNIVERSE WEEK LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES Pupils • List the constituents of the Solar System • List the planets in the Solar System in a sequence.Observing Communicating . NOTE 1.Analysing -Evaluating .

3 Synthesising how technology can be used to solve problems. Pupils • State that technology has advantages and NOTE 37 1.THEME : INVESTIGATING TECHNOLOGY WEEK LEARNING AREA 1. Pupils • Give example of development of technology • Recognise the needs to innovate or invent devices for the betterment of mankind.Group and Classifying .13 .2 Understanding the development of technology SPS : . • Design a device to solve the problem identified. • Generate ideas to solve the problems identified. 42 1.4 Analysing that technology can benefit mankind if used wisely.Making conclusions 40 41 1.1 understanding the importance of technology in everyday life.Observing Communicating . 38 39 1. - Final Exam on SC/Y4/ . Pupils • Identify problems they encounter in their daily life.Predicting . • Demonstrate how the device invented can be used to solve the problem identified.Analysing -Evaluating . • Explain how certain devices are used to overcome human’s limitation. Technology LEARNING OBJECTIVES LEARNING OUTCOMES Pupils • State that there are limitations to humans abilities to do things • Identify devices used to overcome human’s limitations.Making Inferences -Making Hypotheses CTS .

disadvantages. • Conclude that technology can benefit mankind if used wisely.40 SC/Y4/ . week.14 - .

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