` PRIMARY SCIENCE CURRICULUM GUIDE

Unit 1:Human Body – Parts of the body and their roles for healthy living

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

A healthy State three Interpret Appreciate It is important to Lesson 1: Play Toys, Did pupils Health and
body ways to and make the need to keep the body fit so 1. Class discussion about games share Family Life
keep the conclus- care for our we can be healthy staying healthy. Recap from equipment toys/games? Education –
body ions from bodies in and happy. We can Level 1 Healthy
healthy data order to keep our bodies Were pupils Living
live a healthy by eating 2. a) Pupils are asked to bring able to say
healthy balanced diets, toys and games how playing Physical
life. exercising, playing, b) They work in groups and makes them Education –
resting and keeping play with toys/games of feel? Simple
Show ourselves and each other. body
willingness surroundings clean. (Encourage exercises
to share Play is important pupils to share and care and games
with others because it helps us for toys of others)
and care to exercise and stay c) In class discussion,
for happy (it is pupils say
property of important for - what is their favourite
others learning). Keeping game/toy.
our bodies and the - how playing makes
environment clean them feel
prevents us from - how they would feel if
getting ill. Activities not allowed to play
such as bathing,
brushing teeth, 3. In books/on large paper,
washing dishes, and pupils
washing fruits and a) draw and name their
vegetables before favourite toy/game
eating them, help to b) complete the sentence
keep us healthy. ‘Playing makes me
feel…’

1 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 1:Human Body – Parts of the body and their roles for healthy living

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

c) Write an agreed list of Were Pupils Performing

rules for playing. able to list Arts -
e.g. No fighting or draw Drama
Always share toys several ways
of keeping
Lesson 2: Keeping clean clean?
1. Play Charades
Teacher acts out/mimes one
way of keeping clean and
pupils guess what it is.

2. Pupils mime/act ways of

keeping clean and others
guess what they are doing.
If the pupils have trouble
thinking of things to do,
write them on small pieces
of paper, fold and let pupils
choose an activity without
the rest of the class knowing.
Discuss why each activity is
important.

3. Pupils list ways of keeping

clean.

PRIMARY SCIENCE CURRICULUM GUIDE

2 December 2009
Unit 1:Human Body – Parts of the body and their roles for healthy living

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Growth Identify Observe Display Humans grow 1. Pupils bring photographs of Photo- In pupils’ Social
and physical and different respect for from babies to themselves and their family graphs, drawings, Studies –
change behavioural pictures. differences children then to showing different stages of magazine did they Members of
changes that Record among adults. There are development. pictures show a family
take place and humans differences appropriate
during the report between these 2. They sort out the pictures into differences Mathem-
stages of observa- stages in their groups consisting of babies, between the matics –
human tions body shape, size, children, adults and those stages? Counting
develop- hair, diet, and pictures with several stages. family
ment physical members,
capabilities such 3. Pupils say how the people in sets
as speech, the pictures differ in
walking, hand-eye appearance and physical
co-ordination, etc. capabilities.

4. Pupils draw themselves as

babies/ draw their family

Note: Pupils without photographs

can share with friends, or use
suitable pictures from magazines

3 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 1: Human Body – Parts of the body and their roles for healthy living

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Inside Recognise Appreciate Inside our bodies 1. Discussion – Ask pupils what Pictures Pupils name Health and
our body and name at the need to there are many they think it is like inside their and at least three Family Life
least three care for the parts. bodies (temperature, texture, models of of the – Care of the
of the major body Some main or colour, etc.) internal internal body
internal major parts are the body organs.
organs heart, stomach, 2. Teacher provides pictures, or organs Can pupils Language
lungs, liver, models where available, of locate these Arts –
kidneys and brain internal organs. Pupils identify parts on the Vocabulary
the major organs. body? and spelling
names of
3. On a large drawing of the organs
human body pupils locate the
position of these major organs.

Measur- Name five Measure Appreciate We can measure 1. Demonstrate how to use a Rulers, Were pupils Mathematics
ing body different parts of that there the length of the ruler/measuring tape. measuring able to make – using
parts body parts. the body. are body and its parts tapes, at least three measuring
Interpret differences by using rulers, 2. Pupils work in pairs and string measure- instruments,
results among measuring tapes measure body parts of each ments? using
and make humans. and strings. other, e.g. length of foot, symbols <, >
conclus- Measurements can height, waist, and hand span. Were pupils and =.
ions. be made of our able to
height, waist, hand 3. Pupils record lengths in books interpret
span, foot length, results?
etc. and recorded 4. Results are displayed in a
in centimetres table on the board.
(cm).

4 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 1:Human Body – Parts of the body and their roles for healthy living

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Evaluate 5. During class discussion pupils Did pupils

the interpret results to make evaluate
procedures conclusions such as measuring
involved in a) Who is the shortest/ tallest? techniques?
measuring b) Who has the widest hand
span?
c) How many pupils have the
same length of foot?

6. Pupils state which

measurements were easy/hard
to make. Pupils make
suggestions for improving
measurement techniques.

March 2003

5 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 2: Animal Kingdom – The variety, features and life processes of animals

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Move- Describe Observe Treat Animals move in 1. Pupils collect small animals, Bags, jars, Were pupils Drama –
ment in different move- animals different ways, or teacher provides animals gloves. able to imitate
animals ways in ment in with care such as walking (different types of insects are etc. for observe actions
which animals. and running, jumping suitable). collecting movement
animals respect. swimming, animals, in some
move. hopping creeping 2. Pupils observe and describe tray, animals?
and flying. how the animals move. pictures of
animals Were pupils
3. Pupils look at pictures able to
showing movement in other describe and
animals and describe the demonstrate
movement. movement
in animals?
4. Different animals are chosen
and pupils are asked to show
how these animals move.

Alternative strategies
(i) Pupils can observe
animals in the
environment and
describe how they
move.
(ii) Teacher can show a
video of animals
moving in their
environment.

6 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 2: Animal Kingdom – The variety, features and life processes of animals

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Birth, Compare Observe Display Some animals This topic can be taught over a Frog/toad, Were pupils Agricultural
growth different different interest in develop in their period of about three weeks butterfly, able to state Science –
and ways in ways in and respect mother and are chicken which Birth of
change in which which for then born, e.g. 1. Pupils are shown eggs, other animals livestock
animals animals are animals animals. dog, human, and pictures/samples of chicks, baby hatch from
born or are born cat. Some animals human babies, puppies, etc. animals. eggs and
hatched or develop in eggs, then discuss where the Apparatus which do
hatched outside their animals come from, or, how necessary not?
Describe the mother, then they are born/hatched. for keeping
changes that Observe hatch, e.g. birds, the animals Were pupils
take place in and frogs, lizards. 2. Pupils observe various safely and able to
animals as record animals, hatching/being born comfortably record
they grow changes After birth and then growing over a Science changes in
in animals go period of weeks. Around Us, the animals
animals through many Frogs/toads, chickens and Book 2. observed?
as they physical changes butterflies are suitable. Pages 37 –
grow with respect to 39
size, shape, 3. Pupils record observations in
colour, covering, a series of drawings showing
teeth, etc. the changes in the animals.
They discuss these changes.

7 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 3: Plant Kingdom – The variety, features and life processes of plants

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Growth Describe Manipulate Display As a seedling This topic can be taught over a Pictures/ Did Pupils Mathematics --
and three equipment interest in grows into an period of two or three weeks - samples of show Measuring
change changes that for and respect adult plant plants at respect for height
in occur in the seedling for plants. several 1. In the first lesson introduce different and interest
plants life-cycle of growth. changes occur. concept of growth and change stages of in plants? Agricultural
a plant. It gets bigger by showing pictures or develop- Science – Plant
Observe in size and samples of plants as seedlings ment. Did pupils growth
and record produces more and adult plants. Seedlings, state three
changes in leaves. Some apparatus changes that
growing plants produce 2. Pupils are provided with for occurred in
plants. flowers. seedlings of fast growing growing their plants?
plants e.g. cucumber, bora, seedlings
and black-eye peas, to observe (pots,
them as they grow. Pupils will seedbox,
observe plants regularly for a water,
period of about 3 weeks. They soil, etc.)
should work in groups, each
group responsible for one
plant.

3. Pupils record observations as

drawings, some may be able to
use a ruler to measure height
of plants

8 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 3: Plant Kingdom – The variety, features and life processes of plants

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

4. In the concluding lesson

pupils are asked to say what
changes they saw in their
plants, as well as the ways
in which they cared for their
plants and any difficulties
they had.

Group- Observing Display Plants have many 1. Pupils visit school yard to Equipment Did pupils Mathematics
ing external interest in differences and observe variety of plants for suggest – Sets
plants features of and respect similarities in their collecting features by
plants. for plants. appearance, these 2. Pupils work in small plant which plants
include: groups and collect samples samples – could be
Grouping - size, colour and of plants from schoolyard bags, grouped?
plants. shape of leaves where safe. (They do not scissors,
- types of veins on need to collect a whole gloves. Were pupils
Interpret- leaves plant, especially for trees). able to place
ing data - presence of Glue, tape, plants in
about plant flowers 3. Pupils observe and report scissors groups?
groups. - size, shape and on similarities and
colour of flowers differences.
- size of plant

9 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 3: Plant Kingdom – The variety, features and life processes of plants

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

4. Class discussion – Pupils

say how plants could be
grouped. Pupils give names
for each group (e.g. big
leaves, no flowers)

5. Working in groups, pupils

then arrange their samples
into their agreed plant groups.
On cardboard/large paper
they write the names of each
plant group as headings and
pupils stick their samples
under the heading.

6. Pupils then display their work.

10 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 4: Environment – Components of the environment and their inter-relations

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Types of Identify Group Cooperate There are different 1. Pupils collect at least 5 small Equip- Were pupils Mathematics
environ- some objects with others. types of items from 2 or 3 ment for able to state - Sets
ment and common accord- environment. environments (e.g. schoolyard, collecting in which
the things types of ing to home, and pasture) and bring items - environ-
found in environment their Some them to the classroom. bags, ment things
them environ- environments are, boxes, etc. could be
Match ment. the home, the 2. Working in pairs, pupils found?
things with yard, the school, arrange items according to
their the pond/trench, their environment, i.e. things Were pupils
environ- the pasture, the from the yard, things from able to
ment. forest. the home, etc. group
things
Each environment 3. Pupils play games in pairs according
has different using these groups of items. to which
things found in it, - Pupil A memorises what is environ-
for example, in a in each group then closes ment they
pasture you would his/her eyes. are found
find grass, other - Pupil B exchanges an item in?
small plants, in one environment for that
animals, and soil. in another OR removes one
or two items from each
environment.
- Pupil A now looks at the
items and says what has
changed.
- Pupils exchange roles and
repeat game.

11 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 4: Environment – Components of the environment and their inter-relations

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude
.
4. Pupils answer questions such
As:Were there any items
found in more than one place?
Where would you expect to
find a ....................?

Care for Discuss Observ- Demon- We must care for 1. Teacher shows pupils pictures Materials Were pupils Social
the ways to care ing strate the environment of a healthy and an unhealthy for able to Studies and
environ- for the things in respect for and the things environment. keeping identify
ment environment the their found in it. We an area of signs of a Environ-
environ- environ- can do this by 2. Pupils discuss in what type of land clean good and a mental
Give ment ment. growing plants, place they would like to live e.g. spade, bad Education –
reasons why making and in what type of place they plastic environ- Care of the
we should comfortable places would not like to live. They bags, fork, ment? environment
care for the for animals to live, also consider animals and in seeds,
environ- using energy and what types of place they live. seedlings, Were pupils
ment. water wisely, and containers able to state
reducing pollution 3. Develop the idea of a nice for water ways to
and litter. place to live being a ‘good or for care for the
healthy environment’. Pupils birds/food environ-
list signs of a ‘good or healthy for ment?
environment’ and signs of a animals
‘bad or unhealthy
environment’.

12 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 4: Environment – Components of the environment and their inter-relations

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

4. Pupils suggest ways to make Did pupils

or maintain a Good or Healthy show desire
Environment and draw a Good to maintain
Environment. a good
environment
As a follow-up, pupils or the in the school
class is allocated an area of the yard?
schoolyard to maintain as an
example of a good
environment.

The State the Observe Appre- The soil is the 1. Pupils visit schoolyard and Equipment Were pupils Social
import- uses of soil. the role of ciate that outer layer of the observe the soil and things for able to Studies –
ance soil in the soil is a earth. Soil is living/growing in it. collecting collect Soils
and Recognise environ- home for important for samples – samples of
uses of the import- ment. organisms plant growth. 2. Pupils collect samples of Spoons, things Agricultural
soil ance of soil. and must Most animals, things living/growing in the spades, growing/ Science –
be cared including soil and display these in the buckets, living in the Uses of soils
for. humans, depend classroom. bags, empty soil?
on plants for food food
or shelter. 3. Class discussion on the role containers. Did pupils
and importance of soil in state the role
plant growth, and the of soil?
importance of this to animals
including humans.

13 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 5: Weather – Types, features and effects of the weather

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Weather List weather Observe Develop an The weather can 1. Pupils are introduced to Months’ Were pupils Mathematics
charts types weather awareness be recorded in symbols representing calendar on able to – recording
observed condi- of weather charts using weather types – recapping large paper/ observe the information
locally. tions. changes. symbols. From from Grade one, pupils draw cardboard, weather in tables
this you can see a symbol to represent each Cardboard conditions?
Record patterns in the weather type. cut-out Art –
weather weather, such as weather Were pupils drawing
condi- the most common 2. Pupils keep individual symbols able to symbols to
tions. weather types or records of the weather for choose represent
duration of such one week by observing the Science appropriate weather.
Interpret weather types. weather each day and Around Us, symbols for
informa- drawing the appropriate Book 2 each
tion about symbol in a table as follows: pages 15 weather
the and 16 type?
weather.
Day Type of Symbol
Weather
…..… ……… ………..
……. ……… ………..
……. ……… ………..

14 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 5: Weather – Types, features and effects of the weather

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Class Project: The Month’s Large Language

Weather sheet of Arts –
paper, Writing in
1. On a large sheet of paper/ cardboard. full
cardboard /the pupils draw sentences.
calendar for the month.

2. For each day two different

pupils record the weather by
drawing/sticking symbols on
the calendar.

3. At the end of the month pupils

interpret this recorded
information with respect to:
- number of days which were
 sunny
 rainy
 windy
 cloudy
- the driest/wettest week
- any other patterns in the
weather.

15 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 5: Weather – Types, features and effects of the weather

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Clothes Match Develop Different clothes 1. Using pictures of clothes and Pictures of Were pupils Social
for the appropriate the attitude are appropriate for symbols/pictures of weather clothes, able to match Studies –
weather clothing to to dress different weather conditions, pupils match weather the Dress and
different properly conditions, e.g. different weather types to the symbols/ appropriate habits.
weather and appro- light, cotton appropriate clothing. pictures of clothing to
conditions. priately. clothes for hot weather. each weather Art –
weather. 2. Class discusses the reasons condition? drawing
why the clothing is people in
appropriate for the weather different
condition. weather
conditions
3. Pupils draw people in
different weather conditions
wearing the appropriate
clothing.

Making List three Observe Develop The water we get 1. Class discussion to review Water, Did pupils Health and
water ways to different habit of from many sources of water. containers, give good Family Life
safe make water water drinking sources is not safe means of reasons for Education –
safe for samples pure water. to drink because it 2. Pupils observe water being boiling not wanting Healthy
drinking. has germs. boiled. water to use some living
Unsafe water samples of
could make us ill water?
if we drink it. One
way to make water
safe to drink is by
boiling to kill
germs.

16 December 2009
 PRIMARY SCIENCE CURRICULUM GUIDE

Unit 5: Weather – Types, features and effects of the weather

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

However, when 3. Teacher presents class with Were pupils

this is not possible four samples of water able to list at
we can allow a) The boiled water least three
water to settle, b) Dirty water ways to
then strain or filter c) Clear water (not boiled) make water
it, and add bleach. d) Boiled water in a dirty safe to
(Adults must do container. drink.
this, using specific
proportions of 4. Pupils discuss which samples
bleach and water of water they would drink and
and leaving to which they would not, giving
stand for at least reasons why.
30 min). Bleach
also kills germs. 5. Pupils list ways of keeping
It is important to water safe and explain why
store water in a we need to drink safe water.
clean and covered
container.

17 December 2009
Unit 8: Energy – Forms of energy, their sources and effects

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Using Identify Display The dangers of 1. Pupils observe damaged or Damaged Were Technology
electri- ways to use safety in using electricity unsafe electrical components. electrical pupils able Education –
city electricity using are electric shock, compo- to state Safe use of
safely safely electricity fires and burns. 2. Class discusses about the nents/ dangers of electricity.
Safe use of dangers and the related safety appliances using
electricity measures in using electricity. Pictures electricity?
includes,
- not over- 3. Pupils observe the symbol for Were
loading plug or danger of electric shock. pupils able
sockets Teacher provides appliances to state
- not playing gadgets or pictures showing three ways
with electrical symbol. of using
appliances, electricity
sockets or 4. Pupils draw/trace and colour safely?
points the symbol for electric shock
- not touching
exposed wires
- not using
broken/
damaged
appliances,
wires, etc.
- not handling
electrical
connection and
or appliances
with wet hand
or near water.

18 December 2009
Unit 9: Forces – Types of forces and their effects

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Direction Identify the Manipu- Forces can be 1. Pupils investigate the Objects for Were pupils Technology
of forces direction in late applied in Question: In how many the able to Education –
which forces objects by different different directions can I activities. move use of forces
are applied. using directions such move a pencil? Pupils try - Kites, objects in
forces to as upward, moving their pencils in all the ropes, balls, different Physical
move downward, different directions they can etc. directions? Education –
them in sideways, think of, then report on which Sports and
different forward and direction they had to push/ Were pupils Games: the
directions. backward. pull/ lift in order to move the able to say forces
pencil. in which involved.
direction the
2. Pupils observe and report the forces were
direction of forces used to applied?
perform familiar activities e.g.
which way they have to pull or
push when
- flying a kite
- playing tug-o-war
- throwing a ball
- riding a bicycle
- playing on see-saws,
slides and swings.

19 December 2009
Unit 9: Forces – Types of forces and their effects

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

The Demonstrate Manipu- Forces have Recap on types and direction Modelling Were pupils Art Craft –
effects of some effects late different effects of forces. clay/dough/ able to making
forces of forces on objects to on things. Forces Each pupil has a piece of plasticine, observe the models
things show the can: modelling clay, dough, string. effects of
effects of - make things plasticine or similar materials. forces? Mathematics
forces on move 1. Investigation: How many Did pupils – shapes,
them. - change the shapes can I make? enjoy counting
Observe speed and Pupils make as many manipulating
the direction of different shapes as they can materials/
effects of moving things with the modelling material. objects?
forces. - stop things (not restricted to
moving geometrical shapes). They Did pupils
- change the count the number of shapes. demonstrate
shape of things Pupils discuss how they the effects of
made each shape, i.e. by the forces on
rolling, stretching, the
squashing, pushing, etc. materials?
2. Using an object tied to
string, pupils investigate
how they can change the
movement of the object.
They hold the string up so
the object can swing. Pupils
show how they can make it
move faster, slower and in
different directions.

20 December 2009
Unit 9: Forces – Types of forces and their effects

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Some Demon- Manipu- Develop Some heavy 1. Pupils devise ways of, Tins with Were Technology
simple strate how late habit of objects are hard to - opening cans with lids lids, glass pupils able Education –
machines some equip- using move. Simple - removing caps from glass bottles with to devise Use of
simple ment. machines machines like the drink bottles metal caps, means of simple
machines when lever and inclined - lifting heavy objects using a bottle using machines
make work Observe necessary. plane make it piece of wood. opener, simple
easier. and easier to move spoons, machines?
record the heavy objects. 2. Pupils use a piece of wood as a see-saw,
effects of see-saw. nails, 2 m Were
using plank of pupils able
machines. 3. Pupils compare and discuss wood to compare
results of above activities. effects of
the
4. With one end of a 2 m piece of machines?
wood on the floor and the
other end resting on a Did
table/chair, activities
pupils try to slide a heavy show that
object onto the table/chair. machines
make work
5. Pupils compare above activity easier?
with lifting the heavy object
directly onto the table or chair.
They relate this to real life
situations such as rolling up a
drum of oil into a truck.

March 2003

21 December 2009