yearlyscience f2

8/3/2019 yearlyScience F2

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SCIENCE FORM 2 YEARLY PLAN 2010

Table of Contents

THEME LEARNING AREA AND LEARNING OBJECTIVES VOL/PAGE WEEK

THEME 1:

MANAGEMENT AND CONTINUITY OF LIFE

Learning Area:

1.0 The World Through Our Senses

1.1 Understanding the sensory organs and their functions.1.2 Understanding the sense of touch.

1.3 Understanding the sense of smell.

1.4 Understanding the sense of taste.

1.5 Understanding the sense of hearing.

1.6 Understanding the sense of sight.

1.7 Understanding light and sight.

1.8 Understanding sound and hearing.

1.9 Understanding the stimuli and responses in plants.

Learning Area:

2.0 Nutrition2.1 Analysing the classes of food.

2.2 Evaluating the importance of a balanced diet.

2.3 Understanding the digestive system in man.2.4 Understanding the process of absorption of digested food.

2.5 Understanding the reabsorption of water and defecation.

2.6 Put into practice the habits of healthy eating.

THEME 2:

MAN AND THE VARIETY OF LIVING THINGS

Learning Area:

3.0 Biodiversity3.1 Understanding variety of living organisms and their classification.

Learning Area:

4.0 Interdependence Among Living Organisms and the Environment4.1 Analysing the interdependence among living organisms.

4.2 Evaluating the interaction between living organisms.

4.3 Synthesizing food web.

4.4 Analysing photosynthesis.

4.5 Evaluating the importance of conservation and preservation of living organisms.4.6 Evaluating the role of man in maintaining the balance in nature.

THEME 3:

MATTER IN NATURE

Learning Area:

5.0 Water and Solution5.1 Analysing the physical characteristics of water.

5.2 Analysing the composition of water.

5.3 Analysing the process of evaporation of water.

5.4 Analysing solution and solubility.

5.5 Analysing acid and alkali.

5.6 Analysing the methods of water purification.

5.7 Analysing the water supply system.

5.8 Understanding the preservation of water quality.

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THEME LEARNING AREA AND LEARNING OBJECTIVES PAGE WEEK

Learning Area:

6.0 Air Pressure6.1 Understanding air pressure.

6.2 Applying the principle of air pressure in daily life.

THEME 4:

FORCE AND MOTION

Learning Area:

7.0 Dynamics7.1 Understanding force.

7.2 Understanding the measurement of force.

7.3 Application of frictional force.

7.4 Application of work.

7.5 Application of power.

7.6 Analysing the importance of force in life.

Learning Area:

8.0 Support and Movement8.1 Understanding the support systems in animals.

8.2 Understanding the support systems in plants.

8.3 Appreciating the support system in living things.

THEME 5:

TECHNOLOGICAL AND INDUSTRIAL

DEVELOPMENT IN SOCIETY

Learning Area:

9.0 Stability9.1 Understanding that the centre of gravity affects stability.

9.2 Appreciating the importance of stability.

Learning Area:

10.0 Simple Machine10.1 Analysing levers.

10.2 Appreciating the innovative efforts in the design of machine to simplify work.

THEME 1: MANAGEMENT AND CONTINUITY OF LIFE

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Learning Area: 1.0 The World Through Our Senses.

WEEKLEARNING

OBJECTIVES

SUGGESTERED LEARNING

ACTIVITIESLEARNING OUTCOMES

SCIENCE SKILLS SCIENTIFIC ATTITUDES

AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

1.1Understanding

the sensoryorgans and their

functions.

Carry out activities to makeconnection between the five

senses, the sensory organs and thestimuli.

Discuss what happens in our bodyafter a stimulus is detected.

The students are able to;

ObservingCommunicating

RelatingMaking

conclusionsMaking inferencesAttributing

Being thankful to GodBeing responsible about the

safety of one self, othersand the environmentBeing cooperative

2

Identify and relate a sensoryorgan to its stimulus,

State the pathway fromstimulus to response:

Stimulus Sensory organs Nerves Brain Nerves

Response

1.2Understanding

the sense oftouch.

Carry out activities to study thefollowing:



Interpreting data

AnalysingAttributing

Generating ideasEvaluatingMaking

conclusions

Being thankful to GodThinking rationally

Being honest and accuratein recording and validatingdata

Being responsible about thesafety of one self, others

and the environmentBeing cooperative

3

Identify the structure of the

human skin involved in stimulidetection,State the function of different

receptors pressure, heat, pain,Draw conclusion on thesensitivity of the skin at

different parts of the bodytowards stimuli.

Structure of the human skininvolved in stimuli detection,Sensitivity of the skin at

different parts of the bodytowards stimuli.

Discuss the sensitivity of the skinin connection to the followingsituations:

Receiving an injection,Using Braille.

1.3

Understandingthe sense of

smell.

Discuss the structure of the nose

and the position of the sensorycells using models, charts,

computer software and otherteaching aids.

The students are able to; Observing

Analysing

AttributingRelating

Makingconclusions

Being thankful to God

Thinking rationally

2

Identify the structure of thenose,Identify the position of the

sensory cells in the detection ofsmell.

1.4


taste.

Carry out activities to detect the

different areas of the tongue thatrespond to different tastes.

Carry out activities to find how

taste is related to smell.


Observing

CommunicatingDefining

operationallyInterpreting data

Predicting

Generating ideas

AnalysingRelating

Making inferencesPredicting

Makingconclusions

Being honest and accurate

in recording and validatingdata

Being responsible about thesafety of one self, others

and the environmentBeing cooperativeBeing systematic

3

Identify the different areas ofthe tongue that respond todifferent taste,

Relate the sense of taste with

the sense of smell.

1.5


hearing.

Observe and identify the structure

of the human ear.

Discuss the function of each partof the ear.

Discuss the hearing mechanism.


Observing

CommunicatingInterpreting data

Attributing

SequencingMaking

conclusions

Being diligent and

perseveringBeing thankful to God

Daring to try

2

Identify the structure of thehuman ear,Explain the function of the

different parts of the ear,Describe how we hear.

1.6Understanding

the sense of

Examine the cows eye or modelof a human eye.



Making inferences

Makingconclusions

Being systematicBeing confident and

independent

2

Identify the structure of thehuman eye,

WEEK LEARNING SUGGESTERED LEARNING LEARNING OUTCOMES SCIENCE SKILLS SCIENTIFIC ATTITUDES NO OF REMARKS

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OBJECTIVES ACTIVITIES AND NOBLE VALUES PERIODSSPS CCTS

sight . Collect information on st ructure

and function of each part of theeye.

Discuss how we see.

Explain the functions of

different parts of the eye,Describe how we see.

1.7Understanding

light and sight.

Carry out activities to study: The students are able to;


Interpreting data

Making inferencesMaking

hypothesesAttributing

PredictingGenerating ideasAnalysing

Makingconclusions

Being systematicDaring to try

Being fair and justBeing honest and accurate

in recording and validatingdataBeing cooperative

Having critical andanalytical thinking

Appreciating thecontribution of science andtechnology

Thankful to God

5

Reflection of light,

Refraction of light betweentwo mediums of different

density.

Describe the properties of light

i.e. reflection and refraction,State the various defects of

vision,Explain ways to correct visiondefects,

State and give examples of thelimitations of sight,Connect stereoscopic and

monocular visions with thesurvival of animals,

Identify the appropriate deviceto overcome the limitations ofsight.

Collect information about thetypes of defects of vision and the

contribution/use of technology torectify them.

Carry out activities to show whatshort sightedness and long

sightedness are and how tocorrect them.

Discuss what astigmatism is andthe way to correct it.

Carry out activities to investigatethe following:

Optical illusion,

Blind-spot.

Discuss the connection between

stereoscopic vision andmonocular vision with thesurvival of animals.

Gather information about the

device to overcome the limitationof sight.

1.8

Understanding

sound andhearing.

Carry out activities to investigate: The students are able to;

Observing

Communicating

Making inferencesInterpreting data

PredictingExperimenting

Making inferences

Relating

AttributingComparing and

contrastingEvaluating

Makingconclusions

Being diligent and

persevering

Being systematicBeing objective

Being cooperativeBeing fair and just

3

The production of sound,

The need of medium forsound to travel,

The reflection and absorptionof sound.

Describe the properties of

sound,Explain the reflection and

absorption of sound,Explain the defects of hearing,Explain ways of rectifying the

defects in hearing,State the limitations of hearing,

State the device used toovercome the limitations ofhearing,

Explain stereophonic hearing.

Collect information about

The defects of hearing,Ways to rectify the defects of

hearing.

Discuss the limitations of hearing

and ways of improving it.


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Carry out activities to investigate

the need for stereophonic hearingin determining the direction ofsound.

1.9Understandingthe stimuli and

responses inplants.

Carry out experiments toinvestigate and identify:


MakinghypothesesControlling

variablesObserving

CommunicatingExperimenting

ObservingAnalysingEvaluating

AttributingMaking

hypothesesRelatingMaking

conclusions

Having an interest andcuriosity towards theenvironment

Realising that science is ameans to understand nature

Appreciating the balance ofnatureBeing systematic

2

State the stimuli that causeresponse in plants,

Identify the parts of plantssensitive to specific stimulus,

Relate the response in plants totheir survival.

Stimuli detected by plants,

The parts of the plantssensitive to specific stimulus.

Discuss in what ways theresponse of plants towards stimuliare important for their survival.

THEME 1: MANAGEMENT AND CONTINUITY OF LIFE

Learning Area: 2.0 Nutrition

WEEKLEARNING

OBJECTIVES


ACTIVITIES

LEARNING OUTCOMESSCIENCE SKILLS SCIENTIFIC ATTITUDES

AND NOBLE VALUES

NO OF

PERIODS

REMARKS

SPS CCTS2.1

Analysing the

classes of food.

Discuss the classes of foodi.e. carbohydrate, protein, fats,

vitamins, minerals, fibre andwater and state their functions.

Carry out activities to test forstarch (iodine solution), glucose

(Benedict solution), protein(Millons reagent) and fats(alcohol-emulsion test).



Interpreting data

AttributingClassifying

Comparing andcontrastingAnalysing

RelatingPredicting

Making decisionMakinggeneralisation

Appreciating and practisingclean healthy living

Appreciating the balance ofnatureBeing objective

2

Explain through examples theclasses of food,

State the function of each classof food,

Test for starch, glucose, proteinand fats.

2.2Evaluating the

importance of a

balanced diet.

Discuss: The students are able to;


Making inferences

Interpreting dataClassifying

AttributingMaking inferences

Making

conclusionsAnalysing

Being diligent andpersevering

Being responsible about the

safety of oneself, others andthe environmentHaving critical andanalytical thinking

Being flexible and open-minded

3

What a balanced diet is,

The factors that determine a

persons balanced diet:age, size, sex, job, climate,

state of health.

State what a balanced diet is,

State the factors that must be

considered when planning abalanced diet,

Explain how the factors affect abalanced diet,

State the quantity of energy ineach gram of carbohydrate,

protein and fats,

Collect food wrappers that show

calorific value of food and makea list to show the calorific value

for each type of food.

Discuss to estimate the calories

of food taken in a meal.

Plan a balanced diet for a day.


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(breakfast, lunch and dinner)

2.3

Understandingthe digestive

system in man.

Discuss that digestion is the

breakdown of large foodmolecules into smaller soluble

molecules that can be readilyabsorbed by the body.

Identify parts of the digestivesystem and the flow of food

particles in the alimentary canalusing model/chart/CD ROM.

Discuss the functions of thevarious organs in the digestive

system and the enzymes found.

Carry out activities to show the

action of the enzyme in the salivaon starch.


Observing


operationallyInterpreting dataMaking

hypothesesControlling

variablesExperimentingMaking inferences

Relating

AttributingMaking

conclusionsMakinghypotheses

Making inferences

Being diligent and

perseveringBeing responsible about the

safety of oneself, others andthe environmentHaving critical and

analytical thinkingBeing flexible and open-

minded

5

Explain what digestion is,Identify the parts of thedigestive system,

Describe the flow of foodparticles in the alimentary

canal,State the functions of the

organsin the digestive system,Describe the process of

digestionin the alimentary canal,List the end products of

digestion of carbohydrate,protein and fats.

2.4Understandingthe process of

absorption of

digested food.

Discuss the process of absorptionof the products of digestion in thesmall intestine.

Carry out an experiment to showthe absorption of glucose througha Visking tube.


MakinghypothesesExperimenting

Controlling

variablesCommunicatingInterpreting data

MakinghypothesesRelating

Making inferences

Making analogiesMakingconclusions

Being diligent andperseveringBeing responsible about the

safety of oneself, others and

the environmentHaving critical andanalytical thinkingBeing flexible and open-

mindedDaring to try

2

Explain the process ofabsorption of the products of

digestion,

Make inference about theabsorption of glucose through aVisking tube.

2.5

Understandingthe reabsorption

of water anddefecation.

Discuss the reabsorption of water

by the large intestine and theprocess of defecation.

Discuss the importance of goodeating habits to avoid

constipation.


Making

hypothesesCommunicating

Interpreting data

Relating

AnalysingPrioritising

EvaluatingMaking decision

Realising that science is a

means to understand natureAppreciating and practising

clean and healthy livingHaving critical andanalytical thinking


3

State how water is reabsorbedin the large intestine,Explain defecation,

Relate the problem ofdefecation with eating habits.

2.6

Put into practicethe habits of

healthy eating.

Plan and carry out a healthy

eating habit.

Discuss the following topics :


Making

hypothesesCommunicating

Interpreting data

Comparing and

contrastingAnalysing

Making decisionPrioritisingGenerating ideas

VisualisingConceptualising


means to understand natureAppreciating and practising

clean and healthy livingHaving critical andanalytical thinking


Being kind-heated andcaringThinking rationally

5

Justify the importance of eatingnutritious food,Put in practice good eating

habits,Justify the generous distribution

of food to the underprivileged /needy,Relate the dining culture of

different people conforming tosensitivities and religious

beliefs.

Practicing good eating habitsi.e. eating nutritious food and

eating in moderation,The generous distribution offood to the underprivileged /

needy,Cultural practices in dining

conforming to sensitivitiesand religious beliefs.

THEME 3: MAN AND THE VARIETY OF LIVING THINGS

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Learning Area: 3.0 Biodiversity

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

3.1Understanding

variety of livingorganisms and

theirclassification.

Discuss the diversity in thegeneral characteristics of living

organisms.

Collect and classify variousplants and animals into a systembased on common characteristics.


ObservingClassifying


operationally

Grouping andclassifying

EvaluatingRelating

Makingconclusions

Having an interest andcuriosity towards the

environmentAppreciating the balance of

natureHaving critical andanalytical thinking

Being flexible and open-mindedBeing systematic

Thinking rationally

5

Explain the diversity of livingorganisms in a habitat,

Classify various animals based

on common characteristics,Classify various plants basedon common characteristics,Explain the importance of

biodiversity to the environment.

Animal: Invertebrate,

vertebrate, mammal, fish,bird, amphibian, reptile.

Plant: Flowering plant,nonflowering plant,monocotyledon,

dicotyledonous.Build a concept map on

living organisms based on theclassification above.

Discuss the importance of

maintaining the biologicaldiversity as one of the countrys

natural heritage.

THEME 3: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 4.0 Interdependence among Living Organisms and the Environment

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

4.1

Analysing theinterdependence

among livingorganisms.

Carry out a field work to study

species, habitat, population,community in an ecosystem.

Carry out a discussion oninterdependence among living

organisms and the environmentto create a balanced ecosystem.


Observing


Attributing

AnalysingMaking

conclusions

Having an interest and

curiosity towards theenvironment

Realising that science is ameans to understand natureAppreciating the balance of

natureBeing systematic

Being responsible about thesafety of oneself, others andthe environment

Having critical andanalytical thinkingThinking rationally

3

State what species, populationand community are,State what habitat and

ecosystem are,Identify various habitats in one

ecosystem,Explain through examples theinterdependence among living

organisms and the environmentto create a balanced ecosystem.


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4.2

Evaluating theinteraction

between living

organisms.

Collect and interpret data on the

types of interactions betweenliving organisms as follows:


Observing


Attributing

AnalysingMakingconclusions


curiosity towards theenvironmentRealising that science is a

means to understand natureAppreciating the balance of

natureBeing systematicBeing responsible about the

safety of oneself, others andthe environment


2

List the types of interactions

between living organisms,Explain with examples the

interactions between livingorganisms,Justify the importance of

interaction between livingorganisms and the environment,

Explain through examples theadvantages and disadvantagesof biological control in

regulating the number of pest incertain areas.

Prey-predator,Symbiosis: commensalisms,

mutualism and parasitisme.g. remora and shark,

algae and fungi, tape wormand man,

Competition.

Conduct an activity to show theimportance of the interaction

between organisms and theenvironment.

Discuss the advantages ofbiological control in regulating

the numbers of pests in certainareas.

4.3

Synthesisingfood web.

Collect and interpret data on the

producer, consumer, decomposerand pyramid number.

Construct a food web from a fewfood chains and identify the

producer, consumer anddecomposer.

Discuss the energy flow in thefood web constructed.

Conduct a game to show theeffects of an increase or decrease

in the number of organisms in apyramid number. Discuss the

consequences if a component ofliving organisms in an ecosystemis missing.


Observing


Attributing

AnalysingMaking

conclusions





natureBeing systematic

Being responsible about thesafety of oneself, others andthe environment


5

Explain what producers,consumers and decomposersare,

Combine a few food chains toconstruct a food web,

Identify the producer, consumerand decomposer in a food web,Construct a pyramid number

from a food chain,Relate the food web and the

pyramid number to energy flow,Predict the consequences if acertain component of living

organisms in the ecosystem aremissing.

4.4Analysing

photosynthesis.

Carry out discussion on whatphotosynthesis is.

Carry out experiments todetermine the factors needed for

photosynthesis i.e. carbondioxide, water, light andchlorophyll.

Discuss the importance of

photosynthesis in maintaining abalanced ecosystem.


ObservingMaking inferencesInterpreting data

Communicating

RelatingPredictingProblem solving

Having interest andcuriosity towards theenvironment


Being diligent andperseveringHaving critical and

analytical thinkingAppreciating the

contribution of science andtechnologyBeing systematic

5

State what photosynthesis is,State the factors required for

photosynthesis,State the products of

photosynthesis,

Control the variables that arerequired for photosynthesis,

Explain the role ofphotosynthesis in maintaining abalanced ecosystem.


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Discuss the carbon and oxygen

cycles.

Daring to try

Thinking rationally

4.5Evaluating the

importance ofconservation andpreservation of

livingorganisms.

Collect and interpret data on theconservation and preservation of

living organisms.

Carry out a field work in a

natural forest reserve (wetlands,highland forest or tropical rain

forest) or an animal sanctuary tostudy the conservation and

preservation of living organisms.

Carry out a discussion on how

the improvement in science andtechnology helps in theconservation and preservation of

living organisms.

Run a campaign to stress on the

importance of conservation andpreservation / Carry out a role

play involving the partiesconcerned in solving problems

related to the conservation andpreservation of living organisms.


ObservingMaking

hypothesesInterpreting dataCommunicating

Comparing andcontrasting

ExperimentingControllingvariables

Makingconclusions


AttributingAnalysingRelating

Making inferencesGenerating ideas

Makingconclusions

Having interest andcuriosity towards the

environmentBeing diligent and

persevering

Being responsible about thesafety of oneself, others and

environmentRealising that science is ameans to understand nature


independentThinking rationally

5

Explain what conservation andpreservation are,

Explain the steps taken topreserve and conserve living

organisms,Justify the importance of

conservation and preservationof living organisms,Support activities organised by

various parties to preserve andconserve the living organisms.

4.6Evaluating the

role of man inmaintaining the

balance innature.

Carry out a brainstorming sessionto discuss the environmental

issues affecting the balance innature and how to solve it.

Carry out a discussion to justifythat man needs stable and

productive ecosystem to ascertaina harmonious life.


Controllingvariables

ExperimentingCommunicating


Makinghypotheses

Making inferencesSequencing

RelatingMakingconclusions






3

Explain the effects of human

activities on the balance innature,Describe how man solves

problems related toenvironment,

Justify that human need a table,productive and balancedecosystem.

THEME 4: MATTER IN NATURE

Learning Area: 5.0 Water and Solution

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

5.1Analysing the

physical

characteristics of

Carry out activities to determinethe following:


ObservingMeasuring andusing number

Communicating

RelatingAttributingMaking inferences

Making

Having an interest andcuriosity towards theenvironment


5

State the meaning of thefreezing point of water,

State the meaning of the boiling

The freezing point of water,

The boiling point of water.


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water. Carry out an activity to observe

the effects of impurities on thephysical characteristics of water.

point of water,

Describe the physicalcharacteristics of water,Explain through examples the

effects of impurities on thephysical characteristics of

water.

Making inferences

DefiningoperationallyInterpreting data

conclusions

in recording and validating

dataDaring to tryBeing confident and


5.2Analysing the

composition ofwater.

Carry out electrolysis todetermine the ratio of hydrogen

to oxygen in a molecule of water.


ObservingMeasuring and

using numberCommunicatingMaking inferences

Definingoperationally

Interpreting data

RelatingAttributing

Making inferencesMakingconclusions

Having an interest andcuriosity towards the

environmentBeing honest and accuratein recording and validating

dataDaring to try

Being confident andindependentThinking rationally

2

Determine the composition of

water,Test the presence of hydrogenand oxygen.

5.3Analysing theprocess of

evaporation ofwater.

Carry out experiments to studythe factors affecting the rate ofevaporation of water

i.e. humidity, the temperature ofthe surrounding, surface area andthe movement of air.

Discuss the factors affecting therate of evaporation in relation tothe Kinetic Theory.

Discuss the similarities anddifferences between evaporation

and boiling.

Gather information on

evaporation process and itsapplication in daily life.

i.e. drying of clothes,preservation of agriculturalproducts and processing of food.


ControllingvariablesExperimenting

CommunicatingMaking inferencesInterpreting data

MakinghypothesesMaking inferences

SequencingRelatingMaking

conclusions

Being diligent andperseveringBeing responsible about the

safety of oneself, others andenvironmentRealising that science is a

means to understand nature

Being systematicBeing confident andindependentThinking rationally

5

Explain what evaporation is,Explain through examples the

factors that affect the rate ofevaporation of water withreference to the Kinetic Theory,

Compare and contrast between

evaporation and boiling,Describe the application of theevaporation of water in dailylife.

5.4

Analysingsolution and

solubility.

Discuss the differences between

solute, solvent and solution.

Carry out activities to prepare adilute solution, a concentrated

solution and a saturated solution.

Discuss the similarities and

differences between dilutesolution, concentrated solutionand saturated solution.


Observing

Makinghypotheses

Interpreting dataCommunicating

Comparing andcontrastingExperimenting

ControllingvariablesMaking

conclusions

Comparing and

contrastingAttributing

AnalysingRelating

Making inferencesGenerating ideasMaking

conclusions

Having interest and



Being responsible about thesafety of oneself, others andenvironment

Realising that science is ameans to understand natureBeing systematic

Being confident andindependent

Thinking rationally

5

Explain what solute, solventand solution are,

Contrast and comparebetween dilute solution,concentrated and saturated

solution,Explain what suspension is,

Explain what solubility is,Explain the factors affectingthe solubility of solutes in

water,


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Carry out activities to illustrate

the differences between asolution and a suspension.

Carry out experiments todetermine the factors affecting

the solubility of a solute.

Explain the importance of

water as a universal solvent inlife,Give examples on the uses of

organic solvents in oureveryday life.

Nature of solvent,Nature of solute,

Temperature.

Carry out experiments to

determine the factors affectingthe rate of dissolving:

Temperature,

Rate of stirring,Size of solute particle.

Discuss the importance of wateras a universal solvent in life.

Gather information on theapplication of organic solvents in

daily life.

5.5Analysing acid

and alkali.

Carry out activities to study: The students are able to;


Interpreting dataMaking inferencesMeasuring and

using numberExperimenting

Generating ideasComparing and

contrastingRelatingAnalysing

Makinggenerations

Grouping andclassifyingAttributing

EvaluationMakingconclusions


environmentBeing diligent and

persevering



Being systematicBeing confident andindependent

Appreciating thecontribution of science and

technologyThinking rationally

5

The properties of acid interms of pH value, taste,

corrosive nature, effect onlitmus paper, reaction with

metals such as magnesiumand zinc,The characteristics of alkali

in terms of pH value, taste,corrosive nature, effect on

litmus paper,Carry out a discussion todefine acid and alkali

operationally.

Identify the properties of acid,identify the properties of alkali,

State that acid and alkali onlyshow their properties in the

presence of water,Explain through examples thedefinition of acid and alkali,

Identify the substances whichare acidic or alkaline in

everyday life,State the uses of acid andalkali in daily life,

Explain the meaning ofneutralisation,

Write an equation in words todescribe the neutralisation

process,

Explain through examples theuses of neutralisation in dailylife.

Carry out activities to determinethe acidic and alkaline substancesin daily life.

Gather information on the usageof acid and alkali in everyday life

such as in agriculture andindustry.

Discuss on the meaning ofneutralisation.

Carry out an activity to show


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neutralisation using the

hydrochloric acid and sodiumhydroxide of the sameconcentration.

Discuss the application of

neutralisation in daily lifee.g. using shampoo andconditioner and, insect bite.

5.6Analysing the

methods of

waterpurification.

Make a visit to a waterpurification site.

Brainstorming on the following:


ObservingCommunicatingInterpreting data

RelatingAnalysingComparing and

contrastingPredicting



Having critical andanalytical thinkingAppreciating the

contribution of science andtechnologyBeing systematic

Being confident andindependent

Thinking rationally

5

List the natural sources ofwater,

State the reasons for waterpurification,Describe the various types of

water purification,Compare the strengths and

weaknesses of the various typesof water purification.

Natural resources of water,The reasons for water

purification.

Discuss the various types ofwater purification such as

filtration, boiling, chlorinationand distillation.

Carry out activities to study thevarious types of water

purification such as filtration,boiling and distillation.

Pupils present their findings todiscuss the strengths and

weaknesses of the various typesof water purification.

5.7Analysing thewater supply

system.

Make a visit to a waterprocessing plant to study thewater supply system and stages

involved in water purification.

Discuss the ways to save water.

Do a project on how much water

the average household uses.


ObservingCommunicatingMaking inferences

Interpreting data

Interpreting dataMaking inferencesMaking

conclusionsRelating

Generating ideasAnalysing




contribution of science andtechnology

2

Describe how the water supplysystem works,

Explain ways to save water.


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28

9 13 July

5.8

Understandingthe preservationof water quality.

Collect and interpret data on

types of water pollutants whichinclude:


Observing

CommunicatingMaking inferencesInterpreting data

Analysing

Interpreting dataPredictingMaking

conclusionsRelating

Having interest and


means to understand natureHaving critical and

analytical thinkingAppreciating thecontribution of science and

technologyBeing systematic

Thinking rationally

3

Give examples of water

pollutants,Explain the effect of water

pollution on living things,Explain ways to control water

pollution,

Explain ways to preserve waterand its quality.

Industrial waste such aschemical and radioactive

residues,Domestic waste such as

garbage and sewage,Chemicals from the

agricultural activities such asfertilisers and pesticides,Siltation caused by

constructions anddeforestation,Accidental spillage from

tankers.

Conduct discussion on the effect

of water pollution on livingthings.

Generate ideas on ways to controlwater pollution.

Discuss ways to conserve andpreserve water and its quality.

Run a campaign on Love Our

Rivers.

THEME 4: MATTER IN NATURE

Learning Area: 6.0 Air Pressure

6.1

Understandingair pressure.

Carry out an activity to discuss

the kinetic theory of gases.

Carry out an activity to show thatair exerts pressure.


factors affecting air pressure,i.e. volume and temperature.


Observing

Interpreting dataCommunicatingExperimentingMaking inferences

Makingconclusions

Visualising

AnalysingAttributingRelatingPredicting

Makingconclusions

Having interest and

curiosity towards theenvironmentRealising that science is ameans to understand nature



contribution of science andtechnology

Daring to tryThinking rationally

2

Explain the existence of airpressure with reference to theKinetic Theory,Explain the factors affecting air

pressure.


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6.2

Applying theprinciple of airpressure in daily

life.

Collect and interpret data on

appliances that use the principleof air pressure.

Gather information and discussthe application of air pressure in

syringe, siphon, spraying pumpand drinking straw.

Discuss ways of using theprinciple of air pressure to solve

daily problems such as blockagein sinks and pouring condensedmilk from a can.

Gather information on how a gastank containing gas under high

pressure works.

Discuss the safety precautionstaken when using gas under high

pressure.


Observing

Making inferencesInterpreting dataCommunicating

Relating

PredictingProblem solving

Having interest and


means to understand natureBeing diligent and

perseveringHaving critical andanalytical thinking


technologyBeing systematicDaring to try

Thinking rationally

3

Explain with examples things

that use the principle of airpressure,

Generate ideas to solveproblems using the principle ofair pressure,

Relate the safety measurestaken when using gas under

high pressure.

THEME 5: FORCE AND MOTION

Learning Area: 7.0 Dynamics

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

7.1Understanding

force.

Carry out activities to showpushing and pulling are forces.


effects of force (changes inshape, position, speed and

direction).

Carry out activities to show

different types of forces(frictional, gravitational,electrostatic and magnetic force).


ObservationCommunicating



Measuring andusing numbers

AttributingGenerating ideas

VisualisingAnalysing

RelatingMaking

conclusions


environmentRealising that science is a

means to understand natureBeing diligent and


Appreciating thecontribution of science andtechnology

Being systematicDaring to try

Thinking rationally

3

State that a force is a push or a

pull,Explain the effects of forces,

Explain the various types offorces.

7.2Understanding

the measurementof force.

Discuss the unit of force and theprinciple of a spring balance.

Carry out activity to measure the


ObservationCommunicating

Interpreting data


conclusions


environmentBeing honest and accurate

2

State the unit of force,Explain how a spring balance

works,


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principle of a spring balance.

Carry out activity to measure themagnitude of force.

Measure the magnitude of

force.

in recording and validating

dataBeing diligent and

persevering

Having critical andanalytical thinking


Thinking rationally7.3

Application of

frictional force.

Discuss with examples to showthe existence of frictional force.

Carry out activities to identify the

direction of frictional force andmeasure the magnitude of theforce.

Carry out an experiment to showhow different types of surfaces

affect the magnitude of frictionalforce.

Gather information and discuss

the advantages and disadvantagesof friction.

Carry out activities on ways to


Makinghypotheses

Controllingvariables

Interpreting dataExperimentingCommunicating

Makinghypotheses

SequencingRelating

Generating ideasAttributingAnalysing

Makingconclusions


environmentBeing honest and accurate

in recording and validatingdataBeing diligent and

perseveringRealising that science is ameans to understand nature


technologyHaving critical and

analytical thinkingAppreciating the balance ofnature

Being systematicThinking rationally

5

Explain with example the

existence of frictional force,State the direction and themagnitude of frictional force,

Carry out an experiment toshow how different types of

surfaces affect frictional force,Explain the advantages anddisadvantages of friction,

Explain ways to increasefriction,Explain ways to reduce friction,

Explain with examples the

application of friction in dailylife.

Increase friction,Reduce friction.

Discuss the application ofincreasing and decreasing friction

in our daily life.

7.4Application of

work.

Discuss with examples to showwork is done when an object is

moved by a force.

Carry out activities to determine

the work done by using:

Work (J)= Force (N) x Distance (m)


CommunicatingMeasuring and

using numbersInterpreting data

AnalysingMaking

conclusions


environmentBeing honest and accuratein recording and validating

dataBeing diligent and



Thinking rationally

5

Explain with examples howwork is done,

State the unit of work,Calculate the work done.

7.5Application of

power.

Carry out activities to determinepower by using:




Makingconclusions



3

State the meaning of power,

State the unit of power,Calculate power on the work


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Power (W) = Work (J)

Time (s)

done.

means to understand the


Thinking rationally

7.6Analysing the

importance offorce in life.

Create an activity e.g. drawing aposter, sketching or acting to

show how life would be withoutforce.




AttributingComparing and

contrastingAnalysing

RelatingMakingconclusions



means to understand thenatureHaving critical and

analytical thinkingBeing systematic

Thinking rationally

2

Describe how life will be if

force does not exist.

THEME 5: FORCE AND MOTION

Learning Area: 8.0 Support and Movement

WEEKLEARNING

OBJECTIVES


ACTIVITIES LEARNING OUTCOMESSCIENCE SKILLS SCIENTIFIC ATTITUDES

AND NOBLE VALUES

NO OF

PERIODS REMARKSSPS CCTS

8.1

Understandingthe supportsystems in

animals.

Gather information and discuss

the various support systems in


Observing


Attributing


RelatingMaking

conclusions


in recording and validatingdataRealising that science is a



Being thankful to GodBeing systematic

Thinking rationally

5

Explain the support system in

vertebrates and the varioussupport systems in

invertebrates,Compare and contrast thesupport system between land

and aquatic vertebrates,Compare and contrast the

support system between landand aquatic invertebrates.

Land and aquatic vertebrates,Land and aquatic

invertebrates.

Carry out discussions on the

following:

Similarities and differencesbetween support systems in

land and aquatic vertebrates,Similarities and differences

between support systems in

land and aquaticinvertebrates.

8.2

Understandingthe support

systems inplants.

Carry out field work to study

various support systems of plants.

Carry out activities to classifyplants based on their supportsystems.


Observing


Making inferences

Generating ideas


conclusions



Realising that science is ameans to understand natureAppreciating the balance of

natureHaving critical and

analytical thinkingBeing thankful to GodBeing systematic

3

Explain the various supportsystems in woody andnonwoody plants,

Classify plants based on theirsupport systems.


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8.3

Appreciating thesupport systemin living things.

Discuss issues e.g. The students are able to;

Observing


Attributing


RelatingMaking

conclusions


in recording and validatingdataRealising that science is a



Being thankful to GodBeing systematic

Thinking rationally

2

Inability of whales to move

back to sea after beingwashed ashore,

A crippled person usingcrutches for support.

Justify the importance of the

support system to living things.

THEME 6: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

Learning Area: 9.0 Stability

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

9.1

Understandingthat the centre ofgravity affects

stability.

Carry out activities to find the

point of equilibrium in regularand irregular shapes.Carry out an experiment to find

out how the centre of gravityeffects the stability of an object

by manipulating the


Observing

CommunicatingMaking inferencesPredicting

Interpreting dataControlling

variablesExperimentingMaking

hypotheses

Making

hypothesesRelatingAnalysing

AttributingPredicting

Makingconclusions


in recording and validatingdataBeing diligent and

perseveringRealising that science is a

means to understand natureAppreciating thecontribution of science and

technologyHaving critical andanalytical thinking

Being objectiveBeing systematic

Thinking rationallyBeing confident anindependent

5

Determine the point ofequilibrium in regular andirregular shapes,

Relate the point ofequilibrium as the centreof gravity of objects,

Relate the centre of gravity tothe stability of objects.

Height,Base area.

Discuss the relationship betweenthe centre of gravity and stability.

9.2Appreciating the

importance of

stability.

Carry out a brainstorming sessionon ways to improve stability.

Carry out activities like doingprojects or playing games to

build models by applying theconcept of stability.


ObservingCommunicatingInterpreting data

ClassifyingAnalysingMaking

conclusions

Being honest and accuratein recording and validatingdata


technologyHaving critical andanalytical thinking


Being systematicThinking rationally

5

Suggest ways to improvethe stability of objects

around them,Explain with examples theapplication of stability in life.

THEME 6: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

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Learning Area: 10.0 Simple Machine

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

10.1

Analysinglevers.

Discuss how a small effort can

overcome a large load with theuse of a lever.

Make an observation on devicesthat use the principles of levers.

Identify the load, force andfulcrum, and then classify the

systems into first, second andthird class levers. Discuss howhumans apply the principles of

levers to help them overcomelarge load.

Discuss that the momentof force

= force x perpendicular distancefrom the pivot to force.

Carry out an activity to show therelationship between moment and

the product of force and distance.

Solving problems related to

levers using the followingformulae:

Load (N) x distance of theload from fulcrum (m) =Force (N) x distance of

the force from the fulcrum(m)


Observing


Relating

Making inferencesPredicting

Analysing

Generating ideasMaking

conclusions






Realising that science is ameans to understand natureAppreciating the

contribution of science andtechnologyHaving critical and

analytical thinkingBeing objective

Being cooperativeThinking rationally

5

List things around themthat use the principle ofthe lever,

State what a lever can do,Identify load, force and

fulcrum in the lever,Classify levers,Explain what is meant by the

moment of a force,Solve problems related to

levers.

10.2

Appreciating theinnovative

efforts in thedesign of

machine to

simplify work.

Carry out a project to build a

device using the principle of alever.


Observing


Synthesising

ConceptualisingProblem solving

Making decisions



Realising that science is ameans to understand natureAppreciating the

contribution of science andtechnologyHaving critical and

analytical thinkingBeing objective

Thinking rationally

5

Design or improvise a devicethat uses the principle of a

lever.

18

yearlyscience f2

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