Science Curriculum for Sekolah Monte Sienna

SEKOLAH MONTE SIENNA
Yayasan Monte Sienna RyuJaya
SCIENCE CURRICULUM
The Administration
Sekolah Monte Sienna
JL.YosSudarsoBatuAmpar, Batam
Tel. (0778)741 8817 741 8825
Email: info@montesiennaschool.com
Website: www.montesiennaschool.com
JULY, 2015
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INTRODUCTION AND CONCEPTUAL FRAMEWORK

Science Education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are
able to make judgments and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the
social, economic, personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including
indigenous technology, thus preserving our countrys cultural heritage.
The Sekolah Monte Sienna (SMS) science curriculum will provide learners with a repertoire of competencies important in the world of work
and in a knowledge-based society. It envisions the development of scientifically, technologically, and environmentally literate and productive members
of society who are critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective
communicators. This curriculum is designed around the three domains of learning science: understanding and applying scientific knowledge in local
setting as well as global context whenever possible, performing scientific processes and skills, and developing and demonstrating scientific attitudes
and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-technologysociety approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational
pedagogy namely, constructivism, social cognition learning model, learning style theory, and brain-based learning.
Science content and science processes are intertwined in the SMS Science Curriculum. Without the content, learners will have difficulty
utilizing science process skills since these processes are best learned in context. Organizing the curriculum around situations and problems that
challenge and arouse learners curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely on
textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners interest and let them become active learners. As a
whole, the Sekolah Monte Sienna science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing
explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from
one grade level to another in spiral progression, thus paving the way to a deeper understanding of core concepts. The integration across science
topics and other disciplines will lead to a meaningful understanding of concepts and its application to real-life situations.
CORE LEARNING AREA STANDARD
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The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve
problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed
decisions, and engage in discussions of relevant issues that involve science, technology, and environment.
KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR TK - SD3, SD4 - SD6, SMP1 SMP3, SMA1 SMA3)
TK SD3
SD4 SD6
SMP1 SMP3
SMA1 SMA3
At the end of SD3, the learners should

have acquired healthful habits and
havedeveloped curiosity about self and
their environment using basic process
skills of observing, communicating,
comparing, classifying, measuring,
inferring and predicting. This curiosity
will help learners value science as an
important tool in helping them continue
to explore their natural and physical
environment. This should also include
developing scientific knowledge or
concepts.
At the end of SD6, the learners should

have developed the essential skills of
scientific inquiry designing simple
investigations, using appropriate
procedure, materials and tools to
gather evidence, observing patterns,
determining relationships, drawing
conclusions based on evidence, and
communicating ideas in varied ways to
make meaning of the observations
and/or changes that occur in the
environment. The content and skills
learned will be applied to maintain
good health, ensure the protection and
improvement of the environment, and
practice safety measures.
At the end of SMP3, the learners

should have developed scientific,
technological, and environmental
literacy and can make that would lead
to rational choices on issues
confronting them. Having been
exposed to scientific investigations
related to real life, they should
recognize that the central feature of an
investigation is that if one variable is
changed (while controlling all others),
the effect of the change on another
variable can be measured. The
context of the investigation can be
problems at the local or national level
to allow them to communicate with
learners in other parts of Indonesia or
even from other countries using
appropriate technology.
At the end of SMA3, the learners

should have gained skills in obtaining
scientific and technological information
from varied sources about global
issues that have impact on the country.
They should have acquired scientific
attitudes that will allow them to
innovate and/or create products useful
to the community or country. They
should be able to process information
to get relevant data for a problem at
hand. In addition, learners should have
made plans related to their interests
and expertise, with consideration for
the needs of their community and the
country to pursue either
employment, entrepreneurship, or
higher education.
The learners should demonstrate an

understanding of science concepts
and apply science inquiry skills in
addressing real-world problems
through scientific investigations.
GRADE / LEVEL
TK
SD1
SD2
Grade Level Standards

The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants,
animals and varied materials in their environment and their observable characteristics; general weather conditions and
how these influence what they wear; and other things in their environment. Understanding of their bodies and what is
around them is acquired through exploration, questioning, and careful observation as they infer patterns, similarities, and
differences that will allow them to make sound conclusions.
At the end of SD 1, learners will use their senses to locate and describe the external parts of their body; to identify,
external parts of animals and plants; to tell the shape, color, texture, taste, and size of things around them; to describe
similarities and differences given two objects; to differentiate sounds produced by animals, vehicles cars, and musical
instruments; to illustrate how things move; to, describe the weather and what to do in different situations; to use
appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take things apart, or make
something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety
measures (e.g., helping to clean or pack away toys, asking questions and giving simple answers/ descriptions to probing
questions).
At the end of SD 2, learners will use their senses to explore and describe the functions of their senses, compare two or
more objects and using two or more properties , sort things in different ways and give a reason for doing so, describe the
kind of weather or certain events in the home or school and express how these are affecting them, do simple
measurements of length, tell why some things around them are important , decide if what they do is safe or dangerous;
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give suggestions on how to prevent accidents at home, practice electricity, water, and paper conservation, help take care
of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel.
SD3
At the end of SD 3, learners can describe the functions of the different parts of the body and things that make up their
surroundings --- rocks and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as solid,
liquid or gas. They can describe how objects move and what makes them move. They can also identify sources and
describe uses of light, heat, sound, and electricity.
Learners can describe changes in the conditions of their surroundings. These would lead learners to become more
curious about their surroundings, appreciate nature, and practice health and safety measures.
SD4
At the end of SD 4, learners can investigate changes in some observable properties of materials when mixed with other
materials or when force is applied on them. They can identify materials that do not decay and use this knowledge to help
minimize waste at home, school, and in the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good
health. They can classify plants and animals according to where they live and observe interactions among living things
and their environment. They can infer that plants and animals have traits that help them survive in their environment.
Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities.
They learned about what makes up weather and apply their knowledge of weather conditions in making decisions for the
day. They can infer the importance of the Sun to life on Earth.
At the end of SD 5, learners can decide whether materials are safe and useful by investigating about some of their
properties. They can infer that new materials may form when there are changes in properties due to certain conditions.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that
accompany puberty. They can compare different modes of reproduction among plant and animal groups and conduct an
investigation on pollination. They have become aware of the importance of estuaries and intertidal zones and help in their
preservation.
Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different
materials react differently with heat, light, and sound. They can relate these abilities of materials to their specific uses.
SD5
SD6
SMP1
SMP2
Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in
preparation for typhoons. They can observe patterns in the natural events by observing the appearance of the Moon.
At the end of SD 6, learners recognize that when mixed together, materials may not form new ones thus these materials
may be recovered using different separation techniques. They can prepare useful mixtures such as food, drinks and
herbal medicines.
Learners understand how the different organ systems of the human body work together. They can classify plants based on
reproductive structures, and animals based on the presence or lack of backbone. They can design and conduct an
investigation on plant propagation. They can describe larger ecosystems such as rainforests, coral reefs, and mangrove
swamps.
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light,
sound, electricity, and motion studied earlier are forms of energy and these undergo transformation.
Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they
occur. They can infer that the weather follows a pattern in the course of a year. They have learned about the solar system,
with emphasis on the motions of the Earth as prerequisite to the study of seasons in another grade level.
At the end of SMP 1, learners can distinguish mixtures from substances through semi-guided investigations. They realize
the importance of air testing when conducting investigations. After studying how organ systems work together in plants
and animals in the lower grade levels, learners can use a microscope when observing very small organisms and
structures. They recognize that living things are organized into different levels: Cells, tissues, organs, organ systems, and
organisms. These organisms comprise populations and communities, which interact with non-living things in ecosystems.
Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts,
and equations. They can describe how various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can
explain the occurrence of breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain
why seasons change and demonstrate how eclipses occur.
At the end of SMP 2, learners can describe the factors that affect the motion of an object based on the Laws of Motion.
They can differentiate the concept of work as used in science and in laymans language. They know the factors that affect
the transfer of energy, such as temperature difference, and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean
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SMP3
waters. They recognize other members of the solar system.

Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in food
and medical products are made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper
into the process of digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They
can participate in activities that protect and conserve economically important species used for food.
At the end of SMP 3, learners have gained aa deeper understanding of the digestive, respiratory, and circulatory systems
to promote overall health. They have become familiar with some technologies that introduce desired traits in economically
important plants and animals. Learners can explain how new materials are formed when atoms are rearranged. They
recognize that a wide variety of useful compounds may arise from such rearrangements.
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from
volcanoes may be tapped for human use. They are familiar with climatic phenomena that occur on a global scale. They
can explain why certain constellations can be seen only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy
and momentum.
At the end of Grade SMA 3, learners realize that volcanoes and earthquakes occur in the same places in the world and
that these are related to plate boundaries. They can demonstrate ways to ensure safety and reduce damage during
earthquakes, tsunamis, and volcanic eruptions. Learners can explain the factors affecting the balance and stability of an
object to help them practice appropriate positions and movements to achieve efficiency and safety such as in sports and
dancing. They can analyze situations in which energy is harnessed for human use whereby heat is released, affecting the
physical and biological components of the environment. Learners will have completed the study of the entire organism
with their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic
information is passed from parents to offspring, and how diversity of species increases the probability of adaptation and
survival in changing environments. Learners can explain the importance of controlling the conditions under which a
chemical reaction occurs. They recognize that cells and tissues of the human body are made up of water, a few kinds of
ions, and biomolecules. These biomolecules may also be found in the food they eat.
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TEACHING SYLLABUS FOR INTEGRATED SCIENCE (SMP)

RATIONALE FOR TEACHING INTEGRATED SCIENCE
Modern life requires general scientific literacy for every Indonesian citizen, a requirement that will result in the creation of a scientific culture in
line with the countrys strategic program of achieving scientific and technological literacy in the shortest possible time. Scientific culture should
therefore become the common property of every citizen of this country because it is the antithesis to superstition and the catalyst that will help us
toward faster development.
The focus of the study of Science is to understand the natural world. There are generally two main goals of Science education. First, it
inculcates scientific literacy and culture for all, so that people can make informed choices in their personal lives and approach challenges in the
workplace in a systematic and logical order. Second, it aims to produce competent professionals in the various scientific disciplines who can carry out
research and development at the highest level.
For meaningful scientific education, it is important for pupils to be trained in the investigative process of seeking answers to problems. This
requires pupils to physically explore and discover knowledge within their environment and in the laboratory to be able to contribute new scientific
principles and ideas to the body of knowledge already existing in their culture.
The integrated science syllabus is a conscious effort to raise the level of scientific literacy of all students and equip them with the relevant
basic integrated scientific knowledge needed for their own survival and for the development of the country. It is also expected that scientific
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experiences in Sekolah Menengah Pertama, or SMP will cultivate in pupils an interest and love for science that will urge some of them to seek further
studies in science as preparation for careers in science.
The study of science will also provide excellent opportunities for the development of positive attitudes and values which include:
Curiosity to explore their environment and question what they find
Keenness to identify and answer questions through investigations
Creativity in suggesting new and relevant ways to solve problems
Open-mindedness to accept all knowledge as tentative and to change their view if the evidence is convincing
Perseverance and patience in pursuing a problem until a satisfying solution is found
Concern for living things and awareness of the responsibility they have for the quality of the environment
Honesty, truthfulness and accuracy in recording and reporting scientific information
Love, respect and appreciation for nature and desire to conserve natural balance.
GENERAL AIMS
The syllabus is designed to help the pupil to:
1. develop a scientific way of life through curiosity and investigative habits
2. appreciate the interrelationship between science and other disciplines
3. use scientific concepts and principles to solve problems of life.
4. use basic scientific apparatus, materials and appliances effectively.
5. take appropriate measures for maintaining machinery and appliances used in everyday life
6. acquire the ability to assess and interpret scientific information and make inferences
7. recognize the vulnerability of the natural environment and take measures for managing the environment in a sustainable manner
8. appreciate the importance of energy to the living and nonliving things and adopt conservation methods to optimize energy sources
9. take preventive measures against common tropical diseases
10. live a healthy lifestyle
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SCOPE OF CONTENT
The content of the Junior High School Integrated Science covers the basic sciences and includes topics in Health, Agriculture and Industry.
The course has been designed to offer a body of knowledge and skills to meet the requirements of everyday living, and provide adequate foundation
for those who want to pursue further education and training in science and science related vocations.
Specific issues covered are the following:

1. Science for all students
2. Science as an active inquiry process
3. Science and the satisfaction of individual needs
4. Science as a profession
5. Science and culture.
The approach in this syllabus is based on scientific themes that pupils can relate to in their everyday experiences, and related also to commonly
observed phenomena in nature. The basic aim is to enable pupils to appreciate the links between seemingly different topics and thus allow the
eventual integration of scientific ideas. The five themes chosen are: Diversity of matter (the Living and Non Living things), Cycles, Systems, Energy
and Interactions of matter. These themes provide a broad based understanding of the environment and scientific phenomena, and should help build
a foundation upon which pupils can rely for further study.
Although the content of the syllabus is organized into five themes, the units under each theme are not to be viewed as separate blocks of
knowledge. In general, there are no clear boundaries between the themes since there are some common topics between the different themes. In
particular, it should be noted that Systems, Energy and Interactions are closely related.
Another feature of the syllabus is the Spiral Approach. This is characterized by revisiting concepts and skills at different levels with increasing
degrees of depth at each stage. The spiral approach has the benefit of matching scientific concepts and skills to pupils cognitive development. It
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therefore helps pupils to build a gradual mastery of scientific skills. The titles of the sections are the same for each class level. However, the
knowledge, understanding as well as the activities and range of process skills presented have been extended at the different class levels. The focus
of each theme is provided below.
ORGANIZATION OF THE SYLLABUS

The syllabus covers three years of Junior High School education. Each years work is organized under the five themes or sections. The
themes are: Diversity of matter (living and nonliving things), Cycles, Systems, Energy and Interactions of matter (living and nonliving
things). Under each theme or section are a set of units or topics. The knowledge, understandings as well as the activities and range of process skills
presented in each theme have been extended at the different class levels. The focus of each theme is provided below.
Section 1 - Diversity of matter
The study of diversity should enable pupils to appreciate that there is a great variety of living and non-living things in the world. It also aims at
helping pupils to recognize that there are common threads that connect all living things and unifying factors in the diversity of non-living things that
help to classify them. The study of diversity in the world will allow pupils to appreciate the importance of living and nonliving things and the necessity
for sustaining them.
Section 2 Cycles
The study of cycles should enable pupils to recognize that there are repeated patterns of change in nature. Examples of these cycles are the
day and night cycle, life cycles of living things, the recycling of resources and the cyclic nature of agricultural production. Studying these cycles helps
us to predict events and processes and understand the Earth as a self-sustaining system.
Section 3 - Systems
The study of systems should enable pupils to recognize that a system is anything that consists of parts that work together to perform a
function. There are systems in nature as well as artificial systems. Examples of systems in nature are the digestive and respiratory systems.
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Examples of artificial systems are electrical systems. A study of these systems allows humans to understand how they operate and how parts
influence and interact with one another to perform a function.
Section 4 Energy
The study of energy should enable pupils to appreciate that energy affects both living land non-living things. Energy makes changes and
movement possible in everyday life. There are many forms of energy and one form can be converted to another. Humans use energy in many ways
for many different purposes. Humans are not the only animals that use energy; all living and non-living things obtain and use energy. The study of
this theme should help pupils to develop energy conservation habits.
Section 5 Interactions of matter
The study of interactions between living and non-living things within systems helps humans to better understand the environment and the roles
they should play in it. There are many types of interactions. There are interactions between the living world and the environment at various levels; i.e.
interactions which occur within an organism, between organisms as well as between organisms and the environment.
There are also interactions between forces and objects. At the societal level, the interaction of humans with the environment drives the
development of Science and Technology. At the same time, Science and Technology influence the way humans interact with the environment. By
studying the interactions between humans and the environment, pupils can better appreciate the consequences of their actions.
The structure and organization of the syllabus is indicated in the chart on the next page.
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STRUCTURE AND ORGANISATION OF THE SYLLABUS

SECTIONS
DIVERSITY OF MATTER
CYCLES
SYSTEMS
SMP1
Unit 1: Introduction to Integrated Science
Unit 2: Matter
Unit 3: Measurement
Unit 4: Nature of Soil
Unit 5: Hazards
Unit 1: Life Cycle of Flowering Plants
Unit 2: Vegetable Crop Production
Unit 3: Fish Culture
Unit 1: Respiratory System of Humans
Unit 2: Farming Systems
ENERGY
Unit 1: Sources and Forms of Energy

Unit 2: Conversion of Energy
Unit 3: Basic Electronics
Unit 4: Light Energy
INTERACTIONS OF
MATTER
Unit 1: Ecosystems
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SMP2
SMP3
Unit 1: Elements, Compounds and

Mixtures Unit 2: Metals and Non Metals
Unit 3: Chemical Compounds
Unit 4: Water
Unit 1: Acids, Bases and Salts

Unit 2: Soil and Water Conservation
Unit 1: Carbon Cycle

Unit 2: Climate
Unit 1: Life Cycle of the Mosquito

Unit 2: Animal Production
Unit 1: Reproduction and Growth in

Humans Unit 2: Heredity
Unit 3: Diffusion and Osmosis
Unit 4: Circulatory System in Humans
Unit 1: Photosynthesis
Unit 2: Food and Nutrition
Unit 3: Electrical Energy
Unit 1: Physical and Chemical Changes
Unit 2: Infections and Diseases
Unit 3: Pests and Parasites
Unit 4: Force and Pressure
Unit 5: Machines
Unit 1: The Solar System

Unit 2: Dentition in Humans
Unit 3: Digestion in Animals
Unit 1: Heat Energy
Unit 1: Magnetism
Unit 2: Technology and Development
Unit 3: Machinery
Unit 4: Entrepreneurship
PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

Average performance in Integrated Science and Mathematics at Basic Stages 4 6 is necessary for success in this course.
SUGGESTED TIME ALLOCATION
A total of six periods a week, each period consisting of forty minutes, is allocated to the teaching of Integrated Science at the SMP level. It is
recommended that the teaching periods be divided as follows:
Theory: 4 periods per week (two 40-minute periods)
Practical: 2 periods per week (one double-period)
SUGGESTIONS FOR TEACHING THE SYLLABUS
For effective teaching and learning in this course, it is recommended that schools should have science equipment and materials. Other
requirements include space for raising crops and animals. Schools which lack land space can use containers such as the Earth-box for gardening. It
is also recommended that crops and farm animals in at least one of each of the following groups must be reared.
Crops
1. A Vegetable crop
2. A Cereal/Legume
3. An Ornamental plant
Animals
1. Fish (Tilapia)
2. Chickens/ducks/turkeys,
3. Goats/sheep/cattle
4. Rabbits and Guinea Pigs
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Schools must adopt a team teaching approach for this course since many science teachers currently in schools were trained as physicists,
biologists, chemists, agriculturists etc. This deficiency will be remedied in the future if the teacher development universities start programmes in
integrated science from where a new crop of integrated science teachers will be drawn. In the meantime, teachers are encouraged to tap the abilities
of their colleagues in agriculture and in other science fields for effective teaching of this course. A class may consist of pupils of different physical
problems and mental abilities. Some of the children may have high mental ability, while others may be slow learners; some may be dyslexic and not
able to read or spell well as the others in the class. All these are special needs children who need special attention. Ensure that you give equal
attention to all pupils in your class to provide each of them equal opportunities for learning. Pupils with disabilities may have hidden talents that can
only come to light if you provide them the necessary encouragement and support in class.
General Objectives
General Objectives have been listed at the beginning of each section of the syllabus, that is, just below the theme of the section. The general
objectives flow from the general aims for teaching natural science listed on page (ii) of this syllabus. The general objectives form the basis for the
selection and organization of the themes and their unit topics. Read the general objectives very carefully before you start teaching. After teaching all
the units, go back and read the general aims and general objectives again to be sure you have covered both of them adequately in the course of your
teaching.
Years and Units
The syllabus has been planned on the basis of Years and Units. Each year's work is covered in a number of units sequentially arranged and in
a meaningful manner such that each units work will provide the necessary and enabling skills for the next unit. A description of the contents of each
column is as follows:
Syllabus Structure
The syllabus is structured in five columns: Units, Specific Objectives, Content, Teaching and Learning Activities and Evaluation. A description
of the contents of each column is as follows:
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Column 1 - Units: The units in column 1 are the major topics of the year. You are expected to follow the unit topics according to the linear order in
which they have been presented. However, if you find at some point that teaching and learning in your class will be more effective if you branched to
another unit before coming back to the unit in the sequence, you are encouraged to do so.
Column 2 - Specific Objectives:Column 2 shows the Specific Objectives for each unit. The specific objectives begin with numbers such as 1.2.5 or
3.4.1. These numbers are referred to as "Syllabus Reference Numbers". The first digit in the syllabus reference number refers to the year/class; the
second digit refers to the unit, while the third refer to the rank order of the specific objective. For instance 1.2.5 means Year 1 or Primary 1, Unit 2 (of
Class 1) and Specific Objective 5. In other words 1.2.5 refers to Specific Objective 5 of Unit 2 of Primary 1. Similarly, the syllabus reference number
3.4.1 simply means Syllabus Objective number 1 of Unit 4 of Primary 3. Using syllabus reference numbers provide an easy way for communication
among teachers and educators. It further provides an easy way for selecting objectives for test construction. For instance, if Unit 4 of Primary 3 has
seven specific objectives 3.4.1 - 3.4.7, a teacher may want to base his/her test items/questions on objectives 3.4.4 to 3.4.7 and not use the other first
three objectives. In this way, a teacher would sample the objectives within units to be able to develop a test that accurately reflects the importance of
the various specific objectives and skills taught in class. You will note also that specific objectives have been stated in terms of the pupil i.e. what the
pupil will be able to do during and after instruction and learning in the unit. Each specific objective hence starts with the following "The pupil will be
able to.." This in effect, means that you have to address the learning problems of each individual pupil. It means individualizing your instruction as
much as possible such that the majority of pupils ix will be able to master the objectives of each unit of the syllabus.
The teaching of Natural Science should be activity-oriented for two important reasons. The activity approach challenges the children to
develop their own ideas, and secondly makes the subject more meaningful and relevant to them. As has been said already, the order in which the
topics appear should not necessarily be the teaching order. There should however, be a linkage in the order in which the units and specific objectives
are treated. The teacher will have to study the syllabus carefully and plan ahead the activities the pupils will carry out during a particular period.
Knowing the requirements of a particular lesson, the teacher should assemble the materials which will be required for the activities well in advance.
The collection must be done by both the teacher and the pupils. Other materials like bottles, cans, match boxes, etc. may be continually collected
and stored to be used when required. When materials are not available in the immediate environment, the teacher should try to contact resource
persons or persons in higher institutions for help. As pupils begin work on the activities of each lesson, the teacher should serve as a facilitator and
motivate the pupils in various ways to sustain their interest. The teacher should pay particular attention to childrens questions and should also ask
questions that will guide them to other areas of useful investigation. During the last ten minutes of the class activity, all pupils should come together to
discuss their observations. The teacher must involve all pupils in the discussion.
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Column 3 - Content: The "content" in the third column of the syllabus presents a selected body of information that you will need to use in teaching
the particular unit. In some cases, the content presented is quite exhaustive. In some other cases, you could add some more information based upon
your own training and based also on current knowledge and information.
Column 4 - Teaching/Learning Activities (T/LA): T/LA that will ensure maximum pupil participation in the lessons is presented in Column 4. The
General Aims of the subject can only be most effectively achieved when teachers create learning situations and provide guided opportunities for
pupils to acquire as much knowledge and understanding of science as possible through their own activities. Pupils' questions are as important as
teacher's questions. There are times when the teacher must show, demonstrate, and explain. But the major part of a pupil's learning experience
should consist of opportunities to explore various mathematical situations in their environment to enable them make their own observations and
discoveries and record them. Teachers should help pupils to learn to compare, classify, analyze, look for patterns, spot relationships and come to
their own conclusions/deductions. Avoid rote learning and drill-oriented methods and rather emphasize participatory teaching and learning in your
lessons. You are encouraged to re-order the suggested teaching/learning activities and also add to them where necessary in order to achieve
optimum pupil learning. A suggestion that will help your pupils acquire the capacity for analytical thinking and the capacity for applying their
knowledge to problems and issues is to begin each lesson with a practical problem. Select a practical problem for each lesson. The selection must
be made such that pupils can use knowledge gained in the previous lesson and other types of information not specifically taught in class. The
learning of any skill considered important must start early. From age six, engage your pupils in analytical thinking and practical scientific problem
solving techniques.
Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in
the form of oral questions, quizzes, class assignments, essays, project work, etc. Try to ask questions and set tasks and assignments, etc. that will
challenge pupils to apply their knowledge to issues and problems as has already been said, and that will engage them in developing solutions, and in
developing observational and investigative skills as a result of having undergone instruction in this subject. The suggested evaluation tasks are x not
exhaustive. You are encouraged to develop other creative evaluation tasks to ensure that pupils have mastered the instruction and behaviors implied
in the specific objectives of each unit. Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is necessary that you
develop a scheme of work and lessons plans for teaching the units of this syllabus.
DEFINITION OF PROFILE DIMENSIONS
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The concept of profile dimensions was made central to the syllabuses developed from 1998 onwards. A 'dimension' is a psychological unit for
describing a particular learning behavior. More than one dimension constitutes a profile of dimensions. A specific objective may be stated with an
action verb as follows: The pupil will be able to describe, state.. etc. Being able to "describe" something or state a fact or principle after the
instruction has been completed means that the pupil has acquired "knowledge". Being able to explain, summarize, give examples, etc. means that
the pupil has understood the lesson taught.
Similarly, being able to develop, plan, solve problems, construct, etc. means that the pupil can "apply" the knowledge acquired in some new
context. Each of the specific objectives in this syllabus contains an "action verb" that describes the behavior the pupil will be able to demonstrate
after the instruction. "Knowledge", "Application", etc. are dimensions that should be the prime focus of teaching and learning in schools. It has been
realized unfortunately that schools still teach the low ability thinking skills of knowledge and understanding and ignore the higher ability thinking skills.
Instruction in most cases has tended to stress knowledge acquisition to the detriment of the higher ability behaviors such as application, analysis, etc.
The persistence of this situation in the school system means that pupils will only do well on recall items and questions and perform poorly on
questions that require higher ability thinking skills such as application of mathematical principles and problem solving. For there to be any change in
the quality of people who go through the school system, pupils should be encouraged to apply their knowledge, develop analytical thinking skills,
develop plans, generate new and creative ideas and solutions, and use their knowledge in a variety of ways to solve mathematical problems while
still in school.
Each action verb indicates the underlying profile dimension of each particular specific objective. Read each objective carefully to know the
profile dimension toward which you have to teach.
The dimensions for teaching, learning and testing in Integrated Science at SMP and their respective weights are as follows:
Knowledge and Comprehension
20%
Application of Knowledge
40%
Experimental and Process Skills
40%
Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The weights indicated
on the right of the dimensions show the relative emphasis that the teacher should give in the teaching, learning and testing.
17
You will notice that Application of knowledge and Practical and Experimental Skills have equal weight that is higher than the weight for
Knowledge and Comprehension. This means that the second and third dimensions are considered more important and will therefore need more
emphasis in the teaching and testing system. The explanation and key words in each of the profile dimensions are indicated below.
Knowledge and Understanding (KU)
Knowledge
The ability to:

Remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply the
ability to remember or recall material already learned and constitutes the lowest level of learning.
Understanding
The ability to:

Explain, summarise, translate, rewrite, paraphrase, give examples, generalize, estimate or predict consequences based upon a
trend. Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.
Application of Knowledge (AK)

Ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning / behavior levels. These levels include
application, analysis, synthesis, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in
your teaching. The dimension Application of Knowledge is a summary dimension for all four learning levels. Details of each of the four sub-levels
are as follows:
Application
The ability to:
18
Apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves the ability to
produce, solve, operate, plan, demonstrate, discover etc.
Analysis
The ability to:

Break down material into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points
etc., recognize unstated assumptions and logical fallacies recognize inferences from facts etc.
Synthesis
The ability to:

Put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, design,
organize, create,
generate etc.
Evaluation
The ability to:

Appraise, compare features of different things and make comments or judgement, contrast, criticize, justify, support, discuss,
conclude, make recommendations etc. Evaluation refers to the ability to judge the worth or value of some material based on
some criteria.
You will note from the above that evaluation is the highest form of thinking and is therefore the most difficult behavior. Start to develop this
important skill early in your pupils by giving them a lot of practice in evaluation.
The action verbs and the definitions provided in the explanations of the three profile dimensions should help you to structure your teaching
such as to achieve the effects needed. Select from the action verbs provided for your teaching, in evaluating learning before, during and after the
instruction. Use the action verbs also in writing your test questions. This will ensure that you give your students the chance to develop good thinking
skills, and the capacity for excellent performance in integrated science and in examinations. Check the weights of the profile dimensions to ensure
that you have given the required emphasis to each of the dimensions in your teaching and assessment.
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Experimental and Process Skills (EPS)

Experimental skills involve the enquiry/investigative process of planning and designing experiments, carrying out case studies and field studies
to be able to compare phenomena or to observe phenomena closely to be able to identify causes and reasons for the occurrence of phenomena and
develop practical solutions to problems and tasks.
Process skills involve demonstration of practical manipulative skills using tools, machines and equipment for problem solving in science.
Process skills also involve the processes of observation, classification, drawing, measurement, interpretation, recording, reporting, and expected
scientific conduct in the laboratory/field.
A summary of the skills required for effective experimental and process work are the following:
1. Equipment Handling
2. Planning and designing of experiments
3. Observation
4. Manipulation
5. Classification
6. Drawing
7. Designing
8. Measuring
9. Interpretation
10. Recording
11. Reporting
12. Conduct in Laboratory/Field
a. Equipment Handling:
Proper handling and use of tools and equipment for practical and experimental work; The teacher would ensure that students acquire a high
level of proficiency in the use of tools and equipment for scientific work.
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b. Planning and designing of Experiments:

Development of hypotheses; planning and designing of experiments; persistence in the execution of experimental activities; modification of
experimental activities where necessary in order to reach conclusions.
Research evidence shows that when confronted with a problem, scientists who excel in their respective fields of work develop a number of
hypotheses within a short time, review and criticize each hypothesis and then select the best one. Weaker scientists on the other hand, tend to focus
on only one or two hypotheses. The implication of this for the teacher of integrated science is to lead students to learn to generate a number of
hypotheses for every problem tackled in class; criticize each hypothesis generated before selecting the best one. Some of the critical characteristics
to encourage in pupils are:
Hypotheses generation,
Ability to modify and change procedures when difficulties arise,
Creativity,
Persistence
c. Observation:
Use of the senses to make accurate observations; The student for instance, should be able to tell the color, form, texture and the structure of
specimens provided and be able to classify them.
d. Manipulation:
Manipulation involves the skillful handling of scientific objects and tools for accomplishing specific tasks. It involves setting up laboratory
apparatus, preparing specimens and other material for observation.
e. Classification:
Group specimens and objects according to their common properties or characteristics.
f. Drawing:
Draw clearly and label specimens, objects etc.
g. Designing:
Visualize and draw new objects or gargets from imagination, etc.
h. Measuring:
Refers to the accurate use of measuring instruments and equipment for measuring, reading and making observations.
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i. Interpretation:
The ability to
(i)
evaluate data in terms of its worth: good, bad, reliable, unreliable etc.
(ii)
make inferences and predictions from written or graphical data
(iii)
extrapolate
(iv)
derive conclusions
Interpretation is also referred to as Information Handling.
j. Recording:
Draw or make graphical representation boldly and clearly, well labeled and pertinent to the issue at hand.
k. Reporting:
Students should be able to present pertinent and precise reports on projects they undertake. Reports, oral or written, should be concise, clear
and accurate.
l. Generalizing
Being able to use the conclusions arrived at in an experiment to what could happen in similar situations
m. Conduct in Laboratory/Field:
Observation of safety measures in the laboratory; care and concern for the safety of ones self and for others; ability to work alone and with
others; good co-operative spirit, economical use of materials; maintenance of clean and orderly work area; persistence in achieving results;
creative use of mate
SECTION 1: DIVERSITY OF MATTER

General Objectives: The pupil will
22
1.
2.
3.
4.
5.
6.
7.
8.
9.
recognize variety of living and non-living things in nature and their connectedness
understand the concept of Integrated Science as a means of appreciating various scientific perspectives
develop awareness of the relationship between various scientific fields and their interconnectedness
develop scientific approach to problem solving
understand the nature of matter in its various forms
understand the concept of measurement and develop skills in measuring
be aware of the physical properties of soil in relation to its uses
be aware of the influence of Science and Technology on the development of society
be aware of hazards in the teaching/learning of science
BEHAVIORAL OBJECTIVES
CONTENTS/TOPIC
S/SKILLS
LEARNING ACTIVITIES/
STRATEGIES
Meaning of Science
Meaning of
Integrated Science
Let pupils:
- brainstorm to bring out the
meaning of science
- explain integrated science
The learners are expected to:

explain what science is.
explain the differences
between Natural Science
and Social Science
1.1.1 describe the Scientific
Method.
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LEARNING
MATERIALS/
REFERENCES
EVALUATION
Integrated science
involves teaching
and learning several
fields of science in a
holistic manner such
that none of the
fields stands out on
its own.
Differences between
Natural Science and
Social Science
1.1.2 give reasons to support

the
1.1.3 importance of the
scientific method.
1.1.4 distinguish between
Examples of Natural
Science: Biology,
Physics, Chemistry,
Agriculture,
Engineering, etc.
Examples: of Social
Science: Economics,
Psychology,
Sociology, etc
The scientific
method:
Identifying the
problem, formulate
hypothesis,
experimenting,
- list and discuss some

fields of Natural Science
and Social Science in terms
of what they do
- discuss how various
scientific fields are related to
each other.
- give examples of natural
sciences and social
sciences.
- brainstorm to bring out
differences between natural
and social sciences.
- using a story line

approach, outline the steps
in the scientific method
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State three differences between natural sciences

and social sciences.
science and technology

1.1.5 explain how science
and
technology affect
society.
1.1.6 outline some instances
where science and
technology have been
misused.
1.2.1 explain matter

1.2.2 describe the nature and
states of matter.
1.2.3 demonstrate how
matter can
be changed from one
state to
another.
analysing the
results, making
deductions and
conclusions.
- use the scientific method

in finding a solution to a
problem, e.g. cholera
outbreak in a community.
Use of the Scientific

method
- perform simple
experiments to demonstrate
the use of scientific methods
for solving everyday
problems. Example of class
experiment: Purification of
water using a clean white
cloth.
Importance of
scientific method:
-Provides logical
procedure for
arriving at
knowledge.
-Provides knowledge
that can be verified.
Differences between
science and
technology
Effects of science
and technology on
society in areas like,
agriculture,
communication,
education, health,
transportation,
provision of shelter
- give examples of areas of

life where science and
technology have brought
improvements in life. discuss some of the
applications of science and
technology in fields as listed
in content. - discuss how
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State one problem facing your community and

outline the steps scientists will go through to solve
the problem.
State the differences between science and

technology.
State four areas of life where science and

technology have brought improvements. Build
models of atoms and molecules. What particles
constitute matter? Give the differences between
the particles. Explain how matter can be changed
from one state to another.
and clothing
Misuse of science
and technology e.g.
warfare. Definition of
matter Nature of
matter States of
matter
Changing the state
of matter: Melting,
Evaporation, Boiling,
Solidification/freezin
g, Condensation,
Sublimation
science helps us to obtain

knowledge and also to
explain superstitions, beliefs
and taboos. discuss how
science and technology are
misused in e.g. warfare, etc.
- review lesson on
characteristics of states of
matter in Primary 6. brainstorm to bring out the
meaning of matter. - use
models or digital content to
explain the nature of matter
- discuss the fact that the
particles which make up
matter are atoms, molecules
or ions. - Collect various
substances and group them
into the three states of
matter - describe the three
states of matter - make
sketches to show the
arrangement of particles in
solids, liquids and gas. - use
water or any suitable
materials to demonstrate
the change of state of
matter. State four areas of
26
life where science and

technology have brought
improvements. Build models
of atoms and molecules.
What particles constitute
matter? Give the differences
between the particles.
Explain how matter can be
changed from one state to
another. 4 UNIT SPECIFIC
OBJECTIVES CONTENT
TEACHING
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School Year 2015 - 2016
SCIENCE
SCOPE and SEQUENCE
LEGENDS: I Introduce
R Reinforce
LIFE SCIENCE - BIOLOGY

1. Human Beings
1.1 Characteristics of Human Beings
1.2 Parts of the Body
1.2.1 A Clean Body
1.3 Sense organs
1.4 Needs of Human Beings
1.5 Taking Care of the Body
1.6 Major Organs of the Human Body
1.7 Parts and Functions of different
Body
Systems
1.8 Organization of the Human Body
1.9 Diseases that affect body organs,
parts,
M Master
E - Enrich
SD
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SM
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Systems
1.10 Staying Healthy
1.11 Parts of the body
1.11.1 A Clean Body
1.11.2Clean Hands and Teeth
1.11.2Eating Healthy Food
1.11.3Unhealthy Foods
1.11.4Go, Grow, and Glow Foods
1.12 Your Body
1.12.1 Five senses
1.12.2 Similarities and Differences
1.12.3 Caring for your sense Organs
1.12.4 Proper Care of the body
1.12.5 Things that Keep the body
clean
1.12.6 Things to wear
1.12.7 Grooming
1.13 Healthy Living
1.13.1 Making Healthy Food
1.14 A Clean Environment
1.14.1 A Clean Home
1.14.2 A Clean School
1.14.3 Clean Surroundings
1.15 Systems
1.15.1 What is a System
1.15.2 Body Systems
1.15.3 Animals with or without
backbone
1.15.4 Pet Animals
1.15.5 Zoo animals
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1.15.6 Farm Animals

1.15.7 Animals and Their Food
1.15.8 Animals and Their Homes
1.15.9 Movement of animals
1.15.10 Sounds of animals
1.15.11 Animals and their young
1.15.12 Animal Reproduction
1.15.13 Animal Adaptation
2. Interdependence Among Living Things
2.1 Habitat and Adaptations
2.2 Live on land or in water
2.2.1 Plants and Animals
2.3 Non Living things
2.3.1 Comparison of living and nonliving
things
2.4 Grouping Objects
2.4.1 Grouping non-living things
2.4.2 Group of Living Things
2.4.3 Bacteria
2.4.4 Fungi
2.4.5 Microorganisms
3. Plants
3.1 Fruits, Vegetables Seeds
4. Heredity: Inheritance and Variation
4.1 Growing Plants
4.1.1 Parts of a plant/ Trees
4.1.2 How does a plant grow
4.1.3 What do plants need.
4.2 Classifying Living Things
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4.2.1 Why do we classify living things

4.3 Ecosystems
4.3.1 Beneficial and Harmful
interactions
II. Soil
1. Types of soil
1.1 Water in the Environment
2. Sources and importance of water
3. The Sun
3.1 Importance of the Sun
3.2 Effects of Sun on living things
4. What is an Environment?
4.1 Natural Changes to the Environment
4.2 Human Activities that Change the
Environment
4.3 Conserving the Environment
4.4 Safety precautions
4.5 Weather chart
4.6 Colours
4.6.1 Different Colours
4.6.2 MixinColours
4.7 Reuse, Recycle
4.7.1 Rubbish, Rubbish Everywhere
4.7.2 Reuse
4.7.3 Recycle
4.8 Infectious Diseases
4.8.1 How diseases spread
4.8.2 Preventing the spread od
diseases
4.8.3 Preventing diseases spread by
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animals
5. What are Drugs
5.1 Medicinal Drugs
5.2 Harmful Drugs
5.3 Whats in a cigarette
5.4 Controlled Drugs
5.5 Drug Addiction
6. Life cycles
6.1 Life cycles of plants
PHYSICAL SCIENCE - CHEMISTRY
I. MATTER
1. Matter defined
2. Grouping/Classifying Matter
2.1 Living Things
2.2 Nonliving Things
3. States of Matter
3.1 Solid
3.2 Liquid
3.3 Gas
3.4 Plasma
3.5 Other States of Matter
3.6 Characteristics of solids, liquids,
gases, plasma
and other states of matter
4. Properties of Matter
4.1 General Properties
4.2 Special Properties
4.3 Properties used to group and store
materials
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4.4 Importance of interpreting product

labels
4.5 Proper disposal of waste
5. Changes that Materials Undergo
5.1 Changes that are useful
5.2 Changes that are harmful
7. Doing Scientific Investigations
7.1 Ways of acquiring knowledge and
solving problems
8 Diversity of Materials in the
Environment
9. The Particle Nature of Matter
9. 1 Solutions
9.2 Substances and Mixtures
9.3 Mixture and their Characteristics
9.3.1 Homogenous and
Heterogeneous mixtures
9.3.2 Separating Mixtures
9.4 Elements and Compounds
9.5 Acids and Bases
10. Atoms and Molecules
11. Atomic Structure
11.1 Protons
11.2 Neutrons
11.3 Electrons
12. Periodic Table (PT) of Elements
12.1 Development of the PT
12.2 Arrangement of elements
12.3 Reactive and nonreactive metals
PHYSICS
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1. Force and Motion

1.1 What is a force
1.2 Types of forces
1.3 Pushes and pulls
1.4 What Pushes can do
1.5 Effect of force on objects
1.6 Shape, size and movement
1.7Forces and Movement
2. Gravitation and Frictional Forces
3. Motion
3.1 Measuring time and distance using
standard unit
3.2 Speed and velocity
3.3 Acceleration
4. Energy
4.1 Energy transformation in simple
machine
4.2 Forms of energy
4.2.1 What is Energy?
4.2.2 Sources of Energy
4.2.3 Changes in the form of energy
5. Light and sound, heat and electricity
5.1 conductors of heat and electricity
5.2 effect of light and sound, heat and
electricity
6 Heat Energy
6.1 Sources of Heat
6.2 Temperature
6.3 Heat gain and Heat loss
6.4 Heat flow in solids
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7. Sound Energy
7.1 What is sound?
7.2 How are sound made
7.3 Sound in everyday life
7.4 Loudness of sounds
7.5 How sound travels
8. Light Energy
8.1 What is light?
8.2 Sources of light
8.3 Light in everyday life
8.4 Light and Colours
8.5 Light and shadows
8.6 How light travels
8.7 Light and Materials
9. Electricity and Magnetism
9.1 Electricity
9.1.1 Using electrical energy
9.1.2 Source of electricity
9.1.3 Saving electricity
9.1.4 Electric ciruits
9.1.5 Circuit drawing
9.1.6 Conductors and Insulators
9.1.7 Using Electricity safely
9.2 Magnetism
9.2.1 Types of magnets
9.2.2 Properties of magnets
9.2.3 Ways to make a magnet
9.2.4 Ways we use magnets
10. Man - made systems
10.1 Electrical system
10.2 Mechanical system
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10.2.1 Simple Machines

10.2.2 Using simple machines
10.2.3 Systems in machines
EARTH SCIENCE
1. Earth and Space
1.1 The surroundings
1.2 Motions of the earth
1.3 Rotation and revolution
1.4 Forces that affect the changes on the
earth's surface
2. Earthquakes
3. Volcanic eruption
4. Weather
4.1 Components of weather
4.2 Weather instrument
4.3 Weather Chart
4.4 Weather patterns
4.5 Weather patterns and season
4.6 Weather Disturbances
4.7 Types of weather disturbances
4.8 Effects of weather disturbances on
living things and the environment
4.9 Kinds of Weather
5. Water Cycle
5.1 States of water
5.2 Changing states of water
5.3 The water cycle
5.4 Importance of water
5.5 Water in the environment
5.6 Sources and imporatnce of water
6. Soil
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6.1 Types of soil

6.2 Process that shapes the earth
surface
6.3 Weathering and soil erosion
7. Natural Objects in the sky
7.1 The Moon
7.1.1 Phases of the moon
7.1.2 Beliefs and practices
7.2. The Stars
7.2.1 Patterns of the stars
7.3 The Sun
7.3.1 Importance of the sun
7.3.2 Effects of sun on living things
7.3.3 Safety precautions
7.4 The solar system
7.5 Planets
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School year 2015 2016
BIOLOGY SMP 1
SUBJECT MATTER OUTLINE
Legends;
I Introduce
R Reinforce
M Master
E Enrich
FIRST SEMESTER
TIME FRAME
Legends
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TOPICS/CONTENTS/SKILLS
Introduction to Biology
Unit 1.Biologyasa Science oflife
Unit 1,2 .Laboratory Tools and Technique
Unit 2 How Biologists Work
Unit 3 Importance of Biology
Unit 3.1.Classification of Organism
Unit 4 Classification of Organisms
Unit 5 The Microscope Parts and Function
Unit 6 Biological Drawings
Science Investigatory Project
Application of Science Investigatory Project
Unit 1 The cell as a unit of life
Unit 2. Types and classes of cells
Unit 3. Specialized eukaryotic cells
Unit 4. Relationship of cells to different level of organization
Unit 5. Movement of Substance into and out of cells
38
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15

BIOLOGY SMP 1
Legends;
I Introduce
R Reinforce
M Master
E Enrich
FIRST SEMESTER
TIME FRAME
Legends
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SECTION3:LIFEPROCESSESINLIVINGTHINGS
Sampling specimen
Kingdom Protista
Kingdom Monera
Kingdom Fungi
Kingdom Plantae
Kingdom Animalia
Example of Organism on Each kingdom
Application of Life Processes in Living things
Specimen Preparation
Laboratory Techniques
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Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10

BIOLOGY SMP 2
Legends;
I Introduce
FIRST SEMESTER
R Reinforce
M Master
E Enrich
TIME FRAME
Legends
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SECTION2:INTERACTIONSINNATURE
Unit 1. Basic Concept in Ecology
Unit 2 Study of Specific Habitat Aquatic and Terrestrial
Unit 3 Biological Associations
Unit 4 Populations Dynamic
Unit 5 Biological Pest Control
Ecological Succession
Soil and other components
SECTION3:HUMANSANDTHEIRENVIRONMENT
Unit 1. Natural Resources
Unit 2. Consequence of human interference in Nature
Unit 3. Humans and Harmful microbes
Unit 4 . Health and Hygiene
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Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
BIOLOGY SMP 2
Legends;
I Introduce
R Reinforce
M Master
E Enrich
FIRST SEMESTER
TIME FRAME
Legends
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SECTION4:MAMMALIANANATOMYANDPHYSIOLOGY
Unit 1:Dissection ofasmallmammal(neck, chest and abdominalregions)
Unit 2 . Nutrition
Unit 3 Transport
Unit 4 Respiration
Unit 5 Excretion
Unit 6. Movement
Unit 7. Reproduction
Sexual
Asexual
Unit 8 Control and Coordination

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Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
BIOLOGY SMP 3
Legends;
I Introduce
R Reinforce
M Master
E Enrich
FIRST SEMESTER
TIME FRAME
Legends
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SECTION1:PLANTSTRUCTUREANDPHYSIOLOGY
Unit 1 Morphology of Monocotyledons ad Dicotyledons plants
Unit 2 . Internal Structure of roots ,stems and leaves
Unit 3 . Growth and development of plants
Unit 4 Photosynthesis and mineral nutrition
Unit 5 Gaseous exchange
Unit 6. Transport
Unit 8 . reproduction
Unit 9 Scientifi inquiry skills
SECTION2:CELLBIOLOGY,GENETICS&EVOLUTION
Unit 1:Nucleic acids
Unit 2 . DNA structure and replication and RNA transcription
Unit 3 Protein Synthesis
Unit 4.Cell cycle
Unit 5 Heredity
Unit 6 Variation
Unit 6.2 Bases
Unit 7. Evolution
Unit 8 Scientific Inquiry Skills
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Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
SECTION3:BIOLOGY&INDUSTRY
Unit 1 Biology and water industry
Unit 2 Biology of fishing and food industry
Unit 3. Biology and agriculture
Unit 4 Biotechnology

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Week 19
Week 20
Week 21
Week 23
BIOLOGY SMA 1
Legends;
I Introduce
R Reinforce
M Master
E Enrich
FIRST SEMESTER
Legends
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Introduction to Biology
Unit 1.Biologyasa Science oflife
Unit 1,2 .Laboratory Tools and Technique
Unit 2 How Biologists Work
Unit 3 Importance of Biology
Unit 3.1.Classification of Organism
Unit 4 Classification of Organisms
Unit 5 The Microscope Parts and Function
SECTION2:MAINTENANCE AND REGULATIONS
Unit 1:Nutrition in Humans
Unit 2 . Nutrition in plants
Unit 3 Transport in humans
Unit 4.Teansport in plants
Unit 5 Excretion in humans
Unit 6 Excretion in plants
SECTION3Maintence and Regulations in Plants andAnimals
Unit 1. Homeostasis in Humans
Unit 2 Homeostasis in plants
Unit 3 Diffusion in humans
Unit 4 Diffusion in plants
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TIME
FRAME
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 17
Week 18
Week 19
Week 20
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Unit 5 Hormones
Unit 5,2 . Application of hormones in humans
Unit 5,3. Application of hormones in Plants
Unit 6. Regulation of plants and animals
Week 21
Week 22
Week 23
Week 24
Prepared By:
Elmer A. Zapanta

BIOLOGY SMA 2
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Legends;
I Introduce
R Reinforce
M Master
E Enrich
FIRST SEMESTER
TIME FRAME
Legends
M
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Unit 1. Basic Concept in Ecology
Unit 2 Study of Specific Habitat Aquatic and Terrestrial
Unit 3 Biological Associations
Unit 4 Populations Dynamic
Unit 5 Biological Pest Control
Ecological Succession
Soil and other components
SECTION3:HUMANSANDTHEIRENVIRONMENT
Unit 1. Natural Resources
Unit 2. Consequence of human interference in Nature
Unit 3. Humans and Harmful microbes
Unit 4 . Health and Hygiene
Unit 5 Scientific inquiry skills
Common Diseases and its effect
Techniques in the treatment of such diseases

46
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
BIOLOGY SMA 2
Legends;
I Introduce
R Reinforce
M Master
E Enrich
FIRST SEMESTER
Legends
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SECTION4:MAMMALIANANATOMYANDPHYSIOLOGY
Unit 1:Dissection ofasmallmammal(neck, chest and abdominalregions)
Unit 2 . Nutrition
Unit 3 Transport
Unit 4 Respiration
Unit 5 Excretion
Unit 6. Movement
Unit 7. Reproduction
Sexual
Asexual
Unit 8 Control and Coordination
BIOLOGY SMA 3

47
TIME
FRAME
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Legends;
I Introduce
R Reinforce
M Master
E Enrich
FIRST SEMESTER
Legends
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SECTION1:PLANTSTRUCTUREANDPHYSIOLOGY
Unit 1 Morphology of Monocotyledons ad Dicotyledons plants
Unit 2 . Internal Structure of roots ,stems and leaves
Unit 3 . Growth and development of plants
Unit 4 Photosynthesis and mineral nutrition
Unit 5 Gaseous exchange
Unit 6. Transport
Unit 8 . reproduction
SECTION2:CELLBIOLOGY,GENETICS&EVOLUTION
Unit 2 . DNA structure and replication and RNA transcription
Unit 3 Protein Synthesis
Unit 4.Cell cycle
Unit 5 Heredity
Unit 6 Variation
Unit 6.2 Bases
Unit 7. Evolution
Unit 1 Biology and water industry
Unit 2 Biology of fishing and food industry
Unit 3. Biology and agriculture
Unit 4 Biotechnology
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TIME
FRAME
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 20
Week 21
Week 23
49

BIOLOGY
The Administration
Sekolah Monte Sienna
JL.YosSudarsoBatuAmpar, Batam
Tel. (0778)741 8817 741 8825
Email: info@montesiennaschool.com
Website: www.montesiennaschool.com
JULY, 2015
TEACHING SYLLABUS FOR BIOLOGY
RATIONALE FOR TEACHING BIOLOGY
The survival of humans and the development of nations would ever depend more and more on science and technology. Biology
however is a branch of natural science which is devoted to the study of life and the activities of all living things from bacteria to high plants
and animals. The survival of humans nevertheless depends greatly on the knowledge and understanding of the structure and functions of
organisms and how they interact with one another and the environment. This invariably leads to the necessity of conservation of living
things and other natural resources.
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The need to teach Biology ultimately must be to explain the living world in terms of scientific principles although appreciating that,
organisms behave in ways which often seem beyond the capabilities of their component parts .It is also to guide and inculcate in the learner
skills in observing and measuring , formulating hypothesis, predicating and designing ,investigating, recording data and interpreting results
,drawing conclusions and communicating them.
The knowledge ,skills and attitudes acquired through the study of Biology is to provide the learner with the necessary basic tools for
employment in laboratory, industry, agriculture , horticulture, forestry, health care , work with animals, marine and freshwater biology,
information science, administration ,finance, management and teaching.
It further equips the learner or further studies and research in pure and applied science and technology that are vital areas for the
advancement of society.
Teaching elective biology in totality guides the learner and makes him/her capable of critical thinking, making meaningful decisions and
solving problems.
GENERAL AIMS
This syllabus is designed to help students to:
1.appreciatethe diversity of living things.
2.understandthe structure and functions of living things.
3.develop scientific approach to solving personal and societal (environmental, economic and health problems.
4.develop practical skills required to work with scientific equipment, biological materials and living things.
5.collect,analyse and interpret biological data; and also present data graphically.
6.be aware of the existence of interrelationships between biology and other scientific disciplines.
7.sustain their interest in studying biology
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8.appreciate and understand the interrelationships between organisms and themselves and with the environment.
9.Recognize the value of Biology to society and use it responsibly
10.develop a sense of curiosity, creativity and critical mind.
11. provide a foundation for those who will develop a career in biological sciences.
12.learn the way Biology be applied in our daily life.
SCOPE OF CONTENT
The content of the syllabus has been designed in such away as to provide students with basic knowledge in biology for them to
understand themselves and other organisms, which enable them to make very informed choices as they interact with nature. The scope of
the content of this syllabus also enables the learner pursue specialized careers relating to biology and fully prepares the students who wish to
continue the study of biology at the tertiary level .The course covers the following:
Biology Introduction
Cells
Life Processes
Diversity
Interactions in Nature
Humans and their Environment
Genetics and Evolution
Biotechnology
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PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

A good knowledge of Science and Mathematics at the Junior High School, plus good reading and communication skills are necessary
for effective study of biology at the Senior High School . Students offering biology are advised to take elective mathematics in addition to
chemistry and physics / ICT / geography.
ORGANIZATION OF THE SYLLABUS
The syllabus has been structured to cover three years (Year 2 toYear4) of senior high school education. Each years work consists of
a number of sections with each section comprising of a number of units. The structure is presented as follows:
TIME ALLOCATION
A total of one periods a week, each period consisting of forty minutes, is allocated to the teaching of biology. It is recommended
that the teaching periods be divided as follows:
Theory - 1 period per week (two 40-minutes periods) practical lesson included already.
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YEAR ONE
SECTION1: INTRODUCING BIOLOGY
Unit 1: Biology as a Science of life
SECTION3:LIFEPROCESSESINLIVI
NGTHINGS
Unit 1.2 . Laboratory
Tools
Unit 1:Amoeba,Paramecium,Euglena
Unit 2: How Biologists Work
Unit 2:Spirogyra,Rhizopus
Unit 3: Importance of Biology
Unit
and Ferns
Unit 3:Mosses
3.1. Classification
of Organisms
Unit
and Butterfly
Unit 4:Cockroach
4: Body Symmetry
and
Orientation
UNIT5;Weevilsor Cotton Stainers
Unit
5: The microscope
UNIT6:Termites
orHoneyparts
Beesand
function
Unit7:Tilapia
Unit
6: Biological
Unit8:Toad
or FrogDrawings
Unit9:Lizard
(Agama)
SECTION2:CELLBIOLOGY
Science Investigatory Project
Application of Science Investigatory
Project
Unit 1:TheCellas a Unit of life
YEARTWO
YEARTHREE
SECTION1:DIVERSITY OF
LIVINGTHINGS
SECTION1:PLANTSTRUCTURE
AND PHYSIOLOGY
Unit 1:The five Kingdoms and the

SECTION3:HUMANSANDTHEIRE
hierarchy of classification.
NVIRONMENT
Unit 2:Phyla of Kingdom Protoctista and
Unit 1:Natural
Resources
Kingdom
Fungi
Unit 1:Morphologyof
Monocotyledonous and
Dicotyledonous plants
Unit
2: Consequences
of
Unit 3:Divisions
and classes
of Kingdom
Human
interference
Plantae
in Nature
Unit 4:Phyla, classes and orders of the
Unit 3:Humans
harmful microbes
Kingdom and
Animalia
Unit
Hygiene
Unit 4:Healthand
5Characteristics
of some of the orders
of Class Insecta.
Unit 5:Scientific Inquiry Skills
Unit 6:IdentifyingOrganisms
using Biologicalkeys.
SECTION4:MAMMALIANANATOMY
ANDPHYSIOLOGY
Unit 1.Basicconceptsinecology
Unit 1:Dissection of a small mammal (neck,
Unit 2:Studyof
Specific
Habitats:
chest and
abdominal
regions)
Aquatic and Terrestrial
Unit 2:Types/Classes of Cells
Unit 2:Nutrition
Unit 3:BiologicalAssociations
Unit 3: Specialized Eukaryotic Cells
Unit 3:Transport
Unit 4:PopulationDynamics
Unit 4: Relationship of cell to
Unit 4:Respiration
tissue, organ and organ
Unit 5:BiologicalPest Control
system
Unit5:Excretion
Unit 6:Ecological Succession
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Unit 5:Movement of substances into and Unit 6Movement
out of cells.
Unit 7:Soil
Unit 7Reproduction
Unit 8ControlandCo-ordination
Unit 1:BiologyandWater Industry

Unit 2: Internal structure of roots, stems and
leaves
Unit 2:Biologyand Fishing Industry.
Unit
Growth andFood
Development
Unit 3:
3:Biologyand
Industry of plants
Unit
and Mineral Nutrition
Unit 4:Photosynthesis
4:Biologyand Agriculture
Unit
exchange
Unit 5:Gaseous
5:Biotechnology
Unit6:Transport
Unit 6:BiologicalFuel generation
Unit7:Excretion
SECTION2:CELLBIOLOGY,GENETI
CS&EVOLUTION
Unit 2:DNA Structure and replication
and RNA transcription
Unit 3:Protein Synthesis
Unit 4:Cellcycle
Unit 5:Heredity
Unit6:Variation
Unit7:Evolution
SUGGESTIONS FOR TEACHING THE SYLLABUS

The teaching of biology should be student centered and activity oriented .The teacher acts as a facilitator .For effective teaching and learning in this
course , it is recommended that the Sekolah Monte Sienna should establish a small botanical garden , animals in a cage , fishpond and insects in a cage .
Plan must be made for visiting wellestablished experimental and commercial farms ,agricultural research institutes and other institutions .Visits must also
be planned to scientific and manufacturing organizations ,forest and game reserves ,man-made lakes ,the seashore ,hospitals ,where students will observe
scientific work and the application of Biology in manufacturing, different types of habitats and interactions in nature .Video clips could also be shown where
these are available.
The provision of well- equipped laboratories will enhance teaching and learning biology. It is also suggested that well trained laboratory technicians
be made available to play complementary role to the teacher.
The syllabus is presented in a teaching sequence .However ,the teacher may change the teaching order in a particular year provided the linkage
between the sections and the respective units is maintained and the syllabus for the year completed by the end of each year .It is important that classroom
teaching be supplemented with fieldtrips wherever appropriate.
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Even though biological drawing ,interpretation of biological data ,writing of scientific reports are done as integral part of teaching of the biology
syllabus , It is given as a unit on its own in the syllabus to emphasize I ts important and also make students appreciate it better.
Besides the above advice ,the teacher attention is drawn to some new concepts that have been introduced in the new set of syllabuses to help
improve instructional delivery and learning .Please, read this section very carefully and relate the information to your repertoire of teaching methods and
skills.
General Objectives
General objectives have been listed at the beginning of each section. The general objectives specify the skills and behaviors students should acquire
by the end instruction in the units of a section .Read the general objectives very carefully before you start teaching the section .After teaching all the units in
the section ,go back and read the general objectives again to be sure that you have covered the objectives adequately in the course of your teaching.
Sections and Units
The syllabus has been planned on the basis of sections and units. Each year works is divided into sections. A section consists of a fairly
homogeneous body of knowledge with in the subjects . Within each section are units. A unit consist of a more related and homogenous body of knowledge
and skills.
The syllabus is structured in five columns : Units, Specific Objectives , Content , Teaching and Learning Activities and Evaluation .A description of the
contents of each column is as follows:
Column1Units:The units in Column 1 are divisions of the major topics of the section .You are expected to follow the unit topics according to the
linear order in which they have been presented .However ,if you find that some point that teaching and learning in your class will be more effective if you
branched to another unit before coming back to the unit in the sequence , you are encouraged to do so.
Column2:Specific Objective: Column2 shows the Specific Objectives of each unit .The specific objectives begin with numbers such as 1.3.5 or
2.2.1 .These numbers are referred to as Syllabus Reference Numbers . The first digit in the syllabus reference number refers to the section ;the second
digit refers to the unit , while the third refers to the rank order of the specific objective .For instance ,1.3.5 means section1 ,Unit 3 (ofsection1) and Specific
Objective 5 in other words , 1.3.5 refers to Specific Objective 5 of Unit 3 of Section 1. Similarly ,the syllabus reference number 2.2.1 simply means Specific
Objective number 1 of Unit 2 of section 2. Using syllabus reference numbers provides an easy way of communication among teachers and other educators
.It further provides an easy way for selecting objectives for test construction .Let say for instance ,that Unit 2 of Section 2 has five Specific Objectives :
56
2.2.12.2.5 .At each other may want to base his /her test items / questions on objectives 2.2.3 and 2.2.4 and not use the other three objectives. In this way
,a teacher would sample the objectives with in units and within sections to be able to develop a test that accurately reflects the importance of the various
skills taught in class.
You will notice that the specific objectives have been stated in terms of the student ,i.e .what the student will be able to do after instruction and learning in
the unit. Each specific objective hence starts with the following, The student will be able to. This in effect , means that you have to address the learning
problems of each individual student .It means individual is using your instruction as much as possible such that the majority of students will be able to
master the objectives of each unit of the syllabus.
PROFILE DIMENSIONS
A central aspect of this syllabus is the concept of profile dimensions that should be the basis for the instruction and assessment .Learning maybe
divided into a number of classes .A student may acquire some knowledge through learning .The student may also learn to apply the knowledge acquired in
some new context. For instance ,dirty water contains particles and disease causing organisms is a knowledge fact the student learn in class.
To help the student to understand that fact , the student should be required to filter dirty water and examine water through the microscope ,if there is
a microscope available .If not ,the student should be required to filter the dirty water and examine the sediments left on the cotton wool in the filtering bed.
Since there could still be dangerous organisms and chemicals in the filtered water, the student should then be taught the process of boiling and distilling
dirty water. By filtering ,boiling and distilling dirty water ,the student acquires scientific process skills .At another period ,the teacher may give the student a
type of dirty water ,and ask the student to indicate which of the three treatment methods i.e. filtering ,boiling and distilling ,should be used for its
treatment .This particular requirement is asking the student to apply the knowledge gained in the treatment of dirty water to a particular type of water .You
will see from various steps that the student has gone through acquisition of basic knowledge ,and acquired process skills and has been given the
experience of applying his / her knowledge to a particular problem situation.
The four learning behaviors ,knowledge ,understanding ,application and process are referred to as dimensions of knowledge .Knowledge is a
dimension ; application of knowledge is also a dimension .More than one dimension forms a profile of dimensions .A specific objective maybe stated with an
action verb as follows: The student will be able to describeetc. Being able to describe something after the instruction has been completed means that the
student has acquired knowledge .Being able to explain, summarize, give examples, etc. means that the student has understood the lesson taught.
Similarly being able to develop, plan, construct, etc. means that the student has learnt to create, innovate or synthesize knowledge . You will note
that each of the specific objectives in this syllabus contains an action verb that describes the behavior the student will be able to demonstrate after the
instruction .Knowledge application, et c .are dimensions that should be the prime focus of teaching and learning in schools .Instruction in most cases has
57
tended to stress knowledge acquisition to the detriment of other higher level behaviors such as application ,analysis ,etc. The focus of the new form of
teaching and learning as indicated in this syllabus and in all others, is to move teaching and learning from the active acquisition of knowledge and rote
memorization to a new position where students will be able to apply their knowledge ,develop analytical thinking skills ,develop plans, generate new and
creative ideas and solutions and use their knowledge in a variety of ways to solve problems .Each action verb indicates the underlying profile dimension of
each particular specific objective. Read each objective carefully to know the profile dimension toward which you have to teach.
Column3 Content :The content in the third column of the syllabus presents a selected body of core ideas that you will need in teaching a particular
specific objective .In some cases, the content presented is quite exhaustive. In some other cases ,you could add some more information to the content
presented.
Column 4Teaching and Learning Activities (T/L):T/L activities that will ensure maximum student participation in the lesson are presented in Column
4.Tryto avoid rote learning and drill-oriented methods and rather emphasize participatory teaching and learning in your lessons. As much as possible ,try to
emphasize the cognitive ,affective and psychomotor domains of knowledge in your instructional system where very appropriate .You are encouraged to reorder the suggested teaching and learning activities and also add to them where necessary in order to achieve optimum student learning .A simplified
already ,the major purpose of teaching and learning is to make students able to apply their knowledge in dealing with issues both in and out of school. A
suggestion that will help your students acquire the habit of analytical thinking and the general capacity for problem solving is to begin each lesson with a
practical problem .Select a practical problem for each lesson. The selection must be made such that students can use knowledge gained in the previous
lesson and other types of information not specifically taught in class. At the beginning of a lesson, state the problem, or write the problem on the board. Let
students analyze the problem ,suggest solutions,., criticize solutions offered, justify solutions and evaluate the worth of possible solutions .The learning of
any skill considered important must start early.
Column5 Evaluation: Suggestion sand exercises for evaluating the lessons of each of the unit are indicated in column 5. Evalua
tion
exercises can be in the form of oral questions, quizzes ,class assignments, essays ,project work, etc. Try to ask questions and set tasks and assignments
etc; that will challenge students to apply their knowledge to issues and problems as we have already mentioned above, and not exhaustive .You are
encouraged to develop other creative evaluation tasks to ensure that students have mastered the instruction and behaviors implied in the specific
objectives of each unit.
Knowledge and Understanding(RU)

Knowledge The ability to:
Remember, recognize ,retrieve, locate, find, do bullet pointing ,highlight ,bookmark, network socially, bookmark socially, search ,google ,
58
favorite ,recall, identify, define, describe, list, name ,match, state principles, facts and concepts .Knowledge is simply the ability to remember
or recall material already learned and constitutes the lowest level of learning.
Understanding The ability to:
Interpret, explain, infer ,compare, explain ,exemplify ,do advanced searches, categorize ,comment, twitter, tag, , subscribe, summarize,
translate, rewrite, paraphrase ,give examples, generalize, estimate or predict consequences based upon a trend. Understanding is generally
the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic and is also referred to as Comprehension

The ability to use knowledge or apply knowledge ,as simplified in this syllabus, has a number of learning /behavior levels .These levels include
application ,analysis, innovation or creativity ,and evaluation. These maybe considered and taught separately, paying attention to reflect each of
them equally in your teaching. The dimension Applying Knowledge is a summary dimension for all four learning levels.
Scientific Inquiry Skills(SIS)
These are a combination of practical and experimental skills that one needs to develop to become a good biologist .In view of the importance
of the skills to the biologist, this syllabus has a unit in almost each section dubbed scientific enquiry skills to help the teacher consciously teach
and facilitate certain activities to help the student develop skills.
FORM OF ASSESSEMENT
In developing assessment procedures ,select specific objectives in such a way that you will be able to assess a representative sample of the
syllabus objectives. Each specific objective in the syllabus is considered a criterion to be achieved by the student .When you develop a test that
consists of items or questions that are based on a representative sample of the specific objectives taught, the test is referred to as a CriterionReferenced Test. In many cases ,a teacher cannot test all the objectives taught in a term ,in a year ,etc .The assessment procedure you use
i.e .class test ,homework ,projects , etc .must be developed in such a way that it will consist of a sample of the important objectives taught over a
period.
Table1. shows an examination consisting of two papers ,Paper 1 and Paper 2 ,and continuous assessment .Paper 1 consists of two sections
A and B lasting 2 hours .Section A consists of multiple-choice objective questions lasting 1hour .Section B consists of essay questions ,essentially
59
testing Application of Knowledge ,but also consisting of some questions on Knowledge and Understanding .Paper 2 is Practical test lasting two
hours .and Continuous Assessment will be based on all the dimensions as indicated .The distribution of marks for the objective test items ,essay type
questions and the practical questions in the two Papers and in the continuous assessment should be in line with the weights of the profile dimensions
already indicated and as shown in the last column ofTable1.
In the examination structure presented in the table ,Paper 1 is marked out of 140 Paper 2 is marked out of 60 ;totaling 200,which is scaled
down to 70 %. The continuous assessment is marked out of 100 but scaled down to 30%.The last row shows the weight of the marks allocated to
each of the four test components. The two papers are weighted differently
Table1DistributionOfExaminationPaperWeightsandMarks
Dimensions
Paper 1
Paper 2
Continuous
Assessment
Total Marks
%Weight of
Dimension
Remembering
and
60
30
90
30
Applying Knowledge
84
36
120
40
Practical and
Experimental Skills
60
30
90
30
Total Mark
144
60
96
300
%ContributionofPapers
40
30
30
100
You will note that Paper1 has a contribution of40%to the total marks; Paper 2 has a contribution of 30% to the total marks; and Continuous
Assessment has a contribution of 30%tothetotalmarks.Thenumbers in the cells indicate the marks to be allocated to the items/questions that test each of
the dimensions within the respective test papers.
60
The last but one column shows the total marks allocated to each of the dimensions. Note that the numbers in this section are additions of the
numbers in the cells and they agree with the profile dimension weights indicated in the last column.
Of the total marks of300,90 marks equivalent to 30% of the total marks are allocated to Knowledge and Comprehension.120 marks, equivalent to 40
% of the total marks are allocated to application of Knowledge and30% to Practical / Experimental skills. The weight of each of the three dimensions is
indicated in the last column. The ratio of theory to practice in Biology is 70:30.
Item Bank:
Obviously ,the structure of assessment recommended in this syllabus will need a lot of work on the part of the teacher .In preparation for setting
examination papers ,try to develop an item bank. The term item bank is a general term for a pool of objective items, a pool of essay questions or a pool of
practical test questions .As you teach the subject try to write objective test items ,essay questions ,structured essay questions and practical test questions
to fit selected specific objectives which you consider important to be tested.
This means that ,as items / questions are selected for testing ,new ones have to be written to replace those items / question already used in
examinations .Items and questions that have been used in examination may also be modified and stored in the item bank.
GUIDELINES FOR SCHOOL BASED ASSESSMENT
A new Sekolah Monte Sienna School Based Assessment system (SIENNAN SBA) will be used in to the school system.. The new SIENNAN SBA
system is designed to provide schools with an internal assessment system that will help schools to achieve the following purposes:
1.Standardize the practice of internal school-based assessment in all Senior High Schools in the country
2. Provide reduced assessment tasks for subjects studied at SHS
3.Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks
Introduce standards of achievement in each subject and in each SHS class
4.Provide guidance in marking and grading of test items /questions and other assessment tasks o
Introduce a system of moderation that will ensure accuracy and reliability of teachers marks
5.Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve class performance.
61
The arrangement for SIENNAN SBA maybe grouped in categories as follows .Laboratory work, Projects, Group Work and End of Term Examinations
1. Laboratory W ork:
Students will be required to keep laboratory notebook. It is of utmost importance that records be neatly and accurately kept by both student and
teacher.
2. Projects/Field W ork :These are tasks assigned to students to be completed over an extended time
3. Prelim Examination and Mid Term Test :The test following a prescribed format will form part of the SIENNASBA
4. Group Exercise: This will consist of written assignments or practical work on atopic(s) considered important or complicated in the term syllabus
5. End of Tem Examination :The end-of-term test is a summative assessment system and should consist of the knowledge and skills students have
acquired in the term .The end of term test for Term 3 for example ,should be composed of items / questions based on the specific objectives
studied over.
The ability to use knowledge or apply knowledge ,as simplified in this syllabus, has a number of learning /behavior levels .These levels include
application ,analysis, innovation or creativity ,and evaluation. These maybe considered and taught separately, paying attention to reflect each of
them equally in your teaching. The dimension Applying Knowledge is a summary dimension for all four learning levels.
Scientific Inquiry Skills (SIS)
These are a combination of practical and experimental skills that one needs to develop to become a good biologist .In view of the importance
of the skills to the biologist, this syllabus has a unit in almost each section dubbed scientific enquiry skills to help the teacher consciously teach
and facilitate certain activities to help the student develop skills.
FORM OF ASSESSEMENT
In developing assessment procedures ,select specific objectives in such away that you will be able to assess a representative sample of the
syllabus objectives. Each specific objective in the syllabus is considered a criterion to be achieved by the student .When you develop a test that
62
consists of items or questions thata re based on a representative sample of the specific objectives taught, the test is referred to as a CriterionReferenced Test. In many cases ,a teacher cannot test all the objectives taught in a term ,in a year ,etc .The assessment procedure you use
i.e .class test ,homework ,projects , etc .must be developed in such away that it will consist of a sample of the important objectives taught over a
period.
Examination consisting of two papers ,Paper 1 and Paper 2 ,and continuous assessment .Paper 1 consists of two sections A and B lasting
2 hours .Section A consists of multiple-choice objective questions lasting 1hour .Section B consists of essay questions ,essentially testing
Application of Knowledge ,but also consisting of some questions on Knowledge and Understanding .Paper 2 is Practical test lasting two
hours .and Continuous Assessment will be based on all the dimensions as indicated .The distribution of marks for the objective test items ,essay type
questions and the practical questions in the two Papers and in the continuous assessment should be in line with the weights of the profile dimensions
already indicated and as shown in the last column ofTable1.

CURRICULUM MATERIALS
SYLLABUS - LESSON PLAN
SCIENCE GRADE 1
CONCEPTS/ TOPICS
Target Skills / Competencies

`
Familiarize themselves with the content
and
Orientation
topic of the subject
Student's Textbook
and Activity Book/Strategies
Write something about

yourself.
Values integration
63
Teacher's
prepared
materials
/resources
ASSESSMEN
T
Introducing oneself Seatwork
TIME FRAME
MONTH
WEEK
1st Week
* Name the different parts of the body

* Locate the different parts of the body
* Draw the different parts of the body
Parts of the Body
Activity 1 and 2 p.2-3
a blown- up
balloon
Complete me .
Quiz type
Matching type
test
Learning Package 1
Identify what parts are used in the
illustration or
examples.
Complete the figure of a childs face.
* Enumerate the sense organs
*Give the function/s of the sense
organs
eyes
ears
nose
tongue
skin
* Identify the uses of the Body Parts
* Tell why each part is important
* Produce a sound using the body
parts
*Identify Living and Non-Living things
*Name other examples of Living and
Non-Living
things found in the classroom/ school
*Enumerate some observable
Activity 3 p. 4-5
Values integration
Activity 4 p.4 and 63
Singing activity p.6
The Five senses
Uses of Body Parts
Activity 5 p.7
Activity 6 p.8-9
Activity 7 p.10-11
Activity 8 p.12-13
Activity 9 p.14
Activity 10 p.15-17
Activity 11 p.18
Activity 12 p.19
Activity 13 p.20
Seatwork
Ball
Pictures of the five
3rd- 4th
Week
senses
Quiz Type
Multiple choice
format
Living and Non-Living
Activity 14 p.21
Activity 15 p.22-23
What you see is.
real objects
Things
A.Animals
Learning Package 1
Values integration
pictures
shoe box diorama
64
2nd Week
Seatwork
5th & 6th

Week
characteristics
of Living and Non-Living Things
*Identify some of the needs of living
things
Describe how do some animals move
*Explain how living things grow
*Name the name given to the young of
some
* Identify domestic/ friendly and
unfriendly
animals
* Differentiate friendly from unfriendly
animals
* Identify the places where we can find
unfriendly animals
* Identify mother animals and their
young
* Define what habitat is
* Describe the habitat where animals
live
* Compare the different habitat where
animals
live
* Distinguish the different foods that
animals
eat
* Determine the different sounds that
Activity 16 p.24-25
Activity 17 p.26
Activity 18 p.27
Activity 19 p.28
* All about animals
* Friendly and Unfriendly
Animals
* Mother animals and
their Young
Values integration
Will you be my friend
Essay Type
Collage
Test
Pictures of animals
Camouflage
7th-9th Week
Seatwork
Whose your mother

Learning Package 1
* Animals Habitat
God bless my home
Pictures of animals
in
Quiz Type
* Animals and their Food

* Animals and their
sound
Learning Package
their habitat
Pictures of animal and their
Pictures of animals
consuming their
food
Seatwork
Predator
Guess the sound I make and
65
Matching Type
10th-13th
Week
animals
produce
copy me
14th-16th
Week
Learning Package
* Enumerate the things that we can get
from
animals
* Differentiate big animals from small
animals
* Make a list of animals according to
their size
* Compare the number of legs of
different
animals
Classify the different animals
according to the
number of legs (2 legs, 3 legs, 4 legs,
6 legs
8 legs)
* Identify the characteristics of nonliving things
found based on the short poem
* Make a list of examples of non-living
things
in the classroom and in the school
* Compare the different examples of
non-living
things
Identify some of the major parts of the
* Things we get from
I give you my .product
Animals
* Sizes of animals
Measure me please
* Number of legs of
Learning Package
Animals
I have no,2,3,4,6,and even

amillion?
Cut -out word

about
some nutrients
and
minerals from
food..
Recitation
Seatwork
Pictures of animals
with and without
legs.
Learning Package
Non- Living Things

* Characteristics
Guess whats inside the box

Learning Package
A box full of
different
objects.
Quiz Type
Multiple Choice
* Examples
B.Plants
Values integration
Seatwork
Activity 22 p.32
Quiz type
66
17th-20th
Week
plant.
Distinguished what is the major
function of
plant parts..
(stem, leaves,flowers , fruits,and roots
Identify the stem and its function
Differentiate the shape and sizes of
leaves
Identify some example of fruits and
draw them
Give some name of flowers that you
know and
draw it.
Base on the clue, give the

parts of a plant being given
lLearning Package
Activity 23 p. 33
Activity 24 p.34-35
Activity 25 p.36-37
Complete the needed parts
of a flower
lLearning Package
Describe how a plant grow from seed

to a big plant
Identify what are needed by the plant
to grow
Answer some information about the
plants
* Produce a sound using the body
parts
* Describe the physical features of a
plant
based on the picture
* Name the different parts of a plant
* Discover the function of each part of
a plant
Seatwork
Activity 26 p.38-39
Activity 27 and 28 p40-41

Activity 14 p.21
Activity 15 p.22-23
PLANTS
*Parts of a Plant
Complete the missing parts

of a flowera plant
lLearning Package
67
Bring real plants

Draw a plant or
tree
Recitation
Seatwork
21st Week
* Compare the different kinds of

Leaves
* Describe the different shapes of
leaves
* Give examples of plants with big and
small leaves
* Describe the different kinds of flowers
found
in the pictures
* Identify the simple parts of a Flower
* Differentiate the odor of flowers
whether it is
pleasant or unpleasant
* Give examples of flowers that can be
eaten
* Shapes and Sizes of
Bring the real leaves that
Real leaves
Leaves
you can find and lets draw
pictures
and measure them

lLearning Package
FLOWER
Bring and draw a flower

Learning Package
22nd Week
Quiz Type
Seatwork
Real flowers and

type
23rd-25th
Week
Values integration
FIRST TERM
EXAMINATION
* Enumerate examples of fruits that
can be
eaten and those that cannot be
eaten
* Discover why some fruits cannot be
eaten
* Distinguish the fruits that can be
eaten as raw
and the fruit that must be cooked first
FRUITS
Blind fold tasting act
* Edible and Non-Edible
Learning Package
fruits
* Raw fruits
* Cooked fruits
26th-29th
Week
real fruits
Quiz Type
poster of fruits
Lets have fruits for school
Learning Package
* Enumerate different tastes of fruits
68
Seatwork
* Give examples of fruits and its taste

* Identify fruits with one seed and fruits
with
* Compare the function of the different
parts
of a root
* Enumerate examples of roots that
can be
eaten and those that cannot be eaten
* Discover why some roots are not
edible
of a root
* Compare the stem of plants found in
the
pictures
* Describe the appearance/ physical
features of
the stem
* Analyze a short poem found on p. 90
of their
Science Book
* Identify the needs of plants based on
the
poem
* Observe how the plants grow based
on the
experiment
* Describe the place/ habitat where
Fruit Tastes
Seedless versus with seeds
real fruits
Essay Type
* Fruits number of seeds

ROOTS
Learning Package
pictures
pictures
Seatwork
Real Stem
specimen
Quiz Type
STEM
Draw me the Stem

Learning Package
30th- 32nd
Week
33th Week
Seatwork
Values integration
What plants need to
grow
* Plant habitat
Plant needs
Learning Package
* Things we get from

Plants
old gloves
puppet
Recitation
mongo seed, jar,

cotton, water, soil,
Seatwork
pot
69
34th Week
different
plants live
35th-37th
Week
Colours
*Identify some of the names of the
different colours
and its example
yellow
violet
blue
orange
red
green
*Able to sort the different colours
according to
its given item or things
fruits
plants
animal
toys
familiar coloured objects
*Mix the different colours as you want
them
*Instant colour recognition depending
on the item
being presented
*
* Enumerate the proper ways of
cleaning
oneself
*Different colours
*Sorting colours
*Mixing colours
*Word fun colours
*Colour by numbers
Activity 29 pp42-43
Activity 30 pp44-45
Activity 31 pp.46-48
Activity 32 p 49
Activity 33 p.50
Matching type
Seatwork
Values integration
* Proper way of
Cleaning
Oneself
Activity 34 p.52
Activity 35 p.53
70
Grooming kit
Quiz Type
38th- 39th
Week
* Name some good grooming and

healthy
habits
* Name things needed to make oneself
neat
* Suggest ways on how to save things
that
we are using everyday
* Enumerate ways on how to keep the
body
healthy and strong
* Name the different needs of man in
order
to live
Suggest other ways to keep oneself
healthy
healthy and strong
* Name the different needs of man in
order
to live
Suggest other ways to keep oneself
healthy
and strong
* Identify the heavenly bodies found in
the solar
system through pictures
* Describe the appearance of the sun
* Good grooming and

Health Habits
Activity 36 p. 54-55
Activity 37 p/56-58
Seatwork
* Economy in using
Things
* Keeping oneself
healthy
and strong
Values integration
Activity 38 p.59-60
Activity 39 p.61
* Needs of Man
Activity 39 p.61
* Needs of Man
poem
Picture of a well
Quiz Type
groomed child
Seatwork
Picture of a well
Essay type
groomed child
Values integration
The Sun and the

Planets
40th-41st
week
Color Some Planets

Learning Package
71
Seatwork
Sketch of the solar

system that shows
the
sun and some
Matching Type
Seatwork
42nd-43rd
Week
and the
planets.
planets
* Compare the size of the planets and
the sun
* Make a list of the nine planets in their
notebook
* Describe the physical appearance of
the
Earth as seen from the space
* Compare the two important
components of
the earth
* Differentiate night from day based on
the
Illustration
* Identify the importance of light
The Planet Earth

* The Moon
Our Planet Earth

Moon light please
* Day and night

* Light- importance and
Day or Night
Sources of Light
Uses
Sketch pattern of
the
earth
Quiz Type
44th-45th
Week
( flashlight, candle) Seatwork
Learning Package
Values integration
* Define what Weather is

* Differentiate the kinds of Weather
The Weather
* Kinds of Weather
The Weather today is..

Sunny or Rainy
* Distinguish Lightning from Thunder

* Identify the things needed during a
particular
Weather
* Thunder and Lightning
Color the thunder and
* Needs during a
particular Weather
Lightning
What you need for a particular
Weather
The Weather today is..
FINAL EXAMINATION
72
Chart showing
some
weather pattern
Samples clothes
for
different weather.
Multiple Choice
Seatwork
46th-47th
Week
73

SCIENCE - GRADE 2
BEHAVIORAL
OBJECTIVES
Target Skills /
Competencies
* Define Science
* Identify the things we do
and learn through Science
* Appreciate how science
help us.
* Name the 5 sense organs
in the
and their corresponding
senses
* Matching the sense organ
with its use or function
CONCEPTS / TOPICS
Lessons
What is Science?
Student's Textbook
and Activity Book
Students will be asked
to identify example of
science at least ten
items.
Teacher's prepared
materials
Loop a word from

the puzzle made.
Assessment
Essay type
TIME
FRAME
Week
Seatwork
Show students the
good
Science.
Unit 1 Grouping Objects
Activity 1 p.2
Sense Organs and

Their Uses
Learn about colours

Activity 2 p.7
Learn about shapes
Identify some tips on taking

care of
Sense of Sight
our eyes.
* Care of the Eyes
* Select 4 objects found in
the room and identify their
color, size and shape
* Pictures
*Connect the pictures
by
connecting the parts
associated with the
different senses.
2&4
Multiple Choice
Seatwork
* Picture of eyes
proper Care
Lets learn color videos
Seatwork
Activity 3 p.8 -9
Using our sense
organ or the sense
74
Give students time to
* Appreciate the importance

of the eyes
of sight.
guess the color without

seeing the object. p.2
Activity 7, p.10-11
* Name the sense organ
that
Sense of Hearing
helps us hear sounds
* Care of the Ears
* Enumerate ways to care
for our ears
* Classify sound into loud or
soft
that helps us smell
for our nose
Sense of Smell
* Care of the Nose
* Identify the texture and

temperature of some
objects around by
touching
them
* Identify the ways to
protect
our skin
Sense of Touch
* Care of the Skin

responsible for testing
Sense of Taste
* Care of the Tongue
What Can You Hear

Name the sound of
the animal being
presented by calling
one from the class
Teacher'S made act.
* Picture of ears
Proper Care

to guess what is the
item being smelled
inside the box.
Teacher's made act.
* Picture of the nose
Proper Care
Prepared food that are

place inside a box.
Seatwork
*Picture of the skin
Proper Care
Seatwork
Seatwork
Activity 4 p.9
Grouping fruits
Picture of the tongue.

Different food samples
or
candies of different
taste.

for our tongue
75
Proper Care
Seatwork
5&6
* Classify the things found

in the environment as to
living or non-living
* Identify the characteristics
of living and non- living
things
Grouping Non-Living
Things
* Identify some animals that

lay eggs
* Naming egg-laying
animals
* Tracing development or
growth of
some animals that lay eggs
such as
chicken,frog, butterfly, and
grasshopper.
VI. How Animals Are

Born
* Differentiate animals
hatched
from eggs and animals
that
are born alive
* Identify the things animals
need to grow
* Explaining with the use of
illustration on the book the
need of animals for air,
heat
and shelter in order to live
Describing non-living
things.p.17
7week
Pictures of living and
non-living things.
Multiple Choice
Seatwork
Puzzles
Learning Package
A. Hatched from Eggs
Video presentation of
how babies are born.
Multiple Choice
Pictures of animal that
Seatwork
8-9 weeks
hatched from eggs.
B. Born Alive
Learning Package
Pictures of animal that
Essay type
were born alive

Seatwork
VII. What Animals
Need?
* Animals Need Air
* Animals Need Shelter
10-11
weeks
* Picture of animals
What animals need.
Teacher Made Act
Matching type
Seatwork
* Animals Need Heat

76
* Matching the animals with

their shelters
Pictures of food then
* Identify the kind of food
different animals eat
* Classifying animals into:
A Plant - Eater
B Meat - Eater
C Plant and meat eater
VIII. Animals Need Food
connect it
Teacher Made Act
Pictures of animal with

food on their mouth.
Role playing on
taking
care of anials
Seatwork
FIRST TERM
EXAMINATION
* Enumerate some ways to
take good care of animals
* Reciting to the class ways
to
care for animals
* Explaining why we should
not harm useful animals
IX. Caring for Animals
Stuffed animals and

students will demonstrate
to the class the ways in
taking care for animal.
Teacher's made act.
Pictures of animals
that
are caring for some
Describing their
favorite
pet/s
12 week
animals.
Seatwork
Video appreciation day

* Explain the meaning of
endangered animals
* Identifying some ways to
care for animals that are
getting less in number
* Evaluate student's performance or achievement for
the unit
* Identify some
Characteristics
X. Looking at the
Environment

to watch sample video
about the desrruction of
the environment
Teacher's made act.
Unit III Growing Plants
Pictures of
environment
13 week
Seatwork
* Picture of different
77
Essay type
14-15
weeks
of most plants
* Describing how plants
grow
using mongo seeds
soaked
in water and allowed to
grow
* Telling that most plants
have
these main parts, the
roots,
the leves, and the stems
* Making conclusion from
observation that some
plants
bear flowers and fruits
while
some plants bear flowers
only
* Name the different kinds
of
plants
* Classifying plants into
trees,
shrubs, and herbs
* Naming examples of each
kind of plant
* Comparing the roots,
stems,
seeds, leaves and flowers
of
Plants and the
Grow mongo in petri
Environment
dish experiment.
I. Plants
Teacher 's made act.
plants
Planting a sample
variety
of plant
A. Characteristics of
Seatwork
Viseo presentation
about
Plants
plants.
B. Kinds of Plants
* Comparing Plant Parts
Connect the flower to it's

original stalk or plants..
Pictures of plants with
Teacher 's made act.
flowers and fruit on it.
Learning Package
* Picture of different
plants and trees
Essay type
Seatwork
Specimen collecting act.

Teacher's made act.
78
16 week
trees, shrubs and herbs

* Identify the different parts
of
plant and the function of
each
part
* Describing the work of the
following plant parts:
a. roots
b. stems
c. leaves
d. flowers
e. fruits
* Name the different uses of
plants
* Name some plants and
their
parts that can be eten
* Identify other uses of
plants
C. Plant Parts and Their
Paste and draw act.
Function
Teacher's made act.
* Picture of plants
Matching Type
17-18
weeks
Seatwork
D. Uses of Plants
* Plant parts as Food
Specimen making act.

or gift making act.
* As Building Materials
* As Clothing
Teacher's made act.
* Pictures of plants
Essay type
19 week
Seatwork
* As Medicine
First Term Examination
* Describe the changes that

take place in a growing
plant
* Observing how seeds
grow
E. Plants Change as
They Grow
Video watching activity

on plant growth.
Teacher's made act.
in water
* Comparing the parts of a
79
Multiple Choice
Video on how plants
grow
and develop.
Seatwork
20-21
weeks
young and mature plants

22 week
* Identify the needs of
plants
in order to grow
* Inferring from observation
that
plants need sunlight,
water,
air, and good soil in order
to
grow
* Reciting wys to care for
plants and its environment
F. Needs of Plants
* Caring for Plants
Video about the food

making prcess
Pictures showing on
how
take care of the plants.
Multiple Choice
Seatwork
Unit 2 Healthy Living

* Classify foods into Go,
Go, Grow, and Glow
Grow, and Glow

* Classifying the snacks
that
they brought to class as to
GO, GROW, and GLOW
and
find out what is common
among the foods in each
group
Foods
to identify some of their
* Analyze pictures showing

good eating habits
Good Eating Habits
Pictures of different
foods
that are assigned
earlier.
Describing a fruit or
23 week
vegetables
food intake for a day.

Seatwork
Unhealthy Foods
Practices of good Eating

Habits
80
Healthy foods that we

consume during
breakfast
lunch
Making a diet plan

24 week
Seatwork
Making Healthy Foods

* Identify the changes that
take place among individuals from childhood to
adulthood
* Relating how each
student
changed in: size, height
and
wieght
dinner
Bring me game (food)
You Change As You

Grow
* Children Change in Size
as They Grow
Mini me activity
Teacher's made
activity.
* Picture of each
student
Words that are with
association about the
* Are you Heavier Now?
Family and Me
changes in the body.
* Changes in the Things

You Like and Dislike
* No Two Children Are
Alike

to bring pictures of their
family.
Essay type
25 week
Seatwork
Unit 3.Light Energy

*Identify some example of
light
sources
everyday life
Correlation of light and
Colours
Correlation of light ans
Shadow
Compare push and pull
Identify some example of
push and
pull in everyday life.
List down the good use of
push
and pull.
What is Light
Sources of Light
Light in Everyday Life
Let there be light

You light my world
Light and Colours

Light and Shadows
Different type of light

sources
Essay type
26 week
Seatwork
Shadow puppet making
Pictures of light
Cut out pictures for
shadow
Push it to the max
Video about push and

pull
Unit 4. Pushes and Pull

Pushes and Pull
Pushes and Pull in
everyday Life
What pushes and pulls
can do
Changing shape
You push it slowly

81
Pictures of things that

are
push or pull
Multiple Choice
Seatwork
27-28
weeks
State how forces and

movement
affects it.
Forces and Movement
I dont want to move

SECOND TERM
EXAMINATION

SCIENCE GRADE 3
Target Skills/Outcome
* Familiarize themselves with their
schedule, teacher
and fellow students.
* Identify the different school's
rules and regulations.
* State the Importance of studying
Science.
* State the expectations about the
Subject.
* Participate actively in different
classroom activities.
CONCEPT/TOPICS
Lessons
ORIENTATION
STUDENT'S ACTIVITIES
Integrated Skills
[Creative]/Strategies
Class Assembly
Introduction
Checking of
Attendance
Introducing one's self
Formulation of
Classroom
Regulations
Checking and labelling
of books
Simple drawing :
82
ASSESSMENT
Teacher Prepared
Materials/Resource
s
Getting to know you
TIME FRAME
No. of Weeks
Essay type
Teahers Made Act

Seatwork
Association
of Oneself
* The child must be able to:
1. Define Diversity
2. Identify the things which
are evolved through
diversity.
Diversity
Picture Analysis
Chart Completion
Making a list of things
through
* Compare living from non-living

things
* Classify things into living and nonliving things.
* Identify the basic needs of living
things in order to
live and survive.
What are Living

and
Non-Living
Things?
What Do Living
Things
Need?
* Explain the meaning of

reproduction among living
things.
* Identify some organisms that
reproduce by giving
birth and by laying eggs.
* Appreciate how living things
multiply
What Can Living

Things
Do?
Can Living
Things
Reproduce?
* Give the operational definition of

growing.
* Name some animals and their
Can Living Things

Grow?
Project Making
Encyclopedia
pictures
chart
Encarta
Picture Analysis
Chart Completion
Seatwork
Multiple Choice
Pictures of living and

and non- living things
Brainstorming
Group Activity
Essay type
3
Seatwork
Visual Aids
Encarta
strip of cartolina
Matching Type
Seatwork
Group Discussion
Picture Analysis
83
Raw and cooked

mongo seeds
Multiple Choice
young.
* Observe how mongo seeds grow
in moist cotton.
* Explain how animals and plants
differ in the way
they respond to stimuli.
container & moist

cotton
Can Living
Things
Respond?
Group Game: Follow,

Follow Me
Encarta
Encyclopedia
Seatwork
Quiz Type
Seatwork
* Summarize the chapter.
* Give the importance of classifying
things around us.
* Recognize the four groups of
living things: plants
animals, fungi and microorganisms.
Revision
Worksheet 1
Chapter 2:Different
Types
of Living
Things
How are Living
Things
Answering Activity:
Riddles
Picture Analysis
Chart Completion
Encyclopedia
Essay type
Visual Aids
Seatwork
Grouped?
* Compare oneself to the primary

characteristics
of plants.
* Identify the characteristics of
plants.
* Discuss how plants respond
slowly to changes
around them.
Characteristics of
Plants

animals
* Recognize that animals respond
Characteristics of
Animals
Name Game: Imagine,

Imagine
Real Plants
Encyclopedia
Matching Type
Seatwork
Picture Analysis
Chart Completion
84
Encyclopedia
Pictures of Animals
Essay type
quickly to changes
around them.
* Relate the experiences they had
with animals that
displayed their animalistic
characteristics
* Describe and characterize a
mushroom and other
fungi.
* Describe and characterize microorganisms.
Seatwork
Characteristics of
Fungi
Characteristics of
microorganisms
* Classify plants into:

A. Flowering and nonflowering
B. Land plants and water
plants
C. Poisonous and nonpoisonous plats
* Give examples for each kind.
mammals and give
some examples.
birds.
* Label the body parts of a bird
Are All Plants

Alike?
Observing real
mushrooms,
bread mould through
magnifying glasses
Observing microorganisms
using a
microscope
Real mushrooms
and bread mould
Multiple Choice
Seatwork
Water from drainage

and meat of a
chicken
Name Game: What

Flower
10
11
Encyclopedia
12
I
Am?
Pictures of plants
Chart Completion
How Are Animals

Grouped?
Picture Analysis
Chart Completion
Picture Analysis
Picture Puzzle Game
85
Encarta
Encyclopedia
Visual Aids
Pictures/ Diagram
Matching Type
Seatwork
13
using a diagram.
* Write the main characteristics of a
fish.
* Label its body parts such as the
fins, scales and
* Identify the parts of an insect.
* Label the parts of an insect from
the diagram.
Brainstorming
All about fishes
Picture Analysis
All about insects
Picture Analysis
Diagram of parts of
a fish
Pictures of Insects
14
Quiz Type
Project making
Seatwork
* Compare animal groups according

Revision
to:
Worksheet 2
a. body coverings
b. habitat
c.organ for movement
d. means of reproduction
* Name variety of materials used in
making the things
around us.
* Classsify objects into groups
based on the
materials they are made of
* Identify the names of scientists
who make materials
such as : wood, plastics, glass,
rubber, ceramics,
fabrics and metals
* Define the meaning of physical
properties.
* Identify some physical
properties(characteristics
that can be observed) in some
A. A Great Variety
of
Materials
Physical
Properties
Visual Aids
Brainstorming
Picture Analysis
Brainstorming
Picture Analysis
15
Encarta
Encyclopedia
Quiz Type
Group Work Activity
Visual Aids
Seatwork
Word Puzzle Game
Encyclopedia
Chart Completion
Visual Aids
Picture Analysis
Visual Aids
16
Quiz Type
Encyclopedia
17
Seatwork
86
materials.
* Enumerate specific physical
properties of metal, wood,
rubber and plastics.
* Comparing the physical
properties of materials.
Kinds of Physical
Properties
* Show an understanding /
knowledge the right materials
to use following these criteria:
a. use of object
b. properties of object
c. suitable materials
* Classify objects according to the
materials they
are made of.
* Make attractive posters showing
any one of the
following materials- metals, rubber,
wood or plastics.
* Describe the circle of life.
* Show an understanding that life
undergoes changes
in different stages.
* Investigate and compare various
ways on how
Brainstorming
Observing some
physical
Encyclopedia
Properties
Visual Aids
Seatwork
Pictures
Quiz Type
Group Discussion
Activity on
identifying
properties
Group Activity
Revision
Worksheet 3
Chapter 4: The
Circle of
of Life
Project Making
Group Activity
Picture Analysis
Pictures
Encyclopedia
Visual Aids
Quiz Type
19
Seatwork
Pictures
Encyclopedia
Quiz Type
Visual Aids
Seatwork
Encyclopedia
Quiz Type
Visual Aids
Seatwork
Project Making
A. Life Cycles of
Animals
of a Chicken
87
20
21
Diagram: Life cycle
animals reproduce.
18
22
* Identify the different stages in the

life cycle of
a chicken.
Life Cycle of a
Chicken
* Recognize the similarity in the

reproduction of
a chicken and a butterfly.
* Identify the different stages in the
development
of a butterfly.
* Compare the life cycle of a
butterfly and a
cockroach.
* Explain the life cycle of a
cockroach
* Show an awareness on the
different diseases that
can be spread by this insect.
Life Cycle of
Insects
Butterfly
* Compare the various ways in

which plants reproduce.
* Trace the life cycle of a plant
grown from seed.
* Explain how plants reproduce.
B. Life Cycle of
Plants
* Infer that some plants grow from

plant parts other
Life Cycle of
Plants
Grown from
Bulbs
than the seeds.

* Observe that plants like onions,
tulips, water
hyacinth and daffodils grow from
bulbs.
Encyclopedia
Cockroach
Project Making
Group Activity
Project Making
Group Activity
Brainstorming
Naming of plants and
their
process of reproduction
Diagram: Life cycle

of a Butterfly
Quiz Type
Encyclopedia
Seatwork
Diagram: Life cycle

of a Cockroach
Quiz Type
Encyclopedia
Seatwork
Real and pictures
Quiz Type
plants
Diagram
Group Activity
Real onion and some
Chart Completion
pictures of plants
grown from bulbs
Encyclopedia
88
23
24
25
26
Seatwork
Quiz Type
Seatwork
27
* Enumerate other plants that grow

from bulbs.
* Define heredity
* Show an understanding of the
many characteristics
of an organism that are passed
on from the parents
to the offspring..
* Make one 's own family tree.
* Appreciate one's ancestry.
C. Like Father,
LikeSon
Picture Analysis
Chart Completion
Encyclopedia
Quiz Type
28
Pictures
Seatwork
My Family Tree
* Make pictures of adults and their

young.
Revision
Worksheet 4
Picture Analysis
Project Making
Picture of a family
Tree
Brainstorming
Picture/ Visual Aids
29
Quiz Type
Picture Analysis
Seatwork
* Identify the part a leaf play in

food production.
* Explain the processes involved in
photosynthesis.
* Identify that stomata found on
leaves.
* Explain the role of roots and

stems in the transport
system of plants.
* Trace the path on how water and
other nutrients are
Chapter 5: A
System Different Parts
Working
Laboratory Activity
Using a microscope
Together
A. Plant Systems
Leaves
Roots and Stem
Quiz Type
Encarta
Encyclopedia
Group Activity
Chart Completion
Pictures
Visual Aids
Seatwork
Quiz Type
Seatwork
89
30
31
absorbed by the roots and stem

using a diagram.
* Identify the different animal
systems.
* Name the different body organs
of birds that carry
out different functions.
B. Animal Systems
Revision
Worksheet 5
* Name the parts of the digestive

system.
* Trace the path of food as
digestion takes place.
Chapter 6:Our Body

System
A. Digestive
System
* Explain the role of the muscular

system in our body.
* Enumerate the parts of the
muscular system.
* Identify the function of each part.
* Explain the role of the circulatory
system in our body.
B. Muscular
System
Project Making
Visual Aids
Quiz Type
32
Picture Analysis
Laboratory Activity
Picture Analysis
Group Activity
D. Respiratory
System
Model of the
Picture of the
Muscular System
Encyclopedia
33
Project Making
Circulatory System
Group Activity
Encyclopedia
Project Making
Picture of the
Picture Analysis
90
Quiz Type
34
Seatwork
Picture of the
Respiratory System
Encyclopedia
E. Skeletal System
Quiz Type
Digestive System
Laboratory Activity
C. Circulatory
System
* Explain the role of the skeletal

system in our body.
Encarta
Seatwork
* Define digestion

circulatory system.
* Explain the role of the respiratory
system in our body.
respiratory system.
Picture Analysis
Picture of the
35
Quiz Type
Seatwork
36

skeletal system.
* Define interaction
* Cite instances that show
interaction between man and
man/ man and computers, man and
things around him.
* Describe a magnet
* Give examples of magnets.
* Describe magnets according to
their characteristics.
* Classify the objects that can be
attracted by a magnet
* Observe the effect of magnet on
metals and non metals
Group Making Project

Interactions
Brainstorming
Group Activity
Revision
Worksheet 6
Chapter 7:
Magnets
Skeletal System
37
Visual Aids
Chart
38
Encyclopedia
Drawing of Different
Magnets
Group Activity
Visual Aids
Quiz Type
39
Pictures / real
Magnets
Seatwork
40
Quiz Type
41
Characteristics of
Magnets
Group Activity
Analysis
Revision
Worksheet 7
Project Making
Games
Group Activity
Visual Aids
91

School Year 2015 2016

SYLLABUS for SCIENCE GRADE 4
* Learn how to take good care of
their hair, teeth and
body ( the concept about proper
grooming)
* Enumerate the factors that will
make them have the proper
grooming.
TOPICS/CONTENTS
LEARNING
MATERIALS/RESOURCES/
ACTIVITIES/
REFERENCES
STRATEGIES
FIRST SEMESTER
Health:
Role Playing
Proper Grooming
Picture Analysis
Video Presentation
92
Power Point
Presentation
Coloring
Materials
Worksheet
ASSESSMENT/
EVALUATION
Textbook
Seatwork / Drill
Pictures
Recitation
Making a slogan
TIME
FRAME
2
meetings
1
meeting
2
meetings
* Appreciate the value of being

healthy.
Role Playing
* Define matter.
Science: Matter
Picture Analysis
Examples of Matter in
any states
* Enumerate examples of matter.
Classification of Matter
Pictures and Diagrams
* Differentiate the three states of

matter
* Complete the concept map
about matter and its classification
* Describe water
Power Point
Presentation
Pictures
Seatwork
1
meeting
Worksheet
Coloring
Materials
Textbook
Recitation
1
meeting
2
meetings
2
meetings
Textbook
Seatwork
Pictures
Recitation
Guessing game
The Three States of

Water
* Give examples of water in solid,

liquid and gas state.
* Identify the changing states of
water
* Differentiate condensation,
evaporation, melting, freezing
and boiling
* Understand the process of
water cycle
* Differentiate the two main
processes of the water cycle from
each other.
* Demonstrate responsibility
towards a physical world by
preventing water pollution.
* Cite the importance of water in
the environment, to humans
2
meetings
Video Presentation
Laboratory experiment
Examples of Matter in
any states
Video Presentation
Pictures Analysis
Poster Making
Power Point
Presentation
Coloring
Materials
Worksheet
Laboratory Output
1
meeting
2
meetings
2
meetings
Water Cycle
Diagrams
Think - Pair - Share
Importance of Water
Power Point
Presentation
Coloring
Materials
Group Report
Worksheet
Experiment on Water
Power Point
Presentation
93
Textbook
Pictures
Water Cycle
Diagram
Seatwork
2
meetings
2
meetings
2
meetings
Textbook
Seatwork
2
meetings
and other living things like plants

and animals
* Construct a table and graph of
daily water consumption.
* Inculcate the value of
conserving water.
* Identify the basic food groups.
Concept Mapping
Health: Balance Diet
* Differentiate Go, Grow and

Glow.
* Make a list the proper ways of
eating to maintain a balance diet
* Tell something about air and

wind.
* Distinguish the difference
between the two.
* Determine the importance of air
to all living things and the
environment.
* Recognize the changes that
may happen to earth because of
too much air or wind.
* State some ways to prevent air
pollution.
* Identify the different respiratory
system in different living things.
* Classify animals as to gills,
plants as to stomata, and
humans as to lungs.
* Differentiate the three
respiratory system from each
other.
Food pyramid
pictures of foods
Flashcards
Air Is Around Us
Making a list on how to

maintain balance diet
Concept Mapping
Discussion
Commercial Making
Coloring
Materials
Worksheet
Pictures
Recitation
Power Point
Presentation
Coloring
Materials
Worksheet
Textbook
Laboratory
Experiment
Seatwork
Pictures
Recitation
Power Point
Presentation
Coloring
Materials
Worksheet
Textbook
Essay Writing
Pictures
Seatwork
Power Point
Presentation
Coloring
Materials
Textbook
Seatwork
Pictures
Quizzes
Quizzes
2
meetings
2
meetings
2
meetings
2
meetings
2
meetings
2
meetings
2
meetings
2
meetings
Video Presentation
Respiratory System of
living things
Making of Jigsaw Puzzle

Video Presentation
Demonstration on how
Respiratory system
works
94
Worksheet
Recitation
3
meetings
2
meetings
2
meetings
* Describe the uses of oxygen,

carbon dioxide and nitrogen to
plants.
The Plant Stomata and

Respiration
Concept Mapping
Concept Mapping about
the uses of
Oxygen, Carbon dioxide
and nitrogen to plants
* Define the meaning of

Respiration
* Recall the meaning stomata.
* Identify the different parts of a
green plants.
* Analyze the process of
photosynthesis.
* Define gills
The Fishes and the Gills
Illustration of fish gills

Pictures of fishes
* Differentiate the respiratory

system of a plant from a fish
Venn diagram about the

respiratory system of
plant and fish
Labeling the Parts of the
Human
Respiratory system
* Determine the relation of genes
Textbook
Seatwork
Coloring
Materials
Worksheet
Pictures
Quizzes
Recitation
"Label the Parts"

Video Presentation on
the process of
photosynthesis
* Describe how Fishes breathe

in water
* Identify the parts of the human

respiratory system
* Differentiate the functions of
each part of the system
* Recognize the importance of
the human respiratory system.
* Enumerate ways on how to
take care of the respiratory
system.
* Define puberty.
Power Point
Presentation
The Human Respiratory

System
Flow chart on the
Picture Analysis
Role Playing
95
1
meeting
Worksheet
2
meetings
Power Point
Presentation
Coloring
Materials
Textbook
Seatwork
Pictures
Quizzes
Worksheet
Power Point
Presentation
Coloring
Materials
Worksheet
Power Point
Presentation
Coloring
2
meetings
1
meeting
1
Meeting
Recitation
Worksheet
2
meetings
Textbook
Seatwork
Pictures
Quizzes
2
meetings
2
meetings
2
meetings
2
meetings
Recitation
Worksheet
Health: Changes in the

Body
2
meetings
Textbook
Seatwork
Pictures
Quizzes
2
meetings
2
they inherited from their parents.

* Recognize the changes that
happen to girls and to boys
during puberty stage.
* Define transport system
* Make a list of examples of
transport system that are found in
the surroundings.
* Explain the process of
transporting water and minerals
in the plant.
*Differentiate the importance of
water and minerals in plants.
* Identify the different parts of the
human circulatory system.
* Enumerate the function of each
part of the circulatory system.
* Explain the process of blood
circulation.
* Appreciate the importance of
circulatory system
* Recall the meaning of transport
system for humans and plants.
Classroom Discussion
Transport System
Video Presentation
Leap Frog
Materials
Worksheet
Power Point
Presentation
Coloring
Materials
Recitation
Worksheet
Textbook
Seatwork
Pictures
Recitation
Worksheet
The Human Circulatory

System
Picture Analysis
Worksheet
Power Point
Presentation
Coloring
Materials
Worksheet
Textbook
Seatwork
Pictures
Recitation
Compare and Contrast
Power Point
Presentation
Textbook
Seatwork
Picture Analysis
Coloring
Materials
Worksheet
Pictures
Recitation
Cardiovalcular Activity
Label the parts
Worksheet
Group report
Comparison of Plants'
Transport System and
Humans' Transport
* Compare the transport system

of plants and humans
* Enumerate the importance of
each transport system
Worksheet
meetings
2
meetings
2
meetings
2
meetings
2
meetings
2
meetings
2
meetings
2
meetings
2
meetings
2
meetings
2
meetings
2
meetings
1
meeting
FIRST TERM EXAMINATIONS

SECOND SEMESTER
* Define energy
Energy
Think - Pair - Share

96
Power Point
Textbook
Seatwork
* Enumerate the different forms

of energy.
* Make a list of the different
sources of energy.
energy in their life.
* Identify the main source of
energy.
* Describe how the sun helps
living things to survive and gain
energy.
* Analyze and explain the
diagram on how energy can
be transferred from the Sun to all
living things.
* Recall the meaning of food
chain.
* Show the relationship of
Go,Grow and Glow Foods to the
topic.
* Discuss " kilojoules" as the unit
of measurement for energy.
* Identify the main source of
energy
* Give the meaning of light
energy.
* Enumerate the different
different sources of light.
* Describe the importance of
each source of light.
eyes to see things.
Matching forms of
Energy
Logo Making
Our Main Source of

Energy, The Sun and
Foods
Presentation
Coloring
Materials
Worksheet
Pictures
Recitation
Worksheet
meeting
2
meetings
2
meetings
2
meetings
2
meetings
Making of Food Pyramid
Power Point
Presentation
Textbook
Seatwork
Group Report
Coloring
Materials
Pictures
Recitation
2
meetings
Star: Science pp. 60 - 64
Worksheet
Worksheet
2
meetings
2
meetings
2
meetings
Light Energy
(Sources of Light)
Light Energy
Pictures
Power Point
Presentation
Textbook
Seatwork
Demonstration of
sources of light
Video Presentation
Coloring
Materials
Worksheet
Pictures
Recitation
Light Experiement
Power Point
Presentation
Textbook
97
Worksheet
Seatwork
2
meetings
2
meetings
2
meetings
2
meetings
2
meetings
* Define reflection.
(Seeing Things)
* Determine the process of

reflection of lights in all shiny
objects with flat and smooth
surfaces.
* Enumerate some examples of
objects that reflect light.
* Differentiate the characteristics
of transparent, translucent, and
opaque materials.
* Classify different materials as to
transparent, translucent and
opaque.
eyes to see things.
* Define shadow
(Seeing through materials )
Group Report
* Demonstrate how shadows are

formed.
* Explain that light travels in a
straight line.
* Describe how different shadows
are obtained from the same
object.
* Explain that light is the main
source of heat energy.
* Enumerate the natural and
artificial sources of heat.
* Show the relationship of heat
energy to light energy.
Coloring
Materials
Worksheet
Pictures
Recitation
Worksheet
2
meetings
2
meetings
2
meetings
2
meetings
1
meeting
Shadows
Video Presentation
Demonstration
Power Point
Presentation
Coloring
Materials
Worksheet
Textbook
Seatwork
Pictures
Recitation
Worksheet
Shadow Play
Heat Energy
Group Activity about the

different sources of heat
Concept Mapping on the
relationship of light
energy and heat energy
Creative output about the
importance of heat
energy in our daily life
2
meetings
2
meetings
1
meeting
1
meeting
Power Point
Presentation
Coloring
Materials
Worksheet
Textbook
Seatwork
Pictures
Recitation
Worksheet
1
meeting
1
meeting
1
meeting
1
98
heat energy.
meeting
* Define and discuss what

temperature is.
* State that the temperature of an
object is a measurement of its
degree of hotness and coldness.
* Identify the different types of
thermometer.
* Give the use of a thermometer.
* Differentiate heat from
temperature.
* Explain how heat flows from
one object to another.
* Relate the changes in
temperature of an object to the
gain or loss of heat by the object.
* Enumerate the effects of heat
gain and heat loss in our daily
life.
Temperature
* Explain that most objects

expand when heated and
contract when cooled.
* Discuss the process of
extraction and contraction.
Extraction and Contraction
* Apply the concepts of extraction

and contraction in some practical
situations.
* Identify the meaning of
conductors.
* Differentiate the good
conductors and poor conductors
Problem Solving
Conversion of units for
Heat
Heat Flow and Changes in

Temperature
Experiment on
measuring of heat
Worksheet
Power Point
Presentation
Coloring
Materials
Picture Analysis
Good and Bad Conductors

and Insulators of Heat
Power Point
Presentation
Coloring
Materials
Textbook
Seatwork
Pictures
Recitation
Worksheet
Textbook
Seatwork
Pictures
Recitation
Worksheet
2
meetings
1
meeting
2
meetings
1
meeting
2
meetings
Demonstration
Worksheet
Power Point
Presentation
Textbook
Seatwork
1
meeting
Picture Analysis
Coloring
Materials
Pictures
Recitation
1
meeting
Demonstration
Worksheet
Worksheet
1
meeting
Picture Analysis
99
Power Point
Presentation
Textbook
Seatwork
1
meeting
1
meeting
1
meeting
of heat.
* Make a list of materials good
and bad in conducting heat.
* Define an insulator
Demonstration
Coloring
Materials
Worksheet
* Tell the difference between

conductors and insulators.
* Classify the different materials /
objects found in the surrounding
as conductors or insulators.
END OF SECOND SEMESTER
100
Pictures
Recitation
Worksheet
1
meeting
1
meeting
1
meeting
1
meeting


SYLLABUS for SCIENCE Grade 5
BEHAVIORAL
OBJECTIVES
Describe the Solar

System
State the
composition of the
Solar System
Show an
awareness that the
position of the
Earth's ability to
support life
Recognize that the
Sun is a star that
gives out light
Describe the Earth
Show an
awareness that the
Earth does not
give out light but is
seen by reflected
light
Show an
awareness that the
TOPICS/CONTENTS
LEARNING
ACTIVITIES/
STRATEGIES
FIRST TERM
Orientation
Pictures Analysis
The Solar System
Video Presentation
The Sun
REFERENCES
Power Point
Presentation
Worksheet
ASSESSMENT/
EVALUATION
TIME
FRAME
(Week)
Pictures
Seatwork
Coloring Materials
Recitation
Textbook
Laboratory Output
The Earth
Fill in the Blanks

Concept Mapping Indo
"Henyo"
Listing factors that

contribute to earth's ability
101
Power Point
Presentation
Worksheet
Pictures
Seatwork
Coloring Materials
Recitation
Textbook
Laboratory Output
Earth's position
from the sun is
one of the major
factors contributing
to the Earth's
ability to support
life
Discover the
special features of
the each planet
Describe the
physical
appearance of the
planets
Recognize that the
nine planets are
seen by reflected
light from the sun
Describe heavenly
bodies that appear
during the night
to support life
The Nine Planets
The Stars:Sizes, Brightness

and Colors
Make a chart
showing the
names of stars,
constellation and
magnitude
Describe the moon
Power Point
Presentation
Pictures
Seatwork
Group Reporting
Worksheet
Coloring Materials
Recitation
Textbook
Laboratory Output
Power Point
Presentation
Pictures
Seatwork
Worksheet
Coloring Materials
Textbook
Recitation
Laboratory Output
Pictures
Seatwork
Illustrations of each planet

Video Presentation
Drawing of Heavenly
bodies
Classification of
Constellations
Astronomical Art
Naming Constellations
Identify the
different sizes and
colors of the stars
Pictures
Video Presentation
Chart Completion
The Moon
Picture Analysis
102
Power Point
Presentation
Review the basic

facts about the
moon
Recognize that the
moon reflects its
own light from the
sun
Show an
awareness that
there is regularity
in the movements
of the moon
Define what
satellite is
Compare manmade satellite with
that of the natural
satellite
Discover the
names of artificial
satellites that
successfully
orbited the Earth
Enumerate the
uses of man-made
satellites
Describe a
Microscope
Identify the parts
of a microscope
Give the uses and
importance of a
Phases of the moon
Name Game
Worksheet
Group Activity
Satellites
Pictures of mam - made

satellite
Satellite Making
Power Point
Presentation
Worksheet
Video Presentation
Microscope
Look and Draw Activity
Definition
Round Robin
Parts and Function
Class discussion
103
Power Point
Presentation
Worksheet
Coloring Materials
Recitation
Textbook
Laboratory Output
Pictures
Seatwork
Coloring Materials
Recitation
Textbook
Laboratory Output
Pictures
Seatwork
Coloring Materials
Recitation
Textbook
Laboratory Output
microscope
Enumerate the
parts of a
microscope
Show an
understanding that
a cell is a single
unit of life
Observe a
specimen showing
the difference
between plant and
animal cell using
microscope
Identifying the
different parts of a
plant cell and
relate the parts to
the functions:
*cell wall
*nucleus
*cell membrane
*cytoplasm
*chloroplast
Identify the parts
of an animal cell
and relate the
parts and
functions:
*nucleus
*cell membrane
*cytoplasm
Observe a
Cells: Definition and types
Plant Cell
Laboratory Activity
Power Point
Presentation
Pictures
Seatwork
Demonstration
Worksheet
Coloring Materials
Recitation
Textbook
Laboratory Output
Pictures
Seatwork
Laboratory experiment on
observing plant cell Parts
and Function
Power Point
Presentation
Worksheet
Animal Cell
Laboratory activity
observing a specimen of
an animal cell (cheek
cells)
Power Point
Presentation
Pictures
Seatwork
Group activity
Worksheet
Coloring Materials
Recitation
104
10
specimen of an
animal cell under
the microscope
Infer that cell
divides to produce
new cells and that
this division is
necessary for
organisms to grow
Gather information
on the history in
the study of cells
using internet
Discover the
reasons why
animals reproduce
and why some of
them became
instinct
Show an
understanding that
the living things
reproduce to
ensure continuity
of their kind
Show the life cycle
of a butterfly
Recognize that in
animals including
human beings,
females produce
eggs and males
Cell Division
Reproduction: "Why do living

things among Animals
reproduce"
Life cycle of a Butterfly and

Sexual Reproduction in
Animals and Humans
Textbook
Laboratory Output
Group Discussion
Power Point
Presentation
Pictures
Seatwork
Reporting
Worksheet
Coloring Materials
Textbook
Recitation
Laboratory Outpu
Picture Analysis
Power Point
Presentation
Pictures
Seatwork
Video Presentation
Worksheet
Coloring Materials
Recitation
Textbook
Laboratory Output
Chart completion
Power Point
Presentation
Pictures
Seatwork
Name Game
Worksheet
Coloring Materials
Recitation
Picture Analysis
105
11
12
produce sperms
and a new
individual is
formed when a
sperm fuses with
an egg during
fertilization
Explain that in
human beings, the
ovaries produce
eggs ,the testes
produce sperm
and fertilized egg
develops in the
womb
Differentiate
external from
internal fertilization
Recognize that in
human beings, the
ovaries
produce eggs and
the testes produce
sperm and the
fertilized egg
develops in the
womb
Analyze how a
baby is formed in
the mother's womb
for a certain period
of time
Define what
Group Activity
Fertilization: Stages in the

development of a Fetus
Textbook
Laboratory Output
Power Point
Presentation
Pictures
Seatwork
Worksheet
Coloring Materials
Recitation
Textbook
Laboratory Output
Pictures
Seatwork
13
Picture Analysis
14
Group Reporting
Heredity
Picture analysis
106
Power Point
15-16
heredity is
Show an
understanding that
many
characteristics of
an organism are
passed
on from parents to
offspring
Investigate and
compare various
ways in which
plants reproduce
Identify the
different stages in
the life cycle of a
string bean
Show an
understanding
about the parts
and functions of a
flower
Investigate the
way in which
plants reproduce
from seeds
Name the following
processes in the
sexual
reproduction of
flowering plants:
*Pollination
Presentation
Worksheet
Coloring Materials
Recitation
Textbook
Laboratory Output
Power Point
Presentation
Pictures
Seatwork
Worksheet
Coloring Materials
Recitation
Textbook
Laboratory Output
Power Point
Presentation
Pictures
Seatwork
Worksheet
Coloring Materials
Recitation
Textbook
Laboratory Output
Chart completion
School garden tour

Project making
17
Picture analysis
Chart completion
Reproduction in Plants: Life

cycle of a string beans
Parts of a Flower
Sexual reproduction in
Flowering plant
School garden tour
18
Project making
Picture analysis
Film viewing
Pollination
107
19
*Fertilization
*Seed dispersal
*Germination
Recognize the
similarity in terms
of fertilization in
the sexual
reproduction of
flowering plants
and animals
Differentiate
pollination from
fertilization
Investigate and
compare the
various ways in
which plants
reproduce from
plant parts such as
seeds, spores,
suckers and
leaves
Compare the
various ways in
which plants
reproduce
Differentiate the
ways on how
plants reproduce
with that of
animals
Fertilization
20
Reproduction from spores

and other plant parts
Other ways on how plants

reproduce Seed dispersal by:
wind, animals, humans,

splitting from fruits
Power Point
Presentation
Worksheet
Pictures
Coloring Materials
Seatwork
Recitation
Worksheet
Coloring Materials
Recitation
Textbook
Laboratory Output
21
Picture Analysis
Group activity
Picture analysis
Chart completion
Learning ladder

108
22
SECOND SEMESTER
Define what a force is

Distinguishing the
different types of force
Observe the effects of
force in our life by
means of an activity
Define what simple
machine is
Identify the different
types / groups of
simple machines
Determine the
characteristics and
uses of simple
machine
List some simple
machine
Define what electricity
is
Recognize that an
electric circuit
consisting of a power
source and other
circuit components
such as wires , bulbs
and switches from an
electric system
Show an
understanding that a
current can flow
Force
Power Point
Presentation
Worksheet
Role Playing
Pictures
Seatwork
Coloring Materials
Recitation
Textbook
Laboratory Output
Pictures
Seatwork
Coloring Materials
Recitation
Textbook
Laboratory Output
23
Picture analysis
Group Presentation
Simple Machines
Definition
Types
Drawing a simple machine
Power Point
Presentation
Worksheet
24
Chart completion
Concept Mapping
25
Electricity: Definition
Origin
Circuits
Power Point
Presentation
Worksheet
Group Activity
Making a circuit
Problem Solving Drills
109
Pictures
Seatwork
Coloring Materials
Recitation
Textbook
Laboratory Output
26
27-28
through a closed
circuit
Recognize that a
battery provides
energy in a closed
circuit and the current
transports energy
from the battery to
the bulb
Explain the uses of a
switch to break or
close a circuit
Identify electrical
conductors and
insulators
Infer that good
conductors or
electricity are
generally good
conductors of heat
Show an awareness
of the need for the
proper use and
handling of electricity
Enumerate ways on
how to conserve
electricity
Show an
understanding that
water, light energy
and carbon dioxide
are needed for
Circuit diagram
Electrical Conductors and

Insulators
Proper Use of Electricity
Venn Diagram on Series

and Parallel Circuit
Power Point
Presentation
Pictures
Seatwork
Worksheet
Coloring Materials
Recitation
Textbook
Laboratory Output
Pictures
Seatwork
29-31
Picture analysis
Laboratory Activity
Conserving Electricity
Photosynthesis: Definition
Picture analysis
110
Power Point
Presentation
32
photosynthesis, and
sugar and oxygen are
produced
Infer that the food
produced by plants
become source of
energy for animals
Compare the process
of photosynthesis to
that of baking a cake
Enumerate the type
of foods that give us
energy and other
nutrients
Define what
respiration is
Identify the parts and
functions of the
respiratory system
Recognize that
respiration is a
process in which
energy is made
available for the life
processes to occur
characteristics of
living things
Describe ways on
how animals adapt to
their environment
Infer that living things
Worksheet
33-34
Coloring Materials
Recitation
Textbook
Laboratory Output
Pictures
Seatwork
Coloring Materials
Recitation
Textbook
Laboratory Output
Power Point
Presentation
Pictures
Seatwork
37
Worksheet
Coloring Materials
Recitation
38
Textbook
Laboratory Output
Diagram making
Process on how plants make
their own food
Primary food and energy

sources of animals
Respiration system:
Definition
Nose and Pharynx

Trachea
Lungs
Life in the Biosphere

Characteristics of Living
things
Adaptation of Living Things
Chart completion
Project making
Picture / Model of
Respiratory
Power Point
Presentation
Worksheet
35-36
system analysis
Group activity
Brainstorming
Group activity
Film viewing
111
have definite life span

Identify the
relationship that exist
in a ecosystem such
as:
Mutualism
Commensalism
Parasitism
Predator -prey
relationship
Describing the
feeding relationship
of organisms in an
ecosystem
- Food chain
Ecological Relationship
* Relationship exist in an
ecosystem
Power Point
Presentation
Pictures
Seatwork
Worksheet
Coloring Materials
Recitation
Textbook
Laboratory Output
39
Group activity
Role playing
Project making
40
*Feeding relationship among

organisms
SECOND TERM EXAMINATIONS

END OF SECOND TERM
112


SYLLABUS for SCIENCE Grade 6
BEHAVIORAL
OBJECTIVES
Enumerate the
different branches
of Science
Give the relevance
of each branch /
field of study in their
life
Identify some of the
most commonly
used tools in the
laboratory
Describe the
TOPICS/CONTENTS
Orientation
Branches of Science
LEARNING
ACTIVITIES/
REFERENCES
STRATEGIES
FIRST SEMESTER
Getting-to-know
Concept Mapping
Picture Analysis
Teacher-made
Worksheet
ASSESSMENT/
EVALUATION
Group Work
Lab Quiz
PowerPoint
Multiple Choice
Tools and instruments used in
Science
Laboratory Tour &

Orientation
Safety Measures in Handling

Instruments
113
True or False
TIME
FRAME
Week
1-2
function/s of each
tool / instrument
State the safety
measures in
handling tool /
instruments
Identify examples of
living and non-living
things found in the
school / classroom
Classify materials
based on their
properties
Analyze the chart of
major taxonomic
groups of living
things
Relate the
properties of
materials to their
uses
Compare plants,
animals and fungi
based on form,
nutrition and
movement
Identify the
relationship that
exist among living
things
Apply the concept
of differentiating
plants, animals and
Classifying Living and Nonliving Things
Campus Tour
Group Activity
Picture Analysis
Teacher-made
Worksheet
Recitation
Group Investigation
Week
3-4
PowerPoint
Chart Completion
Differentiating Plants, Animals

and Fungi
Laboratory Activity
PowerPoint
Star Science TB
Group Work
Chart Completion
Pictures
Star Science AB
Recitation
Quiz
114
Week
5-6
fungi through a
short activity
Describe the
different
relationships that
exist among plants,
animals, fungi and
man
animals that live in
a community
Differentiate
population,
community and
ecosystem
Analyze the
relationship that
exist in an
ecosystem
Define what energy
is
Show an awareness
that energy from the
most of our sources
is derived in some
ways from the sun
Name other sources
of energy aside
from the ones
mentioned in the
book
Identify the kinds of
energy and their
Answer Science
Activity Book
Week
7-10
Star Science TB
Cloze Test
Star Science AB
Week
11-12
True or False
Relationship among Living

Things:
Population
Community
Ecosystem
Relationship in the
ecosystem
- Predation
- Mutualism
- Commensalism
- Parasitism
- Competition
Outdoor Activity
PowerPoint
Star Science TB
Observing different
organisms
Pictures
Star Science AB
Energy
Situational Analysis
Sources of Energy
Story Analysis
Types of Energy
Story Analysis
Worksheets
Picture Analysis
Chart Completion
Film Viewing
PowerPoint
115
Week
13-15
uses
Recognize and give
examples of the
various forms of
energy
Discover the
relation of energy
transformation to
heat energy
released by our
body
Show an
understanding that
energy can be
converted from one
form to another
Enumerate practical
ways on how to
conserve energy
Define what force is
Show an
understanding of
the effects of force
to our daily activities
Distinguish the
different types of
force
Recognize that
objects have weight
because of the
gravitational force
between them and
the earth
Forms of Energy
Diagram Completion
Energy Transformation
Chart Completion
Science Activity
Book
Laboratory Activity
Week
16
Answering the
Laboratory Manual
Week
17-19
Laboratory Activity
Energy Conservation
Essay Writing
Force
Effects of Force
Types of Force
- Motion
- Speed
- Inertia
- Velocity
- Friction
Story Analysis
Spring balance
Chart Completion
Loads
Laboratory Activity
Wooden cart
Group Discussion
Sand paper
Magnets
116
Discover that when

springs are
stretched or
compressed, they
exert a force on
whatever is
stretching or
compressing them
Recognize that
friction is a force
that opposes motion
State that magnets
can exert forces of
attraction and
repulsion
Show an
understanding of
the term "
Environment "
Observe and
describe the
characteristics of a
local environment
Collect and record
information
regarding the
interacting factors
within an
environment
Identify the factors
that affect the
survival of an
organism
Environment
Observing/Describing a local
environment
Organisms Living in the
Surroundings
Interacting Factors within the
Environment
Factors that Affect the
Survival of an Organism
Outdoor Activity
Star Science TB
Campus Tour
Think-Pair-Share
Star Science AB
Recording
Cooperative Learning
Chart Completion
Picture Analysis
117
Analyzing Data
Week
20-21
Environment
Foods
Types of other
organisms present
Review for the First Term
Exams
Teacher-made
reviewers
Answering reviewer
Week
22
Checking of the
following:
- Slogan
- Poster
- Essay
- Project
Week
23-24
Answering the
Activity Book
Week
25-28
Identify the
characteristics
about the physical
environment
Compare the
different factors
affecting the
survival of organism
in an environment
Discuss the effect
on organisms when
the environment
becomes
unfavorable
Enumerate reasons
affecting the
survival of
organisms in an
unfavorable
environment
Physical Characteristics of an
Environment
Picture Analysis
Colouring
materials
Define what a food

chain / food web is
Trace the pathways
of energy from the
sun through living
Food Chain
Role Play
Food Web
Energy Pyramid
Game
Diagram Analysis
Slogan/Poster Making
Unfavorable Environment
Drawing/sketch
pad
Essay Writing
Pollution Problem
Project Making
How to Improve the
Environment
PowerPoint
118
Star Science TB
Star Science AB
Worksheets
Multiple Choice
thing
Identify the roles of
each organism in a
food chain / food
web
Identify the
organisms that play
an important role in
the food chain /
food web
Discuss some of the
unfavorable
conditions in the
ecosystem
Explain that
decomposers obtain
their energy by
breaking down dead
plants and animals
Differentiate among
the terms
organisms,
population and
community
Show an
understanding that
different habitat
support different
communities
Describe the
relationship of
organisms in
different habitats
True or False
Disruptions in the food

chain/food web
Video Presentation
Decomposers
PowerPoint Presentation
Organisms, Populations and

Communities
Outdoor Activity
Worksheets
Star Science TB
Film Viewing and

Critiquing
Star Science AB
Log Community
Different Habitats
Video Presentation
119
Seatwork
Week
29-33
and other
communities
Define what
adaptation is
Analyze the ways
on how animals
"adapt" to the
environment they
belong
Recognize that
adaptations serve to
enhance survival by
enabling the
organisms to:
a. Cope with
physical factors
b. Obtain food
c. Escape
predators
d. Reproduction
Infer that adaptation
can be structural
and behavioral
Adaptation
Reasons for Adaptation
Film Viewing
Worksheets
Star Science TB
Answering the
activity book
Star Science AB
Collage Making
120
Week
34-35
Give examples of
man's impact
( positive or
negative ) on the
environment
Define what
deforestation is
Enumerate the
reasons why man
tend to pollute the
environment
Discuss the
diseases that we
can acquire from a
dirty surroundings
Discover simple
ways to keep the
environment clean
and green
Show an awareness
that man's
interaction with the
environment
influences the
development of
Science and
Technology
Infer that man
creates materials to
meet the
technological needs
of the society
Man and His Environment

- How are forest
destroyed?
- Effects of deforestation to
the environment
- How man disturbs the
ecosystem?
- Keeping the environment
clean and green
- Protecting our forest
Slogan/Poster Making
Film Viewing
Group sharing
Picture Analysis
Mans Interaction with the

Environment
Group Activity
Materials and Technology

Man-made materials
Effects of using natural and
man-made materials
Colouring
materials
Poster/Slogan
Display
Drawing/sketch
pad
Group Activity
Week
36-37
Laboratory Output
Practicing the 3Rs to

reduce pollution
PowerPoint
Presentation
Picture Analysis
SECOND TERM EXAMINATIONS

121
Recitation
Group Activity
Week
38-39
END OF SECOND TERM
122

Science Curriculum for Sekolah Monte Sienna

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Science Curriculum for Sekolah Monte Sienna

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SEKOLAH MONTE SIENNA

Yayasan Monte Sienna RyuJaya

INTRODUCTION AND CONCEPTUAL FRAMEWORK

At the end of SD3, the learners should

At the end of SD6, the learners should

At the end of SMP3, the learners

At the end of SMA3, the learners

The learners should demonstrate an

Grade Level Standards

waters. They recognize other members of the solar system.

TEACHING SYLLABUS FOR INTEGRATED SCIENCE (SMP)

Specific issues covered are the following:

ORGANIZATION OF THE SYLLABUS

STRUCTURE AND ORGANISATION OF THE SYLLABUS

Unit 1: Sources and Forms of Energy

Unit 1: Elements, Compounds and

Unit 1: Acids, Bases and Salts

Unit 1: Carbon Cycle

Unit 1: Life Cycle of the Mosquito

Unit 1: Reproduction and Growth in

Unit 1: The Solar System

PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

The ability to:

The ability to:

Application of Knowledge (AK)

The ability to:

The ability to:

The ability to:

The ability to:

Experimental and Process Skills (EPS)

b. Planning and designing of Experiments:

SECTION 1: DIVERSITY OF MATTER

The learners are expected to:

1.1.2 give reasons to support

- list and discuss some

- using a story line

State three differences between natural sciences

science and technology

1.2.1 explain matter

- use the scientific method

Use of the Scientific

- give examples of areas of

State one problem facing your community and

State the differences between science and

State four areas of life where science and

science helps us to obtain

life where science and

SEKOLAH MONTE SIENNA

LIFE SCIENCE - BIOLOGY

1.15.6 Farm Animals

4.2.1 Why do we classify living things

4.4 Importance of interpreting product

1. Force and Motion

10.2.1 Simple Machines

6.1 Types of soil

SEKOLAH MONTE SIENNA

SEKOLAH MONTE SIENNA

SEKOLAH MONTE SIENNA

SEKOLAH MONTE SIENNA

SEKOLAH MONTE SIENNA

SEKOLAH MONTE SIENNA

SUBJECT MATTER OUTLINE

SEKOLAH MONTE SIENNA