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SEMESTER: 1
LEARNING LEARNING SUGGESTED LEARNING
WEEK SPS/MS VOCABULARY
OBJECTIVES OUTCOMES ACTIVITIES
THEME A - Learning about living things
LEARNING AREA - Animals
Pupils should learn: Pupils : -
WEEK 1.1 To observe and - Identify SPS Pupils observe various - beak
1&2 recognize external external - Observing animals and list the external - claws
features of animals. features of an - Classifying features of each animal e.g. - feathers
animal. - Communicating tail, fur, feathers, scales, beak, - fur
- Make a list of claws and number of legs. - horn
2-6 JAN the external MS - legs
features of an - Handle specimens Pupils discuss and construct a - scales
& animal. correctly and table based on the list of - tail
- Record the carefully. external features. - wings
9-13 JAN external - Draw specimens and
features of apparatus.
animal in a
table.
1
LEARNING LEARNING SUGGESTED LEARNING
WEEK SPS/MS VOCABULARY
OBJECTIVES OUTCOMES ACTIVITIES
THEME A - Learning about living things
LEARNING AREA - Animals
23- 27 JAN 1.3 That animals can - Group animals in SPS - Pupils present and compare
be grouped in many different ways. - Observing each other's grouping of
ways. Classifying animals.
2
LEARNING LEARNING SUGGESTED LEARNING
WEEK SPS/MS VOCABULARY
OBJECTIVES OUTCOMES ACTIVITIES
THEME A - Learning about living things
LEARNING AREA - Animals
SEMESTER:
WEEK LEARNING LEARNING OUTCOMES SPS/SMS SUGGESTED VOCABULARY
3
LEARNING
OBJECTIVES
ACTIVITIES
THEME A - LEARNING ABOUT WORL AROUND US
LEARNING AREA - 5.0 SOIL
4
5.2.4 To explain how they
arrive
at the conclusion.
5
based on the • Store science record their findings.
observation. apparatus • Pupils form a conclusion based on
• Explain how they the findings. E.g the longest
arrived at the springs stretches the most.
conclusion.
SEMESTER: 2
SUGGESTED
LEARNING LEARNING
WEEK SPS/SMS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES
1. 6.3 That a mixture of 6.3.1 Plan how to SPS : Pupil are given a
substances can be separate a mixture of Observing mixture of substances
separated. substances . Making Inference e.g find sand, small
Predicting stone, small
6.3.2 Present their Interpreting data polystyrene ball, salt
processes of Experimenting and paper clips.
separating the mixture
in words of diagrams. MS Pupil are challenged
to separate the
6.3.3 Give reasons Use and handle mixture in the shortest
why the methods are science apparatus and possible time.
able to separate the substances.
mixtures. Pupils discuss in
groups on how
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6.3.4 Compare mixtures can be
different methods of separated.
separating the
mixtures. Pupils carry out their
plan to separate the
6.3.5 Explain why mixture.
one method of
separating mixtures Pupils evaluate
may be better than method of separating
another. the mixture presented
by others.
SUGGESTED
LEARNING LEARNING
WEEK SPS/SMS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES
THEME A - LEARNING ABOUT THE WORLD AROUND US
LEARNING AREA - MAGNET
Magnets 1.5 The different • State where SPS • Pupils bring • Magnetic pencil box,
11 uses of magnet magnets are • Observing things that toys and fridge magnets.
used. • Communicating magnets, e.g.
• Explain what • Classifying magnetic
a magnet is pencil box,
used for. SMS toys and
• Make a toy, a • Use and handle fridge
game or a science apparatus magnets.
device using and substances • Pupils discuss
magnets. • Handle specimens about how
correctly and magnets are
carefully. used in the
• Store science things they
bring.
7
apparatus. • Pupils make a
toy, a game or
a device using
magnets e.g.
fishing with a
magnet,
magnetic
dancer and
magnetic
fastener.
SUGGESTED
LEARNING LEARNING
WEEK SPS/SMS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES
THEME A - LEARNING ABOUT THE WORLD AROUND US
LEARNING AREA - ELECTRICITY
Electricity 2.1 How to make a • Suggest ways SPS: • Pupils are • Brighter
12 bulb in a circuit to make a • Observing given • Dimmer
brighter or bulb in a • Measuring and batteries,
dimmer. circuit using number battery
brighter. • Making inference holders,
• Design a • Communicating connecting
circuit that • Controlling wires, bulb
makes the variables and bulb
bulb light up • Making hypotheses holders.
brighter. • Experimenting • Pupils build a
• Show circuit to
perseverance SMS: make a bulb
in making a light up.
circuit that • Use and handle • Pupils discuss
makes the ways to make
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bulb brighter. science apparatus the bulb in
• Explain the and substances the circuit
circuit . • Handle specimens brighter and
• Draw the correctly and dimmer.
circuit. carefully. • Pupils test
• Design a • Store science their
circuit to apparatus. suggestions.
make a bulb • Pupils draw
dimmer. the circuit
that they
made.
SEMESTER:
LEARNING LEARNING SUGGESTED LEARNING
WEEK SPS/MS VOCABULARY
OBJECTIVES OUTCOMES ACTIVITIES
THEME A - LEARNING ABOUT THE WORLD AROUND US
LEARNING AREA - 2. ELECTRICITY
2.2 That some • Predict which SPS Experiment • Metal
materials conduct materials can • Predicting • Pupils list materials that they think • Plastic
electricity conduct • Observing will conduct electricity. • Wood
electricity. • Communicating • Pupils build a circuit to test which • Conduct
• Build a circuit to • Making Inference materials conduct electricity. • Circuit
test which • Pupils record their finding in a • Bulb
materials conduct MS table. • Turn on
electricity. • Use and handle • Pupils discuss and form • Turn off
• Record the finding science apparatus conclusions. • Switch
in a table. and substances. • Pupils share their findings.
• Form conclusions • Draw apparatus. Worksheet
based on the • Pupils colour the materials can
findings. conduct electricity.
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2.3 That a switch is • Make a circuit SPS • Pupils make an incomplete circuit.
used to complete or which allows a • Making inference • Pupils build the circuit and test it.
break a circuit. bulb to be turned • Observing
on or off. • Experimenting
• Explain how the • Communicating
bulb can be turned
on or off. MS
• State that a switch • Use and handle
is used to science apparatus
complete or break and substances.
a circuit. • Draw apparatus.
• Create a simple
switch.
SUGGESTED
LEARNING LEARNING
WEEK SPS/MS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES
THEME A - Learning about the world Around Us
LEARNING AREA - Magnets
1.3.1 SPS Pupils explore variety Wooden spoon
1.3 Demonstrate that • Observing of objects made from Steel spoon
That magnets attract magnets attract some • Communicating different materials Plastic spoon
9 some materials materials but not • Predicting and are asked to Silver spoon
others. • Classifying predict which objects Attract
will be attracted by a magnet
MS magnets.
• Use and handle
1.3.2 science apparatus Pupils investigate to
Record their findings and substances. find out whether their
in a table. predictions are
correct.
1.3.3
10
State the objects that
are attracted by
magnets
1.4.1 SPS • Pupils design a Paper clip
1.4 Design a fair test to • Observing fair test to
That magnets have compare the strengths • Classifying compare the
10 different strengths. of different magnets • Measuring and strengths of
by deciding what to using numbers. different magnets
keep the same, what • Making inferences. • Pupils have to
to change and what to • Predicting decide how to
measure. measure the
• Communicating
• Controlling strength of the
1.4.2 magnet.
Carry out the test and variables.
• Making • Eg: How many
record the paper clip the
observations. Hypotheses
magnet can attract
• Experimenting.
and hold or how
1.4.3 close to a paper
Form a conclusion MS.
clip a magnet has
based on the • Use and handle to be to attract it
observations. science apparatus
• Pupils carry out
and substances.
their tests and
1.4.4 record the
Explain how they findings in a table.
arrive at the • Pupils form a
conclusion. conclusion based
on the
observations Eg:
Magnet A is the
strongest because
it can hold the
most number of
11
paper clips
12
LEARNING AREA - 6. MIXING SUBSTANCES
4 6.1 that different State the properties of SPS: Pupils are given Baking powder,
substances have different substances in Observing, different substances Wheat flour,
different properties. terms of appearance , Making inference, such as wheat Milk powder,
smell , feel and Communicating, flour,tapioca flour, Tapioca flour,
colour. Making hypotheses, sugar, salt , baking Salt,
Classifying powder and milk Water,
Experimenting powder. vinegar
5 Describe the result of Pupils observe and
mixing different MS: record the appearance,
substances with Use and handle smell, feel and colour
water. science apparatus and of the substances.
substances.
Describe the result of Handle specimen
mixing different correctly and
substances with carefully.
vinegar. Clean science
6 State that different apparatus. Pupils test the
substances have Store science substances with water
different properties. apparatus. and vinegar and
record their
observations.
SEMESTER:
SUGGESTED
LEARNING LEARNING
WEEK SPS/SMS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES
THEME A - LEARNING ABOUT WORLD AROUND US
LEARNING AREA - ABSORBTION
1. 4.2:That some 1. Design a fair test - Experimenting - Pupils discuss:- -Absorb
materials can to test the ability of - Observing a) What materials - Cloth
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they want test e.g.
different material
different material
in absorbing water
or different types of
by deciding what to
- Handling tissue paper. - Coins
keep the same, what
absorb more water specimens b) How to find out - Pebbles
to change and what
than others. correctly and material absorb the - Tissue paper
to measure.
carefully. most water.
2. Carry out the test
c) How to record
and record the
their findings.
observations.
- Pupils carry out
the test and record
their result in a
- Hypothesis
table. -Absorb
3. Form a - Making
- pupils form - Cloth
4.2: That some conclusion based on inferences
conclusions based - Coins
materials can the observations - Clean science
2. on their findings - Pebbles
absorb more water 4. Explain how they apparatus
e.g. tissue paper A - Tissue paper
than others. arriveat the - Store science
is the most
conclusion. apparatus
obsorbent because
it obsorbed the most
amount of water.
- Pupils discuss why
ability of materials -Absorb
1.Explain the uses to absorb water. Is - Cloth
4.3: The uses of the - Interpreting data.
of the ability of useful for curtain - Coins
3. ability of materials - Making hypothesis
materials to absorb jobs e.g. a mop - Pebbles
to absorb water.
water. needs to be - Tissue paper
obsorbent to mop
up water.
6.MIXING SUBSTANCES
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Week Learning Objective Learning Outcomes SPS/MS Suggested Learning Vocabulary
Activities
6.2 –that some substances Identify labels for SPS 1-Observing Pupils are shown Baking Powder
are unsafe and should be unsafe substances. SPS 4-Making labels for some Milk Powder
handled with care. Explain the meaning of Inferences unsafe substances Salt
the labels. SPS 5-Predicting Tapioca Flour
List unsafe substances . SPS 12-Communicating Pupils discuss the Vinegar
State the need to look danger of Water
at labels or ask an adult MS 1-Use and handle touching,smelling or Wheat Flour
before touching or tasting science apparatus and tasting these unsafe
any substances. substances. substances
List the harm caused by MS2-Handle specimens
unsafe substances. correctly and carefully Pupils watch a video
MS 4-Clean science on how unsafe
apparatus. substances cause
MS 5-Store science harm and how these
apparatus. unsafe substances
should be handled.
SEMESTER : 1
WEEK LEARNING LEARNING SPS/SMS SUGGESTED VOCABULARY
15
LEARNING
OBJECTIVES OUTCOMES
ACTIVITIES
THEME A - Learning About Living Things
LEARNING AREA - 2. Plants
4 2.1 To observe and 2.1.1 Identify external Science Process Skills Refer To Curriculum dull
recongnise features of a 1. Predicting Specifications Science green
external features plant . 2. Experimenting Year 3 red
of 3. Observing & rough
plants . 2.1.2 Make a list of Communicating shiny
the 4. Making Inferences smooth
external features 5. Making Hypotheses woody
of a plant . 6. Controlling soft
Variables yellow
2.1.3 Record the
external features Manipulative Skills
of plants in a 1. Handle specimens
table . correctly and carefully
2. Use and handle
5 2.2 That plants can be 2.2.1 To explain science apparatus
grouped according similarities and and Substances .
to external features differences 3. Clean Science
based Apparatus .
on the table . 4. Store Science
Apparatus
2.2.2 Group plants
according to
similarities in
external features
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YEARLY PLAN
6.1 MIXING SUBSTANCES
6.1 That 6.1.1 Pupils state the SPS Pupils are given Baking powder
different properties of a. Observing different substances Milk powder
substances different b. Communicating such as wheat Salt
have substances in c. Experimenting flour, tapioca flour, Tapioca flour
different terms of sugar, salt, baking Wheat flour
properties appearance, SMS powder and milk Water
smell, feel and a. Use and handle powder
1
colour science apparatus and
substances
6.1.2 Pupils describe b. Clean science
the results of apparatus
mixing different c. Store science
substances with apparatus
water
2
6.1.3 Pupils describe SPS Pupils observe and Water
the result of a. Observing record the Vinegar
mixing different b. Communicating appearance, smell,
substances with fell, and colour of
vinegar the substances
17
6.1.4 pupils state that SMS substances with
different substances have a. Use and handle science water and vinegar
different properties apparatus and substances and record their
b. Clean science apparatus observation
c. Store science apparatus
SEMESTER:
SUGGESTED
LEARNING LEARNING
WEEK SPS/SMS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES
THEME A - Learning About The World Around Us
LEARNING AREA - Mixing Substances
1 6.2 That some 6.2.1 to identify label Observing Pupils are shown
substances are unsafe unsafe substances Making Inferences labels for some unsafe
and should be handled Handle Specimens substances
with care correctly and carefully
6.2.2 To explain the Defining Pupils discuss the Baking powder
meaning of the labels Operationally danger of touching, Milk powder
6.2.3 to lists unsafe Communicating smelling or testing Salt
substances these unsafe Tapioca flour
substances Vinegar
2 6.2.4 state the need to Observing Pupils watch a video Water
look at labels or ask Making Inferences on how unsafe Wheat flour
an adult before substances cause
touching or tasting harm and how these
any substance unsafe substances
should be handled
6.2.5 list the harm Communicating Pupils list unsafe
coursed by unsafe substances and tell
substances what harm they can
cause
3 6.3 That a mixture of 6.3.1 plan how to Communicating Pupils are given a
18
substances can be separate a mixture of mixture of substances
separated substances e.g. find sand, small
stones, small
polystyrene balls, salt
and paper clips.
6.3.2 present their Experimenting Pupils are challenge
processes of Handle Specimens to separate the
separating the mixture correctly and carefully mixture in the shortest
in words or diagrams possible time
4 6.3.3 give reasons Interpreting data Pupils discuss in
why the methods are groups on how
able to separate the mixtures as can be
mixtures separated.
6.3.4 compare Classifying Pupils carry out their
different methods of Draw specimen and plans to separate the
separating the carefully mixture.
mixtures
6.3.5 explain why one Making hypotheses Pupils evaluate
method of separating methods of separating
methods may be the mixture presented
better than another by others.
SEMESTER:
SUGGESTED
LEARNING LEARNING
WEEK SPS/SMS LEARNING VOCABULARY
OBJECTIVES OUTCOMES
ACTIVITIES
THEME A -
LEARNING AREA -
Pupils should learn : 3.3.1 To state where SPS 1 – Observing Pupils bring things that
3.3 The uses of spring spring are used SPS 2 – Classifying use springs e.g mechanical
3.3.2 To explain what SPS 4 – Making pencils and hand ball pens
the spring is used for. Inferences
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SPS 6 - Communicating Pupils discuss how
MS 1 – use and handle springs are used in these
science apparatus things.
THEME B – LEARNING ABOUT THE WORLD AROUND US
LEARNING AREA – 4. ABSORPTION
Pupils should learn : Pupils: SPS 1 – Observing Pupils carry out an Absorb
4.1 That some 4.1.1 Identify SPS 2 – Classifying activity to find out which cloth
material can absorb materials that absorb SPS 4 – Making materials absorb water. Coins
water water Inferences Pebbles
MS 1 – Use and handle Tissue paper
science apparatus
MS 4 – clean science
apparatus
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