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WEEKLEARNING

OBJECTIVES

SUGGESTERED LEARNING

ACTIVITIESLEARNING OUTCOMES

SCIENCE SKILLS SCIENTIFIC ATTITUDES

AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Carry out activities to investigate

the need for stereophonic hearingin determining the direction of

sound.

1.9Understanding

the stimuli andresponses in

plants.

Carry out experiments toinvestigate and identify:

The students are able to;

Makinghypotheses

ControllingvariablesObserving

CommunicatingExperimenting

ObservingAnalysing

EvaluatingAttributingMaking

hypothesesRelating

Makingconclusions

Having an interest andcuriosity towards the

environmentRealising that science is ameans to understand nature

Appreciating the balance ofnature

Being systematic

2

State the stimuli that cause

response in plants,Identify the parts of plantssensitive to specific stimulus,

Relate the response in plants totheir survival.

Stimuli detected by plants,The parts of the plantssensitive to specific stimulus.

Discuss in what ways theresponse of plants towards stimuli

are important for their survival.

THEME 1: MANAGEMENT AND CONTINUITY OF LIFE

Learning Area: 2.0 Nutrition

WEEKLEARNING

OBJECTIVES


ACTIVITIES

LEARNING OUTCOMESSCIENCE SKILLS SCIENTIFIC ATTITUDES

AND NOBLE VALUES

NO OF

PERIODS

REMARKS

SPS CCTS

2.1Analysing the

classes of food.

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

vitamins, minerals, fibre andwater and state their functions.

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

(Benedict solution), protein(Millons reagent) and fats

(alcohol-emulsion test).


ObservingCommunicating

Interpreting data

AttributingClassifying

Comparing andcontrasting

AnalysingRelatingPredicting

Making decisionMaking

generalisation

Appreciating and practisingclean healthy living

Appreciating the balance ofnature

Being objective

2

Explain through examples the

classes of food,State the function of each classof food,

Test for starch, glucose, proteinand fats.

2.2

Evaluating theimportance of a

balanced diet.

Discuss: The students are able to;

Observing

CommunicatingMaking inferences

Interpreting dataClassifying

Attributing

Making inferencesMaking

conclusionsAnalysing

Being diligent and

perseveringBeing responsible about the

safety of oneself, others andthe environmentHaving critical and

analytical thinkingBeing flexible and open-minded

3

What a balanced diet is,

The factors that determine a

persons balanced diet:age, size, sex, job, climate,state of health.

State what a balanced diet is,

State the factors that must be

considered when planning abalanced diet,Explain how the factors affect a

balanced diet,

State the quantity of energy ineach gram of carbohydrate,

protein and fats,

Collect food wrappers that showcalorific value of food and makea list to show the calorific value

for each type of food.

Discuss to estimate the caloriesof food taken in a meal.

Plan a balanced diet for a day.(breakfast, lunch and dinner)

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WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

2.3

Understandingthe digestive

system in man.

Discuss that digestion is the

breakdown of large foodmolecules into smaller soluble

molecules that can be readilyabsorbed by the body.

Identify parts of the digestivesystem and the flow of food

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

Discuss the functions of thevarious organs in the digestive

system and the enzymes found.

Carry out activities to show the

action of the enzyme in the salivaon starch.


Observing

CommunicatingDefining

operationallyInterpreting dataMaking

hypothesesControlling

variablesExperimentingMaking inferences

Relating

AttributingMaking

conclusionsMakinghypotheses

Making inferences

Being diligent and

perseveringBeing responsible about the

safety of oneself, others andthe environmentHaving critical and

analytical thinkingBeing flexible and open-

minded

5

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

Describe the flow of foodparticles in the alimentary

canal,State the functions of theorgans

in the digestive system,Describe the process of

digestionin the alimentary canal,List the end products of

digestion of carbohydrate,protein and fats.

2.4Understanding

the process ofabsorption ofdigested food.

Discuss the process of absorptionof the products of digestion in the

small intestine.

Carry out an experiment to show

the absorption of glucose througha Visking tube.


Makinghypotheses

ExperimentingControllingvariables

CommunicatingInterpreting data

Makinghypotheses

RelatingMaking inferencesMaking analogies

Makingconclusions

Being diligent andpersevering

Being responsible about thesafety of oneself, others andthe environment

Having critical andanalytical thinkingBeing flexible and open-

mindedDaring to try

2

Explain the process of

absorption of the products ofdigestion,Make inference about theabsorption of glucose through a

Visking tube.

2.5

Understandingthe reabsorption

of water anddefecation.

Discuss the reabsorption of water

by the large intestine and theprocess of defecation.

Discuss the importance of goodeating habits to avoid

constipation.


Making

hypothesesCommunicating

Interpreting data

Relating

AnalysingPrioritising

EvaluatingMaking decision

Realising that science is a

means to understand natureAppreciating and practising

clean and healthy livingHaving critical andanalytical thinking

Being flexible and open-minded

3

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

Relate the problem ofdefecation with eating habits.

2.6

Put into practicethe habits of

healthy eating.

Plan and carry out a healthy

eating habit.

Discuss the following topics :


Making

hypothesesCommunicating

Interpreting data

Comparing and

contrastingAnalysing

Making decisionPrioritisingGenerating ideas

VisualisingConceptualising

Realising that science is a

means to understand natureAppreciating and practising

clean and healthy livingHaving critical andanalytical thinking

Being flexible and open-minded

Being kind-heated andcaringThinking rationally

5

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

habits,Justify the generous distribution

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

different people conforming tosensitivities and religious

beliefs.

Practicing good eating habitsi.e. eating nutritious food and

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

needy,Cultural practices in dining

conforming to sensitivitiesand religious beliefs.

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THEME 3: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 3.0 Biodiversity

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

3.1

Understandingvariety of living

organisms andtheirclassification.

Discuss the diversity in the

general characteristics of livingorganisms.

Collect and classify variousplants and animals into a system

based on common characteristics.


Observing

ClassifyingCommunicating

Definingoperationally

Grouping and

classifyingEvaluating

RelatingMakingconclusions

Having an interest and

curiosity towards theenvironment

Appreciating the balance ofnatureHaving critical and

analytical thinkingBeing flexible and open-

mindedBeing systematicThinking rationally

5

Explain the diversity of livingorganisms in a habitat,

Classify various animals basedon common characteristics,Classify various plants based

on common characteristics,Explain the importance of

biodiversity to the environment.

Animal: Invertebrate,vertebrate, mammal, fish,

bird, amphibian, reptile.Plant: Flowering plant,

nonflowering plant,monocotyledon,dicotyledonous.

Build a concept map onliving organisms based on the

classification above.

Discuss the importance ofmaintaining the biologicaldiversity as one of the countrysnatural heritage.

THEME 3: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 4.0 Interdependence among Living Organisms and the Environment

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

4.1

Analysing theinterdependence

among livingorganisms.

Carry out a field work to study

species, habitat, population,community in an ecosystem.

Carry out a discussion on

interdependence among livingorganisms and the environmentto create a balanced ecosystem.


Observing


Attributing

AnalysingMaking

conclusions



Realising that science is ameans to understand nature

Appreciating the balance ofnatureBeing systematic


Having critical andanalytical thinking

Thinking rationally

3

State what species, populationand community are,

State what habitat andecosystem are,Identify various habitats in one

ecosystem,Explain through examples the

interdependence among livingorganisms and the environmentto create a balanced ecosystem.

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WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

4.2

Evaluating theinteraction

between livingorganisms.

Collect and interpret data on the

types of interactions betweenliving organisms as follows:


Observing


Attributing

AnalysingMaking

conclusions



Realising that science is ameans to understand natureAppreciating the balance of

natureBeing systematic



Thinking rationally

2

List the types of interactionsbetween living organisms,Explain with examples the

interactions between livingorganisms,

Justify the importance ofinteraction between livingorganisms and the environment,

Explain through examples theadvantages and disadvantages

of biological control inregulating the number of pest incertain areas.

Prey-predator,

Symbiosis: commensalisms,mutualism and parasitism

e.g. remora and shark,algae and fungi, tape wormand man,

Competition.

Conduct an activity to show the

importance of the interactionbetween organisms and theenvironment.

Discuss the advantages of

biological control in regulatingthe numbers of pests in certainareas.

4.3

Synthesisingfood web.

Collect and interpret data on the

producer, consumer, decomposerand pyramid number.

Construct a food web from a few

food chains and identify theproducer, consumer anddecomposer.

Discuss the energy flow in the

food web constructed.

Conduct a game to show the

effects of an increase or decreasein the number of organisms in a

pyramid number. Discuss the

consequences if a component ofliving organisms in an ecosystem

is missing.


Observing


Attributing

AnalysingMaking

conclusions




Appreciating the balance ofnatureBeing systematic

Being responsible about thesafety of oneself, others and

the environmentHaving critical andanalytical thinking

Thinking rationally

5

Explain what producers,consumers and decomposers

are,Combine a few food chains toconstruct a food web,

Identify the producer, consumerand decomposer in a food web,

Construct a pyramid numberfrom a food chain,Relate the food web and the

pyramid number to energy flow,Predict the consequences if a

certain component of livingorganisms in the ecosystem aremissing.

4.4Analysing

photosynthesis.

Carry out discussion on whatphotosynthesis is.

Carry out experiments todetermine the factors needed for

photosynthesis i.e. carbondioxide, water, light and

chlorophyll.

Discuss the importance of

photosynthesis in maintaining abalanced ecosystem.


ObservingMaking inferences

Interpreting dataCommunicating

RelatingPredicting

Problem solving

Having interest andcuriosity towards the



Having critical andanalytical thinkingAppreciating the

contribution of science andtechnology

Being systematic

5

State what photosynthesis is,State the factors required for

photosynthesis,State the products of

photosynthesis,Control the variables that arerequired for photosynthesis,

Explain the role ofphotosynthesis in maintaining a

balanced ecosystem.

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WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Discuss the carbon and oxygen

cycles.

Daring to try

Thinking rationally

4.5Evaluating the

importance ofconservation and

preservation oflivingorganisms.

Collect and interpret data on theconservation and preservation of

living organisms.

Carry out a field work in anatural forest reserve (wetlands,highland forest or tropical rain

forest) or an animal sanctuary tostudy the conservation and

preservation of living organisms.

Carry out a discussion on how

the improvement in science andtechnology helps in the

conservation and preservation ofliving organisms.

Run a campaign to stress on theimportance of conservation and

preservation / Carry out a role

play involving the partiesconcerned in solving problems

related to the conservation andpreservation of living organisms.


ObservingMaking

hypothesesInterpreting data

CommunicatingComparing andcontrasting

ExperimentingControlling

variablesMakingconclusions


AttributingAnalysing

RelatingMaking inferencesGenerating ideas

Makingconclusions


environmentBeing diligent and

perseveringBeing responsible about thesafety of oneself, others and

environmentRealising that science is a

means to understand natureBeing systematicBeing confident and

independentThinking rationally

5

Explain what conservation and

preservation are,Explain the steps taken to

preserve and conserve livingorganisms,Justify the importance of

conservation and preservationof living organisms,Support activities organised by

various parties to preserve andconserve the living organisms.

4.6

Evaluating therole of man in

maintaining the

balance innature.

Carry out a brainstorming session

to discuss the environmentalissues affecting the balance innature and how to solve it.

Carry out a discussion to justify

that man needs stable andproductive ecosystem to ascertaina harmonious life.


Controlling

variablesExperimentingCommunicating

Making inferencesInterpreting data

Making

hypothesesMaking inferencesSequencing

RelatingMaking

conclusions

Being diligent and




independentThinking rationally

3

Explain the effects of humanactivities on the balance innature,

Describe how man solvesproblems related toenvironment,

Justify that human need a table,productive and balanced

ecosystem.

THEME 4: MATTER IN NATURE

Learning Area: 5.0 Water and Solution

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

5.1Analysing the

physicalcharacteristics of

water.

Carry out activities to determinethe following:


ObservingMeasuring and

using numberCommunicating

RelatingAttributing

Making inferencesMakingconclusions


environmentBeing honest and accuratein recording and validating

data

5

State the meaning of thefreezing point of water,

State the meaning of the boiling

The freezing point of water,

The boiling point of water.

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WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Carry out an activity to observe

the effects of impurities on thephysical characteristics of water.

point of water,

Describe the physicalcharacteristics of water,

Explain through examples theeffects of impurities on the

physical characteristics of

water.

Making inferences

Definingoperationally

Interpreting data

Daring to try

Being confident andindependent

Thinking rationally

5.2Analysing the

composition ofwater.

Carry out electrolysis todetermine the ratio of hydrogen

to oxygen in a molecule of water.


ObservingMeasuring and

using numberCommunicating

Making inferencesDefiningoperationally

Interpreting data

RelatingAttributing

Making inferencesMaking

conclusions


environmentBeing honest and accurate

in recording and validatingdataDaring to try


Thinking rationally

2

Determine the composition of

water,Test the presence of hydrogenand oxygen.

5.3Analysing the

process ofevaporation of

water.

Carry out experiments to studythe factors affecting the rate of

evaporation of wateri.e. humidity, the temperature of

the surrounding, surface area andthe movement of air.

Discuss the factors affecting the

rate of evaporation in relation tothe Kinetic Theory.

Discuss the similarities anddifferences between evaporation

and boiling.

Gather information onevaporation process and itsapplication in daily life.

i.e. drying of clothes,preservation of agricultural

products and processing of food.


Controllingvariables

ExperimentingCommunicating


Makinghypotheses

Making inferencesSequencing

RelatingMakingconclusions



environmentRealising that science is ameans to understand natureBeing systematic


Thinking rationally

5

Explain what evaporation is,Explain through examples the

factors that affect the rate of

evaporation of water withreference to the Kinetic Theory,Compare and contrast betweenevaporation and boiling,

Describe the application of theevaporation of water in daily

life.

5.4Analysing

solution andsolubility.

Discuss the differences betweensolute, solvent and solution.

Carry out activities to prepare adilute solution, a concentrated

solution and a saturated solution.

Discuss the similarities anddifferences between dilutesolution, concentrated solution

and saturated solution.


ObservingMaking

hypothesesInterpreting dataCommunicating


ExperimentingControllingvariables

Makingconclusions


AttributingAnalysingRelating

Making inferencesGenerating ideas

Makingconclusions



persevering



Being systematicBeing confident andindependent

Thinking rationally

5

Explain what solute, solventand solution are,

Contrast and comparebetween dilute solution,

concentrated and saturatedsolution,Explain what suspension is,

Explain what solubility is,Explain the factors affecting

the solubility of solutes inwater,

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WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Carry out activities to illustrate

the differences between asolution and a suspension.

Carry out experiments todetermine the factors affecting

the solubility of a solute.

Explain the importance of

water as a universal solvent inlife,

Give examples on the uses oforganic solvents in oureveryday life.

Nature of solvent,Nature of solute,

Temperature.

Carry out experiments to

determine the factors affectingthe rate of dissolving:

Temperature,

Rate of stirring,Size of solute particle.

Discuss the importance of wateras a universal solvent in life.

Gather information on theapplication of organic solvents in

daily life.

5.5Analysing acid

and alkali.

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


Interpreting dataMaking inferences

Measuring andusing numberExperimenting

Generating ideasComparing and

contrastingRelating

AnalysingMakinggenerations

Grouping andclassifying

AttributingEvaluationMaking

conclusions






independentAppreciating thecontribution of science and

technologyThinking rationally

5

The properties of acid in

terms of pH value, taste,corrosive nature, effect onlitmus paper, reaction with

metals such as magnesiumand zinc,

The characteristics of alkaliin terms of pH value, taste,corrosive nature, effect on

litmus paper,Carry out a discussion to

define acid and alkalioperationally.

Identify the properties of acid,

identify the properties of alkali,State that acid and alkali onlyshow their properties in the

presence of water,Explain through examples the

definition of acid and alkali,Identify the substances whichare acidic or alkaline in

everyday life,State the uses of acid and

alkali in daily life,Explain the meaning ofneutralisation,

Write an equation in words todescribe the neutralisation

process,

Explain through examples theuses of neutralisation in daily

life.

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

Gather information on the usage

of acid and alkali in everyday lifesuch as in agriculture andindustry.

Discuss on the meaning ofneutralisation.

Carry out an activity to show

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PERIODSREMARKS

SPS CCTS

neutralisation using the

hydrochloric acid and sodiumhydroxide of the same

concentration.

Discuss the application of

neutralisation in daily lifee.g. using shampoo and

conditioner and, insect bite.

5.6Analysing the

methods ofwater

purification.

Make a visit to a waterpurification site.

Brainstorming on the following:



Interpreting data

RelatingAnalysing

Comparing andcontrastingPredicting




Appreciating thecontribution of science andtechnology

Being systematicBeing confident andindependent

Thinking rationally

5

List the natural sources ofwater,

State the reasons for waterpurification,

Describe the various types ofwater purification,Compare the strengths and

weaknesses of the various typesof water purification.

Natural resources of water,

The reasons for waterpurification.

Discuss the various types ofwater purification such as

filtration, boiling, chlorinationand distillation.

Carry out activities to study thevarious types of water

purification such as filtration,boiling and distillation.

Pupils present their findings todiscuss the strengths and

weaknesses of the various typesof water purification.

5.7

Analysing thewater supply

system.

Make a visit to a water

processing plant to study thewater supply system and stagesinvolved in water purification.

Discuss the ways to save water.

Do a project on how much waterthe average household uses.


Observing

CommunicatingMaking inferencesInterpreting data

Interpreting data


Relating

Generating ideasAnalysing

Having interest and

curiosity towards theenvironmentRealising that science is a

means to understand nature

Having critical andanalytical thinkingAppreciating thecontribution of science and

technology

2

Describe how the water supplysystem works,Explain ways to save water.

5.8Understanding

the preservationof water quali ty.

Collect and interpret data ontypes of water pollutants

which include:Industrial waste such as

chemical and radioactiveresidues,

The students are able to;Give examples of water

pollutants,Explain the effect of water

pollution on living things,



AnalysingInterpreting data

PredictingMaking

conclusionsRelating




3

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WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Domestic waste such as

garbage and sewage,Chemicals from the

agricultural activities such asfertilisers and pesticides,Siltation caused by

constructions anddeforestation,

Accidental spillage fromtankers.

Explain ways to control water

pollution,Explain ways to preserve water

and its quality.

Having critical and

analytical thinkingAppreciating the

contribution of science andtechnologyBeing systematic

Thinking rationally

Conduct discussion on the effectof water pollution on living

things.

Generate ideas on ways to control

water pollution.

Discuss ways to conserve and

preserve water and its quality.

Run a campaign on Love OurRivers.

THEME 4: MATTER IN NATURE

Learning Area: 6.0 Air Pressure

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

6.1Understanding

air pressure.

Carry out an activity to discussthe kinetic theory of gases.

Carry out an activity to show that

air exerts pressure.

Carry out activities to show the

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


ObservingInterpreting data

CommunicatingExperimenting

Making inferences

Makingconclusions

VisualisingAnalysing

AttributingRelating

Predicting

Makingconclusions







Daring to tryThinking rationally

2

Explain the existence of air

pressure with reference to theKinetic Theory,Explain the factors affecting air

pressure.

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PERIODSREMARKS

SPS CCTS

6.2

Applying theprinciple of air

pressure in dailylife.

Collect and interpret data on

appliances that use the principleof air pressure.

Gather information and discussthe application of air pressure in

syringe, siphon, spraying pumpand drinking straw.

Discuss ways of using theprinciple of air pressure to solve

daily problems such as blockagein sinks and pouring condensed

milk from a can.

Gather information on how a gas

tank containing gas under highpressure works.

Discuss the safety precautionstaken when using gas under high

pressure.


Observing


Communicating

Relating

PredictingProblem solving

Having interest and


Realising that science is ameans to understand natureBeing diligent and

perseveringHaving critical and

analytical thinkingAppreciating thecontribution of science and

technologyBeing systematic

Daring to tryThinking rationally

3

Explain with examples thingsthat use the principle of air

pressure,

Generate ideas to solveproblems using the principle of

air pressure,Relate the safety measurestaken when using gas under

high pressure.

THEME 5: FORCE AND MOTION

Learning Area: 7.0 Dynamics

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

7.1Understanding

force.

Carry out activities to showpushing and pulling are forces.

Carry out activities to show theeffects of force (changes in

shape, position, speed anddirection).

Carry out activities to showdifferent types of forces

(frictional, gravitational,electrostatic and magnetic force).


ObservationCommunicating

Making inferencesInterpreting dataComparing and

contrastingMeasuring and

using numbers

AttributingGenerating ideas

VisualisingAnalysingRelating

Makingconclusions






Being systematicDaring to tryThinking rationally

3

State that a force is a push or a

pull,Explain the effects of forces,Explain the various types of

forces.

7.2Understanding

the measurement

of force.

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

Carry out activity to measure the


ObservationCommunicatingInterpreting data


Having interest andcuriosity towards theenvironment

Being honest and accurate

2

State the unit of force,Explain how a spring balance

works,

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OBJECTIVES




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PERIODSREMARKS

SPS CCTS

principle of a spring balance.

Carry out activity to measure themagnitude of force.

Measure the magnitude offorce.

in recording and validatingdata

Being diligent andperseveringHaving critical and

analytical thinkingAppreciating the balance of

nature

Being systematicThinking rationally

7.3Application offrictional force.

Discuss with examples to showthe existence of frictional force.

Carry out activities to identify thedirection of frictional force and

measure the magnitude of theforce.

Carry out an experiment to showhow different types of surfaces

affect the magnitude of frictionalforce.

Gather information and discussthe advantages and disadvantagesof friction.

Carry out activities on ways to


MakinghypothesesControlling

variablesInterpreting data

ExperimentingCommunicating

MakinghypothesesSequencing

RelatingGenerating ideas

AttributingAnalysingMaking

conclusions


Being honest and accuratein recording and validating

dataBeing diligent and

persevering



Having critical andanalytical thinkingAppreciating the balance of

natureBeing systematic

Thinking rationally

5

Explain with example theexistence of frictional force,

State the direction and themagnitude of frictional force,Carry out an experiment to

show how different types ofsurfaces affect frictional force,

Explain the advantages anddisadvantages of friction,Explain ways to increase

friction,Explain ways to reduce friction,

Explain with examples theapplication of friction in dailylife.

Increase friction,

Reduce friction.

Discuss the application of

increasing and decreasing frictionin our daily life.

7.4

Application ofwork.

Discuss with examples to show

work is done when an object ismoved by a force.

Carry out activities to determinethe work done by using:

Work (J)

= Force (N) x Distance (m)


Communicating

Measuring andusing numbers

Interpreting data

Analysing

Makingconclusions

Having interest and





Having critical andanalytical thinkingAppreciating the balance of

natureBeing systematicThinking rationally

5

Explain with examples howwork is done,State the unit of work,

Calculate the work done.

7.5Application of

power.

Carry out activities to determinepower by using:


CommunicatingMeasuring and

using numbersInterpreting data

Makingconclusions



3

State the meaning of power,State the unit of power,

Calculate power on the work

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WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

Power (W) = Work (J)Time (s)

done.

means to understand thenature

Having critical andanalytical thinkingThinking rationally

7.6Analysing theimportance of

force in life.

Create an activity e.g. drawing aposter, sketching or acting toshow how life would be without

force.


CommunicatingMeasuring andusing numbers

Interpreting data

AttributingComparing andcontrasting

AnalysingRelating

Makingconclusions


Realising that science is ameans to understand the

natureHaving critical andanalytical thinking

Being systematicThinking rationally

2

Describe how life will be ifforce does not exist.

THEME 5: FORCE AND MOTION

Learning Area: 8.0 Support and Movement

WEEK LEARNINGOBJECTIVES

SUGGESTERED LEARNINGACTIVITIES

LEARNING OUTCOMES SCIENCE SKILLS SCIENTIFIC ATTITUDESAND NOBLE VALUES

NO OFPERIODS

REMARKSSPS CCTS

8.1

Understandingthe support

systems inanimals.

Gather information and discuss

the various support systems in


Observing


Attributing


AnalysingRelatingMaking

conclusions




natureHaving critical and

analytical thinkingBeing thankful to GodBeing systematic

Thinking rationally

5

Explain the support system invertebrates and the varioussupport systems in

invertebrates,Compare and contrast the

support system between landand aquatic vertebrates,Compare and contrast the

support system between landand aquatic invertebrates.

Land and aquatic vertebrates,Land and aquatic

invertebrates.

Carry out discussions on the

following:

Similarities and differencesbetween support systems in

land and aquatic vertebrates,Similarities and differences

between support systems in

land and aquaticinvertebrates.

8.2Understanding

the support

systems inplants.

Carry out field work to studyvarious support systems of plants.

Carry out activities to classifyplants based on their support

systems.


ObservingInterpreting dataCommunicating

Making inferences

Generating ideasMaking inferencesMaking

conclusions

Being honest and accuratein recording and validatingdata


Appreciating the balance ofnatureHaving critical and

analytical thinkingBeing thankful to God

Being systematic

3

Explain the various supportsystems in woody and

nonwoody plants,Classify plants based on theirsupport systems.

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WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

8.3

Appreciating thesupport system

in living things.

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

Observing


Attributing


AnalysingRelatingMaking

conclusions




natureHaving critical and

analytical thinkingBeing thankful to GodBeing systematic

Thinking rationally

2

Inability of whales to moveback to sea after beingwashed ashore,

A crippled person usingcrutches for support.

Justify the importance of thesupport system to living things.

THEME 6: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

Learning Area: 9.0 Stability

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

9.1Understanding

that the centre ofgravity affects

stability.

Carry out activities to find thepoint of equilibrium in regular

and irregular shapes.Carry out an experiment to find

out how the centre of gravityeffects the stability of an object

by manipulating the



Making inferencesPredicting

Interpreting dataControllingvariables

ExperimentingMaking

hypotheses

Makinghypotheses

RelatingAnalysing

AttributingPredictingMaking

conclusions

Being honest and accuratein recording and validating

dataBeing diligent and

perseveringRealising that science is ameans to understand nature

Appreciating thecontribution of science and

technologyHaving critical andanalytical thinking

Being objectiveBeing systematicThinking rationally

Being confident anindependent

5

Determine the point of

equilibrium in regular andirregular shapes,Relate the point of

equilibrium as the centreof gravity of objects,

Relate the centre of gravity tothe stability of objects.

Height,Base area.

Discuss the relationship betweenthe centre of gravity and stability.

9.2

Appreciating theimportance of

stability.

Carry out a brainstorming session

on ways to improve stability.

Carry out activities like doingprojects or playing games tobuild models by applying the

concept of stability.


Observing


Classifying

AnalysingMaking

conclusions





Being flexible and open-mindedBeing systematic

Thinking rationally

5

Suggest ways to improvethe stability of objectsaround them,

Explain with examples theapplication of stability in life.

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THEME 6: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

Learning Area: 10.0 Simple Machine

WEEKLEARNING

OBJECTIVES




AND NOBLE VALUES

NO OF

PERIODSREMARKS

SPS CCTS

10.1Analysing

levers.

Discuss how a small effort canovercome a large load with theuse of a lever.

Make an observation on devicesthat use the principles of levers.

Identify the load, force andfulcrum, and then classify the

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

levers to help them overcomelarge load.

Discuss that the momentof force

= force x perpendicular distancefrom the pivot to force.

Carry out an activity to show therelationship between moment and

the product of force and distance.

Solving problems related to

levers using the followingformulae:

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

the force from the fulcrum(m)


ObservingExperimentingCommunicating

RelatingMaking inferencesPredicting

AnalysingGenerating ideasMaking

conclusions

Having an interest andcuriosity towards theenvironment

Being honest and accuratein recording and validatingdata


Realising that science is ameans to understand natureAppreciating the


Having critical andanalytical thinkingBeing objective

Being cooperativeThinking rationally

5

List things around themthat use the principle of

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

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

moment of a force,Solve problems related to

levers.

10.2

Appreciating the

innovativeefforts in the

design ofmachine to

simplify work.

Carry out a project to build a

device using the principle of a

lever.


Observing

Experimenting

Communicating

Synthesising

Conceptualising

Problem solvingMaking decisions


curiosity towards the

environmentRealising that science is ameans to understand natureAppreciating the


Having critical andanalytical thinkingBeing objective

Thinking rationally

5

Design or improvise a device

that uses the principle of alever.

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