yearly science landscape

8/8/2019 Yearly Science Landscape

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YEARLY TEACHING PLAN

THEME: MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIESLEARNING OUTCOMES NOTES

1.1

Understandingthe sensory

organs andtheir functions.

Carry out activities to make

connection between the fivesenses, the sensory organs and

the stimuli.Discuss what happens in our body

after a stimulus is detected.

A student is able to:

identify and relate a

sensoryorgan to its stimulus,

state the pathway from

stimulus

to response:

Stimulus -- Sensory organs

-- Nerves Brain -- Nerves

-- Response

-relating -grouping andclassifying

-classifying

Being thankful to God

1.2

Understandingthe sense of

touch.

Carry out activities to study the

following:a) structure of the human skin

involved in stimuli detection,b) sensitivity of the skin at

different parts of the bodytowards stimuli.

Discuss the sensitivity of the skinin connection to the following

situations:a) receiving an injection,

b) using Braille.


identify the structure of

thehuman skin involved in

stimuli

detection, state the function of

differentreceptors pressure, heat,

pain,

draw conclusion on thesensitivity of the skin at

different

-comparing and contrasting-making decisions-generating ideas

-observing


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parts of the body towards

stimuli.

WEEK LEARNINGOBJECTIVES

SUGGESTED LEARNINGACTIVITIES

LEARNING OUTCOMES NOTES

1.3Understanding

the sense of

smell.

Discuss the structure of the noseand the position of the sensory

cells using models, charts,

computer software and otherteaching aids.



the nose,

identify the position of

thesensory cells in the detection

ofsmell.

-relating-predicting

-observing

-predicting


1.4

Understanding

the sense oftaste.

Carry out activities to detect the

different areas of the tongue that

respond to different tastes.

Carry out activities to find howtaste is related to smell.


identify the differentareas of the

tongue that respond todifferent

taste,

relate the sense of tastewith the

sense of smell.

-relating-generatingideas


1.5Understandingthe sense of

hearing.

Observe and identify the structureof the human ear.Discuss the function of each part

of the ear.Discuss the hearing mechanism.

A student is able to: identify the structure of

thehuman ear,

explain the function of

thedifferent parts of the ear,

describe how we hear.

-grouping and classifying-relating -generating ideas-sequencing

-observing -classifying


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1.6Understanding

the sense ofsight.

Examine the cows eye or modelOf a human eye.

Collect information on structureand function of each part of the eye.

Discuss how we see.



thehuman eye,

explain the functions ofdifferent

parts of the eye,

describe how we see.

-generating ideas-sequencing

-observing


WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING


1.7

Understanding

light and sight.

Carry out activities to study:

a) reflection of light,

b) refraction of light between twomediums of different density.

Collect information about the typesof defects of vision and the

contribution/use of technology torectify them.

Carry out activities to show whatshort sightedness and long

sightedness are and how to

correct them.Discuss what astigmatism is andthe way to correct it.

Carry out activities to investigate

the following:a) optical illusion,

b) blind-spot.Discuss the connection between


describe the properties

of lighti.e. reflection and refraction,

state the various

defects ofvision,

explain ways to correct

visiondefects,

state and give examples

of the

limitations of sight,connect stereoscopic

andmonocular visions with the

survival of animals,

identify the appropriatedevice to

overcome the limitations of

-making decisions-generating ideas -relating

-attributing -predicting-making inferences -makinganalogies-visualizing

-observing-predicting-measuring andusing numbers

-interpreting data

-Appreciatingthecontributionof scienceandtechnology-Realizing thatscience is a

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stereoscopic vision and monocular

vision with the survival of animals.Gather information about the

device to overcome the limitation ofsight.

sight. means tounderstandnature

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING


1.8

Understandingsound and

hearing.

Carry out activities to investigate:

a) the production of sound,b) the need of medium for sound

to travel,c) the reflection and absorption of

sound.Collect information about

a) the defects of hearing,

b) ways to rectify the defects ofhearing.

Discuss the limitations of hearing

and ways of improving it.Carry out activities to investigatethe need for stereophonic hearing

in determining the direction of

sound.


describe the propertiesof sound,

explain the reflection

andabsorption of sound,

explain the defects ofhearing,

explain ways ofrectifying the

defects in hearing,

state the limitations ofhearing,

state the device used to

overcome the limitations ofhearing,

explain stereophonic

hearing.

-generating ideas

-relating-synthesizing-predicting-making decisions-attributing

-observing-predicting

-Appreciatingthe

contributionof scienceandtechnology-Realising that science is a meansto understand nature

1.9 Carry out experiments to A student is able to: -relating -making inferences

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Understanding

the stimuli andresponses in

plants.

investigate and identify:

a) stimuli detected by plants,b) the parts of the plants sensitive

to specific stimulus.Discuss in what ways theresponse of plants towards stimuli

are important for their survival.

state the stimuli thatcause

response in plants,

identify the parts ofplants

sensitive to specific stimulus,

relate the response inplants to

their survival.

-generating ideas-comparing and contrasting-making hypothesis

-observing inferring-predicting-controlling variables-making hypothesis-experimenting-communicating

-Realizing that science is a meansto understand nature-Being cooperative

LEARNING AREA: 2. NUTRITION

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES


2.1Analyzing the

classes of food.

Discuss the classes of food i.e.carbohydrate, protein, fats,

vitamins, minerals, fibre and

water and state their functions.Carry out activities to test for

starch (iodine solution), glucose(Benedict solution), protein

(Millons reagent) and fats

(alcohol-emulsion test).


explain through examples

theclasses of food,

state the function of eachclass

of food,

test for starch, glucose,

protein

and fats.

-generating ideas-predicting

-grouping and classifying

-observing-defining operationally-classifying

-Being objective

2.2

Evaluating theimportance of a

balanced diet.

Discuss:

a) what a balanced diet is,b) the factors that determine a

persons balanced diet: age,

size, sex, job, climate, stateof health.


state what a balanced dietis,

state the factors that mustbe

considered when planning a

-grouping andclassifying

-generatingideas


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Collect food wrappers that show

calorific value of food and make alist 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)

balanced diet,

explain how the factors

affect a

balanced diet, state the quantity of energy

ineach gram of carbohydrate,

protein and fats,

estimate the calories of

foodtaken in a meal,

plan a balanced diet.




2.3Understanding

the digestive

system in man.

Discuss that digestion is thebreakdown of large food

molecules 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 canal

using model/chart/CD ROM.Discuss the functions of the

various organs in the digestivesystem and the enzymes found.

Carry out activities to show theaction of the enzyme in the saliva

on starch.


explain what digestion is,

identify the parts of the

digestive

system,

describe the flow of foodparticles in the alimentary canal,

state the functions of the

organsin the digestive system,

describe the process of

digestionin the alimentary canal,

list the end products of

digestionof carbohydrate, protein and

-sequencing-generating

ideas-making

inferences-predicting

-observing-inferring

-predicting-definingoperationally


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fats.

2.4

Understandingthe process of

absorption of

digested food.

Discuss the process of

absorption of the products ofdigestion in the small intestine.

Carry out an experiment to show

the absorption of glucose througha Visking tube.


explain the process ofabsorption of the products of

digestion,

make inference about the

absorption of glucose through aVisking tube.

-generating

ideas-making

inferences-making

analogies

-observing-inferring





2.5

Understandingthe reabsorption

of water and

defecation.

Discuss the reabsorption of water

by the large intestine and theprocess of defecation.

Discuss the importance of good

eating habits to avoidconstipation.


state how water is

in the large intestine,

explain defecation,

relate the problem of

defecation

with eating habits.

-Makinginferences

-inferring


2.6Put into practice

the habits ofhealthy eating.

Plan and carry out a healthyeating habit.

Discuss the following topics :a) practicing good eating

habits i.e. eating nutritious foodand eating in

moderation,b) the generous distribution of food

A student is able to: justify the importance of

eatingnutritious food,

put in practice good eating

habits,

justify the generous

-grouping andclassifying-Makinginferences

-defining operationally


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to the underprivileged / needy,

c) cultural practices in diningconforming to sensitivities

and religious beliefs.

distribution

of food to the underprivileged /needy,

relate the dining culture ofdifferent people conforming tosensitivities and religious

beliefs.

THEME: MAN AND THE VARIETY OF LIVING THINGS

LEARNING AREA: 1. BIODIVERSITY

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING


1.1

Understanding

variety of living

organisms andtheirclassification.

Discuss the diversity in the general

characteristics of living organisms.

Collect and classify various plants

and animals into a system basedon common characteristics.- Animal: Invertebrate,

vertebrate, mammal, fish, bird,

amphibian, reptile.- Plant : Flowering plant, no

flowering


explain the diversity of

living

organisms in a habitat,

classify various animals

based

on common characteristics,

classify various plants

based

on common characteristics,


-attributing

-comparingandcontrasting

-classifying

-Realizing thatscience is a

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plant, monocotyledon,

dicotyledon.- Build a concept map on living

organisms based on theclassification above.Discuss the importance of

maintaining the biological diversityas one of the countrys natural

heritage.

explain the importance of

biodiversity to theenvironment.

means tounderstandnature

LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING


2.1

Analyzing theinterdependenceamong living

organisms.

Carry out a field work to study

species, habitat, population,community in an ecosystem.Carry out a discussion on

interdependence among livingorganisms and the environment

to create a balanced ecosystem.


state what species, populationand community are,

state what habitat and

ecosystem are,

identify various habitats in

oneecosystem,

-generating

ideas

-Realizing that

science is ameans to

understandnature

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explain through examples the

interdependence among livingorganisms and the environment

to create a balanced ecosystem.

2.2

Evaluating theinteraction

between livingorganisms.

Collect and interpret data on the

types of interactions betweenliving organisms as follows:

a) prey-predator,b) symbiosis: commensalisms,

mutualism and parasitism

e.g. remora and shark, algae andfungi, tape worm and man,

c) competition. Conduct an activityto show the importance of the

interactionbetween organisms and the

environment.

Discuss the advantages ofbiological control in regulating the

numbers of pests in certain areas.


list the types of interactions

between living organisms,

explain with examples the

interactions between living

organisms,

justify the importance of

interaction between livingorganisms and the environment,


advantages and disadvantages

of biological control in regulatingthe number of pest in certain

areas.

-attributing

-generatingideas

-Realizing that

science is ameans to

understandnature

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING


2.3Synthesizingfood web.

Collect and interpret data on theproducer, consumer, decomposerand pyramid number.

Construct a food web from a few

food chains and identify theproducer, consumer and

decomposer.

A student is able to: explain what producers,

consumers and decomposersare,

combine a few food chains to

construct a food web,

identify the producer,

-synthesizing-relating-predicting-generatingideas

-predicting

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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 apyramid number. Discuss the

consequences if a component ofliving organisms in an ecosystem

is missing.

consumer

and decomposer in a food web,

construct a pyramid number

from a food chain, relate the food web and the

pyramid number to energy flow,

predict the consequences if a

certain component of living

organisms in the ecosystem ismissing.

-Realizing thatscience is a

means tounderstandnature-Appreciatingthe balance ofnature

2.4Analyzing

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 ofphotosynthesis in maintaining a

balanced ecosystem.Discuss the carbon and oxygen

cycles.


state what photosynthesis is,

state the factors required for

photosynthesis,

state the products of

photosynthesis,

control the variables that are

required for photosynthesis,

explain the role of

photosynthesis in maintaining a

balanced ecosystem.

-relating -making inferences-generating ideas-making hypothesis

-synthesizing

-observing -inferring-predicting -controlling variables-making hypothesis-experimenting -communicating-Being cooperative-Appreciating the balance ofnature

WEEK

LEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES LEARNING OUTCOMES NOTES

2.5Evaluating the

importance ofconservation

andpreservation of

Collect and interpret data on theconservation and preservation of

living organisms.Carry out a field work in a natural

forest reserve (wetlands, highlandforest or tropical rain forest) or an


explain what conservation and

preservation are,

explain the steps taken to

preserve and conserve living

-generatingideas

-Appreciatingthe balance of

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living

organisms.

animal sanctuary to study the

conservation and preservation ofliving organisms.

Carry out a discussion on how theimprovement in science andtechnology helps in the


Run a campaign to stress on theimportance of conservation and

preservation / Carry out a role play

involving the parties concerned insolving problems related to the


organisms,


conservation and preservation of

living organisms,support activities organized by

various parties to preserve andconserve the living organisms.

nature

2.6Evaluating the

role of man in

maintaining thebalance in

nature.

Carry out a brainstorming sessionto discuss the environmental

issues affecting the balance in

nature and how to solve it.Carry out a discussion to justify

that man needs stable andproductive ecosystem to ascertain

a harmonious life.


explain the effects of human

activities on the balance in nature,

describe how man solves

problems related to environment,

justify that human need a

stable,

productive and balanced ecosystem.

-generatingideas

-Appreciatingthe balance ofnature

THEME: MATTER IN NATURE

LEARNING AREA: 1.0 WATER AND SOLUTION

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING


1.1

Analyzing thephysical

Carry out activities to determine

the following:

the freezing point of water,


state the meaning of the

freezing point of water,

-generating

ideas-predicting

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characteristics

of water. the boiling point of water.

Carry out an activity to observe theeffects of impurities on the

physical characteristics of water.

state the meaning of the

boilingpoint of water,

describe the physicalcharacteristics of water,


effects of impurities on the

physical characteristics of

water.

-definingoperationally

-predicting

Being cooperative

1.2Analyzing the

composition ofwater.

Carry out an electrolysis todetermine the ratio of hydrogen to

oxygen in a molecule of water.


determine the composition of

water, test the presence of hydrogen

and oxygen.

-makinggeneralizations-generating

ideas

-observing

Being cooperative

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING


1.3Analyzing the

process ofevaporation of

Carry out experiments to study thefactors affecting the rate of

evaporation of water i.e. humidity,the temperature of the


explain what evaporation is,


factors that affect the rate of

-relating-makinginferences

-generating

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water. surrounding, surface area and the

movement of air.Discuss the factors affecting the

rate of evaporation in relation tothe Kinetic Theory.Discuss the similarities and

differences between evaporationand boiling.

Gather information on evaporationprocess and its application in daily

life.i.e. drying of clothes,

preservation of agriculturalproducts and processing of food.

evaporation of water with

reference to the Kinetic Theory,

compare and contrast

betweenevaporation and boiling,

describe the application of the

evaporation of water in daily

life.

ideas-makinghypothesis

-observing

-inferring-controlling

variables-makinghypothesis-experimenting-communicating

Being cooperative

1.4

Analyzingsolution and

solubility.

Discuss the differences between solute,

solvent and solution.Carry out activities to prepare a dilute

solution, a concentrated solution and a

saturated solution.Discuss the similarities and differences

between dilute solution, concentratedsolution

and saturated solution.

Carry out activities to illustrate thedifferences between a solution

and a suspension.Carry out experiments to

determine the factors affecting thesolubility of a solute.

Nature of solvent,


explain what solute, solvent

and solution are,

contrast and compare

between dilute solution,

concentrated and saturatedsolution,

explain what suspension is,

explain what solubility is, explain the factors affecting

the solubility of solutes in

water,

explain the importance of

water as a universal solvent inlife,

-comparing andcontrasting-attributing-generatingideas

-relating-makinghypothesis

-makinginferences

-observing-inferring-controllingvariables-makinghypothesis-experimenting

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Nature of solute,

Temperature.

Carry out experiments to

determine the factors affecting therate of dissolving:

temperature,

rate of stirring,

size of solute particle.

Discuss the importance of water

as a universal solvent in life.Gather information on the

application of organic solvents in

daily life.

give examples on the uses of

organic solvents in oureveryday life.

-communicating

-Realizing thatscience is ameans tounderstandnature-Beingcooperative

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING


1.5Analyzing acid

and alkali.

Carry out activities to study:

the properties of acid in terms of pH


identify the properties of acid,

-synthesizing-predicting-generating

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value, taste, corrosive nature, effect on

litmus paper, reaction with metals such asmagnesium

and zinc, the characteristics of alkali in terms

of pH value, taste, corrosive nature, effect

onlitmus paper,

carry out a discussion to define acid

and alkali operationally.

Carry out activities to determine the acidicand alkaline substances in daily life.

Gather information on the usage of acid

and alkali in everyday life such as inagriculture and industry.

Discuss on the meaning of neutralization.Carry out an activity

to show neutralization using thehydrochloric acid and sodium

hydroxide of the sameconcentration.

Discuss the application of

neutralization in daily life e.g.

using shampoo and conditionerand, insect bite.

identify the properties of alkali,

state that acid and alkali only

show their properties in the

presence of water, explain through examples the

definition of acid and alkali,

identify the substances which

are acidic or alkaline in

everyday life,

state the uses of acid and

alkali in daily life,

explain the meaning of

neutralization,write an equation in words to

describe the neutralization

process,


uses of neutralization in daily

life.

ideas

-definingoperationally-observing

Realizing that scienceis a means tounderstand nature

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING


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1.6

Analyzing themethods of

waterpurification.

Make a visit to a water purification

site.Brainstorming on the following:

natural resources of water, the reasons for water

purification.Discuss the various types of water

purification such as filtration,boiling, chlorination and distillation.

Carry out activities to study the

various types of water purificationsuch as filtration, boiling and

distillation.

Pupils present their findings todiscuss the strengths and

weaknesses of the various typesof water purification.


list the natural sources of

water,

state the reasons for waterpurification,

describe the various types of

water purification,

compare the strengths and

weaknesses of the various

types of water purification.

-comparing andcontrasting-generatingideas

-makinginferences

-makingdecisions

-observing

Appreciating thecontribution of scienceand technology

1.7

Analyzing thewater supply

system.

Make a visit to a water processing

plant to study the water supplysystem and stages involved in

water purification.Discuss the ways to save water.

Do a project on how much waterthe average household uses.


describe how the water

supply

system works,

explain ways to save water.

-analyzing-sequencing

Appreciating thecontribution of science

and technology

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING


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1.8

Understandingthe

preservation ofwater quality.

Collect and interpret data on types

of water pollutants which include:

industrial waste such as

chemical and radioactiveresidues,

domestic waste such as

garbage and sewage,

chemicals from the

agricultural activities suchas fertilizers and

pesticides,

siltation caused by

constructions anddeforestation,

accidental spillage from

tankers.

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 Our Rivers.


give examples of water

pollutants,

explain the effect of waterpollution on living things,

explain ways to control water

pollution,

explain ways to preserve

water

and its quality.


-classifying

-Appreciating thebalance of nature

LEARNING AREA: 2. AIR PRESSURE

WEEK LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES

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OBJECTIVES ACTIVITIES

2.1Understanding

air pressure.

Carry out an activity to discuss thekinetic theory of gases.

Carry out an activity to show thatair exerts pressure.

Carry out activities to show the

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

A student is able to :

explain the existence of

airpressure with reference to the

Kinetic Theory,

explain the factors

affecting airpressure.

-attributing-relating

-observing

Realizing that science is

a means to understandnature

2.2

Applying theprinciple of air

pressure indaily life.

Collect and interpret data on

appliances that use the principle ofair pressure.

Gather information and discussthe application of air pressure insyringe, siphon, spraying pump

and drinking straw.Discuss ways of using the

principle 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 precautions

taken when using gas under highpressure.


explain with examples

thingsthat use the principle of air

pressure,

generate ideas to solve

problems using the principle of

air pressure,

relate the safety measures

taken when using gas under

high pressure.

-generatingideas-solving

problems-relating

Realizing that science isa means to understandnature

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THEME: FORCE AND MOTION

LEARNING AREA: 1. DYNAMICS

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES

1.1

Understanding

force.

Carry out activities to show pushing and

pulling are forces.

Carry out activities to show the effects offorce (changes in shape, position, speed and

direction).Carry out activities to show different types of

forces (frictional, gravitational, electrostaticand

magnetic force).


state that a force is a push

or apull,

explain the effects of

forces,

explain the various types

of

forces.

-generating ideas-attributing

-observing

Realizing that science is ameans to understandnature

1.2

Understandingthe

measurementof force.

Discuss the unit of force and the

principle of a spring balance.Carry out activity to measure the

magnitude of force.


state the unit of force,

explain how a spring

balance

works,

measure the magnitude of

force.

-predicting

-measuring and

using numbers-predicting

Having critical andanalytical thinking

1.3

Application offrictional force.

Discuss with examples to show the existence

of frictional force.Carry out activities to identify the direction of

frictional force and measure the magnitude ofthe

force.Carry out an experiment to show how

different types of surfaces affect the


explain with example theexistence of frictional force,

state the direction and the

magnitude of frictional force,

carry out an experiment to

show

how different types of surfaces

-comparing and

contrasting-attributing-generating

ideas-relating

-makinghypothesis-making

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magnitude of frictional force.

Gather information and discuss theadvantages and disadvantages of friction.

Carry out activities on ways toa) increase friction,b) reduce friction.

Discuss the application ofincreasing and decreasing friction

in our daily life.

affect frictional force,

explain the advantages and

disadvantages of friction,

explain ways to increasefriction,

explain ways to reduce

friction,

explain with examples the

application of friction in daily

life.

inferences-makingdecisions

-observing-inferring-controllingvariables-makinghypothesis

-experimenting-communicating-definingoperationally

Being cooperative

1.4Application of

work.

Discuss with examples to showwork is done when an object is

moved by a force.Carry out activities to determine

the work done by using:Work (J)

= Force (N) X Distance (m)


explain with examples

how workis done,

state the unit of work,

calculate the work done.

-problemsolving

Critical and analytical

thing

1.5

Application ofpower.

Carry out activities to determine

power by using:Power (W) = Work (J)

Time (s)


state the meaning of

power,

state the unit of power,

calculate power on the

workdone.

-problem

solving

Critical and analyticalthing

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1.6Analyzing the

importance offorce in life.

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

how life would be without force.


describe how life will be if

forcedoes not exist.

LEARNING AREA: 2. SUPPPORT AND MOVEMENT

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING


2.1

Understanding

the support

systems inanimals.

Gather information and discuss

the various support systems in

a) land and aquatic vertebrates,

b) land and aquatic invertebrates.Carry out discussions on thefollowing:

a) similarities and differences

between support systems inland and aquatic vertebrates,

b) similarities and differencesbetween support systems in

land and aquatic invertebrates.


explain the support

system in

vertebrates and the varioussupport systems in

invertebrates,

compare and contrast the

support system between land

and aquatic vertebrates,

compare and contrast the

support system between land

and aquatic invertebrates.

-comparing andcontrasting-grouping and

classifying

-classifying


2.2

Understandingthe support

systems inplants.

Carry out field work to study

various support systems of plants.Carry out activities to classify

plants based on their supportsystems.


explain the various

support

systems in woody andnonwoody

plants,

-Grouping andclassifying

-Classifying

Realizing that science isa means to understand

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classify plants based on

theirsupport systems.

nature

2.3

Appreciating

the supportsystem in

living things.

Discuss issues e.g.

a) inability of whales to move

back to sea after beingwashed ashore,

b) a crippled person usingcrutches for support.



the

support system to livingthings.


THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

LEARNING AREA: 1. STABILITY

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMESNOTES

1.1

Understanding that the

centre of gravityaffects stability.

Carry out activities to find

the point of equilibrium in

regular and irregularshapes.

Carry out an experiment tofind out how the centre of

gravity affects the stability

of an object bymanipulating the

a) height,b) base area.

Discuss the relationshipbetween the centre of

gravity and stability.


determine the point of

equilibrium in regular andirregular shapes,

relate the point of

equilibrium as the centre

of gravity of objects, relate the centre of

gravityto the stability of objects.

-generatingideas-relating-makinghypothesis-making

inferences

-observing-inferring-Controllingvariables-makinghypothesis

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-experimenting-communicating-definingoperationally

Being cooperative

1.2

Appreciating theimportance of stability.

Carry out a brainstorming

session on ways toimprove stability.

Carry out activities like

doing projects or playinggames to build models by

applying the concept ofstability.


suggest ways to

improve

the stability of objects

around them,

explain with

examples the

application of stability inlife.

-generatingideas

Realizing that science is ameans to understand nature

LEARNING AREA: 2. SIMPLE MACHINE

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMESNOTES

2.1

Analyzing levers.

Discuss how a small effort can

overcome a large load with the useof a lever.

Make an observation on devices that

use the principles of levers.Identify the load, force and fulcrum,and then classify the systems into

first,

second and third class levers.Discuss how humans apply the

rinciples of levers to help themovercome large load.


list things around

them

that use the principle of

the lever, state what a lever can

do,

identify load, force

and

fulcrum in the lever,

classify levers,

-problemsolving

-generatingideas

-synthesizing

-observing

Critical and analyticalthinking

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Discuss that the moment of force

= force X perpendicular distancefrom the pivot to force.

Carry out an activity to show therelationship between moment andthe

product of force and distance.Solving problems related to levers

using thefollowing formulae:

Load (N) X distance of the load

from fulcrum (m) = Force (N) Xdistance of

the force from the fulcrum(m)

explain what is meant

bythe moment of a force,

solve problemsrelated to

levers.

2.2

Appreciating theinnovative efforts in

the design of machine

to simplify work.

Carry out a project to build

a device using theprinciple of a lever.


design or improvise a

device that use the

principle of a lever.

25

yearly science landscape

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