Lesson Plan Sc Form 1 DSP

7/27/2019 Lesson Plan Sc Form 1 DSP

1/7

Introduction to Science

Learning Objectives Learning Activities Learning Outcomes Evidence Instruments

1.1 Understandingthat science ispart of everydaylife

Describe examples of natural phenomena that students seearound them :

a) growth of human from a baby to an adult,b) fall of a ball to the groundc) melting of ice

Discuss the uses and benefits of science in everyday life.

Attend talks on careers in science.

A student is able to :

list what he sees around him that is related to science,

explain the importance of science in everyday life,

name some careers in science such as :

a) science teachersb) doctorsc) engineers

B2D1E1

B4D1E1

B1D1E1

1.2 Knowing thesafetyprecautions andapparatus in asciencelaboratory

Discuss laboratory rules and precautions

Name common laboratory apparatus and discuss their uses

Demonstrate the use of a Bunsen burner

A student should be able to:

List some laboratory safety rules and precautions

Draw and label common laboratory apparatus

State the safety precautions when using a Bunsen burner

1.3 Understandingthe steps in ascientificinvestigation

Carry out a scientific investigation/ experiment, e. g. to find outwhat effect on the number of times the pendulum swings backand forth (oscillations) during a given timeThe students will be :a) determining what I want to find out

(identifying the problem),b) making a smart guess (forming a

hypothesis),c) planning how to test the hypothesis

(planning the experiment)

identify the variables, determine the apparatus andmaterials required,

determine the procedure to carry out the experiment,

method to collect and analyse data.d) carrying out the experiment,e) writing down what has been observed

(collecting data),f) finding a meaning for what has been

observed (analysing and interpretingdata),

g) deciding whether the hypothesis is true(making conclusion),

h) writing a report on the investigation(reporting)

Students can be asked to report on their investigations to theclass.

Students emphasise the steps they have taken; what they havechanged; what they have kept the same and what they havemeasured.


state the steps in scientific investigation/ experiment,

carry out a scientific investigation

B3D1E1

B4D2E1

1.4 Knowingphysical

quantities andtheir units

Identify physical quantities (length, mass, time temperature andelectric current), their values and units found on productdescription.

Find words with the prefixes used in measurements such as kilo-,centi-, and milli-.


state physical quantities : length, mass, time, temperature

and electrical current,

state the S.I. units and the corresponding symbols foe

these physical quantities,

B3D2E1

B3D2E2


2/7

B3D2E2

Cell as a unit of life

Learning Objectives Learning Activities Learning Outcomes Evidence

2.1 Understandingcells.

Gather information on living organisms and identify the smallestliving unit that makes up the organism.

Prepare slides of cheek cells and onion cells.

Study the general structure of cheek cells and onion cells undera microscope, using the correct procedure.

Draw and label the different structures of an animals cell and aplant cell.

Compare an animal cell and a plant cell.

Gather information on cell structures and discuss their functions.


identify that cell is the basic unit of living things,

prepare slides following the proper procedures,

use a microscope properly,

identify the general structures of animal cell and plant

cells,

draw the general structures of an animal cell and a plant

cell,

label the general structure of an animal cell and a plant

cell,

state the function of each cell structure,

state the similarities and differences between the two

cells.

B1D2E1

B4D6E1

B4D6E2

B5D1E1

2.2 Understandingunicellularorganism and

multicellularorganism

Gather information about unicellular organisms and multicellularorganisms.

Provide students with picture cards, name cards, unicellular andmulticellular cards. Students use reference materials and/orinformation to match the three cards for each organism.

Observe examples of unicellular organisms and multicellularorganisms under a microscope.


state the meaning of unicellular organisms and

multicellular organisms,

give examples of unicellular organisms and multicellularorganisms.

B2D2E1

B3D5E1

2.3 Understandingthat cells formtissues,organs andsystems in thehuman body

Use a graphic organiser (e.g. ladder of hierarchy) to show theorganization of cells :

cell tissue organ system organism

A student is able to:

name the different types of human cells

state the function of different types of human cells

arrange sequentially cell organization from simple to

complex

B1D2E2

B3D4E1

B3D6E1

2.4 Realizing thathumans arecomplexorganisms.

Discuss why human beings are complex organisms A s tudent is able to :

explain why human beings are complex organisms. B6D2E1


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Matter


3.1 Understandingthat matter hasmass andoccupies space.

Through activities, show that things such as book, air, water, soilan living things have mass and occupy space.

Discuss what matter is.


state that things have mass and occupy space

explain what matter is, and to relate things and matter,

carry out activities to show that air, water, soil and living

things have mass and occupy space.

B1D3E1

B2D3E2/B3D7E1

B4D7E1

3.2 Understandingthe three statesof matter

List examples of matterGather information and discussa) what matter is made up of,b) what the three states of matter are.

Compare the three states of matter in terms of :a) the arrangement of particles,b) the movement of particles.

Simulate the arrangement and movement of particles in the threestates of matter.

A student is able to : state that matter is made up of particles,

state the three states of matter,

state the arrangement of particles in the three states of

matter,

state the differences in the movement of particles in the

three states of matter

B2D3E1

B4D8E1

3.3 Understanding

the concept ofdensity

Carry out activities to find the densities of regular /irregular

shaped objects and liquids.

Carry out an activity to show substances with lower densitiesfloat on liquids with a higher density


define density,

explain why some objects and liquids float,

solve simple problems related to density,

carry out activities to explore the densities of objects and

liquids.

B3D3E1

B5D2E1

3.4 Appreciatingthe use ofproperties ofmattereveryday life

Gather information and discuss how :a) man uses his knowledge of different

states of matter to store and transportgases and liquids,

b) man uses the concept of density inmaking rafts, floats etc.

Carry out an activity to explore the applications of the concept of

floating and sinking related to density.


describe how man uses the different states of matter,

describe how man applies the concept of density,

carry out an activity to explore the applications of the

concept of floating and sinking related to density.

B6D3E1

4. The Variety of Resources on Earth

Learning Objectives Learning Activities Learning Outcomes

4.1 Knowing thedifferentresources onearth.

Gather information about the resources on earth, i.e. water, air,soil, minerals, fossil fuels and living things.


list the resources on earth needed to sustain life,

list the resources on earth used in everyday life.

B2D4E1

B2D4E2


4/7

4.2 Understandingelements,compoundsand mixtures

Gather information and discussa) what elements, compounds and

mixtures are,b) what metals and non-metals are,c) examples of elements, compounds,

mixtures, metals and non-metals

Compare and contrast the properties of elements, compoundsand mixtures.

Carry out activities to compare the properties of metals and non-metals in terms of appearance, hardness and conductivity ofelectricity.

Carry out activities to separate the components of mixtures e.g.a) mixture of iron filings and sulphur

powder,b) mixture of sand and salt.


state what elements, compounds and mixtures are,

give examples of elements, compounds and mixtures,

state the differences between elements, compounds and

mixture,

carry out activities to compare the properties of different

metal and non-metals,

classify elements as metals and non-metals based on

their characteristics,

give examples of metals and non-metals,

carry out activities to separate the components of a

mixture

B2D5E1/ E2/E3

B4D9E1

B5D3E1

4.3 Appreciating theimportance ofthe variety ofearthsresources toman

Discuss the importance of earths resources (water, air, soil,minerals, fossil fuels and living things) to man.

Draw a concept map to show the relationship between theseresources to the basic needs of life.

Gather information on the preservation and conservation ofresources on earth.

Discuss the importance of the preservation and conservation ofresources on earth (e.g. recycling of paper will help reduce thecutting down of trees; conserving clean water prevents watershortage)

Carry out a project/campaign/ competition on the reusing andrecycling of materials.


explain the importance of variety of earths resources to

man,

state the meaning of the preservation and conservation of

resources on earth, state the importance of the preservation and conservation

of resources on earth,

practise reusing and recycling of materials e.g. using old

unfinished exercise books as note books and collectingold newspapers for recycling.

B6D4E1

5. The Air Around UsLearning Objectives Learning Activities Learning Outcomes

5.1 Understandingwhat air ismade up of (thecomposition ofair)

Gather information on :a) the composition of air,b) the percentage of nitrogen, oxygen and

carbon dioxide in air

Carry out activities to show :a) the percentage of oxygen in air,b) that air contains water vapour,

microorganisms and dust.


state what air is made up of,

explain why air is a mixture,

state the average percentage of nitrogen, oxygen and

carbon dioxide in air,

carry out activities to show

a) the percentage of oxygen in air,b) that air contains water vapour,

microorganisms and dust.

B2D6E1B3D9E1B3D9E2

B4D1E1B4D10E2/E3


5/7

5.2 Understandingthe propertiesof oxygen andcarbon dioxide

Gather information on the properties of oxygen and carbondioxide.

Carry out activities to show the properties of oxygen an carbondioxide in the following aspects :a) solubility in waterb) reaction with sodium hydroxidec) the effect on :

glowing and burning wooden splinter,litmus paper, lime water, bicarbonate

indicator


list the properties of oxygen and carbon dioxide,

identify oxygen and carbon dioxide based on its

properties,

choose a suitable test for oxygen and carbon dioxideB4D11E1/E2

5.3 Understandingoxygen isneeded inrespiration

Gather information and discuss respiration.Carry out experiment to show that during respiration, living thingsa) use oxygenb) give out carbon dioxide


state that energy, carbon dioxide and water vapour are

the products of respiration,

relate that living things use oxygen and give out carbon

dioxide during respiration,

compare and contrast the content of oxygen in inhaled /

exhaled air in humans,

state that oxygen is needed for respiration,

carry out an experiment to show that living things use

oxygen and give out carbon dioxide during respiration.

B5D5E1

B5D5E2

B5D5E1

5.4 Understanding

oxygen isneeded forcombustion(burning)

Gather information and discuss combustion.

Carry out experiments to :a) show that oxygen is needed for

combustion,b) investigate the effect of the size of a

container on the length of time a candleburns.

Carry out activity to test for the products of combustion ofcharcoal such as carbon dioxide and water.


state what combustion is,

state that oxygen is needed for combustion,

list the products of combustion,

carry out experiment to investigate combustion.B5D6E1

5.5 Analysingeffects of airpollution.

Gather information and discuss :

a) what air pollution is,b) examples of air pollutants,c) the sources of air pollutants,d) the effects of air pollution on man and

the environment,e) the steps needed to control air pollution.

Carry out a project to study :a) air pollution in an area around the

school,b) the effects of air pollution


explain what air pollution is,

list examples of air pollutants,

list the sources of air pollutants,

describe the effects of air pollution,

explain the steps needed to prevent and control air

pollution.

B6D5E1


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5.6 Realizing theimportance ofkeeping the airclean

Gather information and discussa) how life would be without clean air,b) ways to keep the air clean,c) habits that keep the air clean.

Carry out an activity to show the pollutants in cigarette smoke.


describe how life would be without clean air,

suggest ways to keep the air clean,

practise habits that keep the air clean

B6D5E1

6. Sources of Energy

Learning Objectives Learning Activities Learning Outcomes6.1 Understanding

various formsand sources ofenergy

Gather information about the various forms and sources ofenergy and energy changes.

Discuss the sun as the primary source of energy.

Carry out activities to see the energy changes :

from potential to kinetic energy for example a ball rolling

down an inclined slope

from kinetic to potential energy for example the winding of

the coil in a toy car.


list the various forms of energy

list the various sources of energy,

identify energy changes,

identify the sun as the primary source of energy,

carry out an activity to investigate energy changes from

potential to kinetic energy and vice versa.

B2D7E1B2D7E2

B2D7E3

B4D12E1/E2

6.2 Understandingrenewable andnon-renewable

energy

Gather information and discuss the meaning of renewable andnon-renewable energy sources.Carry out a project on :

a) renewable and non-renewable energysources,

b) the uses of solar energy,c) the ways to increase efficient use of

energy


define renewable and non-renewable

sources of energy,

Group the various sources ofenergy into renewable and non-renewable,

explain why we need to conserve energy,

suggest ways to use energy efficiently.

B3D10E2

B3D10E1

B6D6E1

6.3 Realizing theimportance ofconservingenergy sources

Discuss the importance of conserving energy sources.Discuss the use and management of energy sources.


describe the importance of conserving energy sources,

explain the use and management of energy sources. B6D6E1

7. Heat


7.1 Understandingheat as a formof energy

Carry out activities to show :a) the sun gives out heatb) ways to produce heatc) heat and temperature are not the same(Ask students to predict and observe how the temperatureschange, e.g. when they mix volumes of hot and cold water)Discussa) that heat is a form of energyb) the uses of heat in our daily lifec) what temperature isd) the difference between temperature and

heat


state that the sun gives out heat,

state other sources of heat,

state that heat is a form of energy,

give examples of the uses of heat,

state the meaning of temperature,

state the difference between heat and temperature

B4D13E1

B4D13E2B4D13E3


7/7

7.2 Understandingheat flow and itseffect.

Carry out activities to show that heat causes solids, liquids andgases to expand and contract. (ball and ring, mercury inthermometer and air in round-bottomed flask)

Carry out activities to show how heat flows by conduction,convection and radiation.

Carry out group activities to discuss :a) natural phenomena such as land breeze,

see breeze an the warming of the earth

by the sun,b) how buildings can be kept cool,c) what a heat conductor is,d) what a heat insulator is,e) the uses of heat insulators in daily life.

Carry out an experiment to investigate different materials as heatinsulators.


state that heat causes solids, liquids and gases to

expand and contract,

state that heat flows in three different ways (conduction,

convection and radiation)

state that heat flows from hot to cold,

give examples of heat flow in natural phenomena,

state what a heat conductor is,

state what a heat insulator is,

list uses of heat conductors and heat insulators in daily

life,

carry out an experiment to investigate different materials

as heat insulators.

B4D14E1

B4D14E2

B4D14E3

B4D1E1

B4D14E5

B5D7E1

7.3 Analysing theeffect of heat onmatter

Carry out activities to show the change in state of matter inphysical processes.

Discuss :(i) the effect of heat on the state of matter(ii) examples of daily observation which

shows a change in state of matter


state the change in state of matter in physical processes

explain that change in state of matter involves absorption

and release of heat.

Give examples of daily observations which show a

change in state of matter.

B4D15E1

B4D15E2

B4D15E3

7.4 Applying theprinciples ofexpansion andcontraction ofmatter

Discuss the use of expansion and contraction of matter in thefollowing :a) mercury in a thermometerb) the bimetallic strip in a fire alarmc) gaps in railway tracksd) rollers in steel bridges

Discuss the use of the principle of expansion and contraction ofmatter to solve simple problems


explain with examples the use of expansion and

contraction of matter in daily life.

Apply the principle of expansion and contraction of matter

in solving simple problems.

B6D7E1

7.5 Understandingthat dark, dullobjects absorb

and give outheat better

Carry out experiments to show that :a) dark, dull objects absorb heat better

than white, shiny objects,

b) dark, dull objects give out heat betterthan white, shiny objects


state that dark, dull objects absorb heat better than white,

shiny objects

state that dark, dull objects give out heat better than

white, shiny objects,

carry out experiments to investigate heat absorption and

heat release.

B5D8E1

B5D8E2

7.6 Appreciatingthe benefits ofheat flow

Discuss and put into practice activities such as opening ofwindows in the classroom or laboratory to improve air circulation.


put into practice the principle of heat flow to provide

comfortable living

Lesson Plan Sc Form 1 DSP

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