PRIMARY SCIENCE CURRICULUM GUIDElearnit.caribbeanebook.com/modules/Education-books... · pupils to...
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December 2009 1
` PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 1: Human Body – Parts of the body and their roles for healthy living
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
A healthy
body
State three
ways to
keep the
body
healthy
Interpret
and make
conclus-
ions from
data
Appreciate
the need to
care for our
bodies in
order to
live a
healthy
life.
Show
willingness
to share
with others
and care
for
property of
others
It is important to
keep the body fit so
we can be healthy
and happy. We can
keep our bodies
healthy by eating
balanced diets,
exercising, playing,
resting and keeping
ourselves and
surroundings clean.
Play is important
because it helps us
to exercise and stay
happy (it is
important for
learning). Keeping
our bodies and the
environment clean
prevents us from
getting ill. Activities
such as bathing,
brushing teeth,
washing dishes, and
washing fruits and
vegetables before
eating them, help to
keep us healthy.
Lesson 1: Play
1. Class discussion about
staying healthy. Recap from
Level 1
2. a) Pupils are asked to bring
toys and games
b) They work in groups and
play with toys/games of
each other.
(Encourage
pupils to share and care
for toys of others)
c) In class discussion,
pupils say
- what is their favourite
game/toy.
- how playing makes
them feel
- how they would feel if
not allowed to play
3. In books/on large paper,
pupils
a) draw and name their
favourite toy/game
b) complete the sentence
‘Playing makes me
feel…’
Toys,
games
equipment
Did pupils
share
toys/games?
Were pupils
able to say
how playing
makes them
feel?
Health and
Family Life
Education –
Healthy
Living
Physical
Education –
Simple
body
exercises
and games
December 2009 2
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 1: Human Body – Parts of the body and their roles for healthy living
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
c) Write an agreed list of
rules for playing.
e.g. No fighting
Always share toys
Lesson 2: Keeping clean
1. Play Charades
Teacher acts out/mimes one
way of keeping clean and
pupils guess what it is.
2. Pupils mime/act ways of
keeping clean and others
guess what they are doing.
If the pupils have trouble
thinking of things to do,
write them on small pieces
of paper, fold and let pupils
choose an activity without
the rest of the class knowing.
Discuss why each activity is
important.
3. Pupils list ways of keeping
clean.
Were Pupils
able to list
or draw
several ways
of keeping
clean?
Performing
Arts -
Drama
December 2009 3
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 1: Human Body – Parts of the body and their roles for healthy living
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Growth
and
change
Identify
physical and
behavioural
changes that
take place
during the
stages of
human
develop-
ment
Observe
different
pictures.
Record
and
report
observa-
tions
Display
respect for
differences
among
humans
Humans grow
from babies to
children then to
adults. There are
differences
between these
stages in their
body shape, size,
hair, diet, and
physical
capabilities such
as speech,
walking, hand-eye
co-ordination, etc.
1. Pupils bring photographs of
themselves and their family
showing different stages of
development.
2. They sort out the pictures into
groups consisting of babies,
children, adults and those
pictures with several stages.
3. Pupils say how the people in
the pictures differ in
appearance and physical
capabilities.
4. Pupils draw themselves as
babies/ draw their family
Note: Pupils without photographs
can share with friends, or use
suitable pictures from magazines
Photo-
graphs,
magazine
pictures
In pupils’
drawings,
did they
show
appropriate
differences
between the
stages?
Social
Studies –
Members of
a family
Mathem-
matics –
Counting
family
members,
sets
December 2009 4
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 1: Human Body – Parts of the body and their roles for healthy living
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Inside
our body
Measur-
ing body
parts
Recognise
and name at
least three
of the major
internal
organs
Name five
different
body parts.
Measure
parts of
the body.
Interpret
results
and make
conclus-
ions.
Appreciate
the need to
care for the
body
Appreciate
that there
are
differences
among
humans.
Inside our bodies
there are many
parts.
Some main or
major parts are the
heart, stomach,
lungs, liver,
kidneys and brain
We can measure
the length of the
body and its parts
by using rulers,
measuring tapes
and strings.
Measurements can
be made of our
height, waist, hand
span, foot length,
etc. and recorded
in centimetres
(cm).
1. Discussion – Ask pupils what
they think it is like inside their
bodies (temperature, texture,
colour, etc.)
2. Teacher provides pictures, or
models where available, of
internal organs. Pupils identify
the major organs.
3. On a large drawing of the
human body pupils locate the
position of these major organs.
1. Demonstrate how to use a
ruler/measuring tape.
2. Pupils work in pairs and
measure body parts of each
other, e.g. length of foot,
height, waist, and hand span.
3. Pupils record lengths in books
4. Results are displayed in a
table on the board.
Pictures
and
models of
internal
body
organs
Rulers,
measuring
tapes,
string
Pupils name
at least three
of the
internal
organs.
Can pupils
locate these
parts on the
body?
Were pupils
able to make
at least three
measure-
ments?
Were pupils
able to
interpret
results?
Health and
Family Life
– Care of the
body
Language
Arts –
Vocabulary
and spelling
names of
organs
Mathematics
– using
measuring
instruments,
using
symbols <, >
and =.
December 2009 5
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 1: Human Body – Parts of the body and their roles for healthy living
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Evaluate
the
procedures
involved in
measuring
5. During class discussion pupils
interpret results to make
conclusions such as
a) Who is the shortest/ tallest?
b) Who has the widest hand
span?
c) How many pupils have the
same length of foot?
6. Pupils state which
measurements were easy/hard
to make. Pupils make
suggestions for improving
measurement techniques.
Did pupils
evaluate
measuring
techniques?
December 2009 6
March 2003
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 2: Animal Kingdom – The variety, features and life processes of animals
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Move-
ment in
animals
Describe
different
ways in
which
animals
move.
Observe
move-
ment in
animals.
Treat
animals
with care
and
respect.
Animals move in
different ways,
such as walking
running, jumping
swimming,
hopping creeping
and flying.
1. Pupils collect small animals,
or teacher provides animals
(different types of insects are
suitable).
2. Pupils observe and describe
how the animals move.
3. Pupils look at pictures
showing movement in other
animals and describe the
movement.
4. Different animals are chosen
and pupils are asked to show
how these animals move.
Alternative strategies
(i) Pupils can observe
animals in the
environment and
describe how they
move.
(ii) Teacher can show a
video of animals
moving in their
environment.
Bags, jars,
gloves.
etc. for
collecting
animals,
tray,
pictures of
animals
Were pupils
able to
observe
movement
in some
animals?
Were pupils
able to
describe and
demonstrate
movement
in animals?
Drama –
imitate
actions
December 2009 7
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 2: Animal Kingdom – The variety, features and life processes of animals
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Birth,
growth
and
change in
animals
Compare
different
ways in
which
animals are
born or
hatched
Describe the
changes that
take place in
animals as
they grow
Observe
different
ways in
which
animals
are born
or
hatched
Observe
and
record
changes
in
animals
as they
grow
Display
interest in
and respect
for
animals.
Some animals
develop in their
mother and are
then born, e.g.
dog, human, and
cat. Some animals
develop in eggs,
outside their
mother, then
hatch, e.g. birds,
frogs, lizards.
After birth animals
go through many
physical changes
with respect to
size, shape,
colour, covering,
teeth, etc.
This topic can be taught over a
period of about three weeks
1. Pupils are shown
pictures/samples of chicks,
human babies, puppies, etc.
then discuss where the
animals come from, or, how
they are born/hatched.
2. Pupils observe various
animals, hatching/being born
and then growing over a
period of weeks.
Frogs/toads, chickens and
butterflies are suitable.
3. Pupils record observations in
a series of drawings showing
the changes in the animals.
They discuss these changes.
Frog/toad,
butterfly,
chicken
eggs, other
baby
animals.
Apparatus
necessary
for keeping
the animals
safely and
comfortably
Science
Around Us,
Book 2.
Pages 37 –
39
Were pupils
able to state
which
animals
hatch from
eggs and
which do
not?
Were pupils
able to
record
changes in
the animals
observed?
Agricultural
Science –
Birth of
livestock
December 2009 8
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 3: Plant Kingdom – The variety, features and life processes of plants
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Growth
and
change
in
plants
Describe
three
changes that
occur in the
life-cycle of
a plant.
Manipulate
equipment
for
seedling
growth.
Observe
and record
changes in
growing
plants.
Display
interest in
and respect
for plants.
As a seedling
grows into an
adult plant
several
changes occur.
It gets bigger
in size and
produces more
leaves. Some
plants produce
flowers.
This topic can be taught over a
period of two or three weeks -
1. In the first lesson introduce
concept of growth and change
by showing pictures or
samples of plants as seedlings
and adult plants.
2. Pupils are provided with
seedlings of fast growing
plants e.g. cucumber, bora,
and black-eye peas, to observe
them as they grow. Pupils will
observe plants regularly for a
period of about 3 weeks. They
should work in groups, each
group responsible for one
plant.
3. Pupils record observations as
drawings, some may be able to
use a ruler to measure height
of plants
Pictures/
samples of
plants at
different
stages of
develop-
ment.
Seedlings,
apparatus
for
growing
seedlings
(pots,
seedbox,
water,
soil, etc.)
Did Pupils
show
respect for
and interest
in plants?
Did pupils
state three
changes that
occurred in
their plants?
Mathematics --
Measuring
height
Agricultural
Science – Plant
growth
December 2009 9
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 3: Plant Kingdom – The variety, features and life processes of plants
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Group-
ing
plants
Observing
external
features of
plants.
Grouping
plants.
Interpret-
ing data
about plant
groups.
Display
interest in
and respect
for plants.
Plants have many
differences and
similarities in their
appearance, these
include:
- size, colour and
shape of leaves
- types of veins on
leaves
- presence of
flowers
- size, shape and
colour of flowers
- size of plant
4. In the concluding lesson
pupils are asked to say what
changes they saw in their
plants, as well as the ways
in which they cared for their
plants and any difficulties
they had.
1. Pupils visit school yard to
observe variety of plants
2. Pupils work in small
groups and collect samples
of plants from schoolyard
where safe. (They do not
need to collect a whole
plant, especially for trees).
3. Pupils observe and report
on similarities and
differences.
Equipment
for
collecting
plant
samples –
bags,
scissors,
gloves.
Glue, tape,
scissors
Did pupils
suggest
features by
which plants
could be
grouped?
Were pupils
able to place
plants in
groups?
Mathematics
– Sets
December 2009 10
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 3: Plant Kingdom – The variety, features and life processes of plants
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
4. Class discussion – Pupils
say how plants could be
grouped. Pupils give names
for each group (e.g. big
leaves, no flowers)
5. Working in groups, pupils
then arrange their samples
into their agreed plant groups.
On cardboard/large paper
they write the names of each
plant group as headings and
pupils stick their samples
under the heading.
6. Pupils then display their work.
December 2009 11
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 4: Environment – Components of the environment and their inter-relations
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Types of
environ-
ment and
the things
found in
them
Identify
some
common
types of
environment
Match
things with
their
environ-
ment.
Group
objects
accord-
ing to
their
environ-
ment.
Cooperate
with others.
There are different
types of
environment.
Some
environments are,
the home, the
yard, the school,
the pond/trench,
the pasture, the
forest.
Each environment
has different
things found in it,
for example, in a
pasture you would
find grass, other
small plants,
animals, and soil.
1. Pupils collect at least 5 small
items from 2 or 3
environments (e.g. schoolyard,
home, and pasture) and bring
them to the classroom.
2. Working in pairs, pupils
arrange items according to
their environment, i.e. things
from the yard, things from
the home, etc.
3. Pupils play games in pairs
using these groups of items.
- Pupil A memorises what is
in each group then closes
his/her eyes.
- Pupil B exchanges an item
in one environment for that
in another OR removes one
or two items from each
environment.
- Pupil A now looks at the
items and says what has
changed.
- Pupils exchange roles and
repeat game.
Equip-
ment for
collecting
items -
bags,
boxes, etc.
Were pupils
able to state
in which
environ-
ment things
could be
found?
Were pupils
able to
group
things
according
to which
environ-
ment they
are found
in?
Mathematics
- Sets
December 2009 12
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 4: Environment – Components of the environment and their inter-relations
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Care for
the
environ-
ment
Discuss
ways to care
for the
environment
Give
reasons why
we should
care for the
environ-
ment.
Observ-
ing
things in
the
environ-
ment
Demon-
strate
respect for
their
environ-
ment.
We must care for
the environment
and the things
found in it. We
can do this by
growing plants,
making
comfortable places
for animals to live,
using energy and
water wisely, and
reducing pollution
and litter.
4. Pupils answer questions such
As:Were there any items
found in more than one place?
Where would you expect to
find a ....................?
1. Teacher shows pupils pictures
of a healthy and an unhealthy
environment.
2. Pupils discuss in what type of
place they would like to live
and in what type of place they
would not like to live. They
also consider animals and in
what types of place they live.
3. Develop the idea of a nice
place to live being a ‘good or
healthy environment’. Pupils
list signs of a ‘good or healthy
environment’ and signs of a
‘bad or unhealthy
environment’.
.
Materials
for
keeping
an area of
land clean
e.g. spade,
plastic
bags, fork,
seeds,
seedlings,
containers
for water
for
birds/food
for
animals
Were pupils
able to
identify
signs of a
good and a
bad
environ-
ment?
Were pupils
able to state
ways to
care for the
environ-
ment?
Social
Studies and
Environ-
mental
Education –
Care of the
environment
December 2009 13
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 4: Environment – Components of the environment and their inter-relations
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
The
import-
ance
and
uses of
soil
State the
uses of soil.
Recognise
the import-
ance of soil.
Observe
the role of
soil in the
environ-
ment.
Appre-
ciate that
soil is a
home for
organisms
and must
be cared
for.
The soil is the
outer layer of the
earth. Soil is
important for
plant growth.
Most animals,
including
humans, depend
on plants for food
or shelter.
4. Pupils suggest ways to make
or maintain a Good or Healthy
Environment and draw a Good
Environment.
As a follow-up, pupils or the
class is allocated an area of the
schoolyard to maintain as an
example of a good
environment.
1. Pupils visit schoolyard and
observe the soil and things
living/growing in it.
2. Pupils collect samples of
things living/growing in the
soil and display these in the
classroom.
3. Class discussion on the role
and importance of soil in
plant growth, and the
importance of this to animals
including humans.
Equipment
for
collecting
samples –
Spoons,
spades,
buckets,
bags, empty
food
containers.
Did pupils
show desire
to maintain
a good
environment
in the school
yard?
Were pupils
able to
collect
samples of
things
growing/
living in the
soil?
Did pupils
state the role
of soil?
Social
Studies –
Soils
Agricultural
Science –
Uses of soils
December 2009 14
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 5: Weather – Types, features and effects of the weather
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Weather
charts
List weather
types
observed
locally.
Observe
weather
condi-
tions.
Record
weather
condi-
tions.
Interpret
informa-
tion about
the
weather.
Develop an
awareness
of weather
changes.
The weather can
be recorded in
charts using
symbols. From
this you can see
patterns in the
weather, such as
the most common
weather types or
duration of such
weather types.
1. Pupils are introduced to
symbols representing
weather types – recapping
from Grade one, pupils draw
a symbol to represent each
weather type.
2. Pupils keep individual
records of the weather for
one week by observing the
weather each day and
drawing the appropriate
symbol in a table as follows:
Day Type of Symbol
Weather
…..… ……… ………..
……. ……… ………..
……. ……… ………..
Months’
calendar on
large paper/
cardboard,
Cardboard
cut-out
weather
symbols
Science
Around Us,
Book 2
pages 15
and 16
Were pupils
able to
observe the
weather
conditions?
Were pupils
able to
choose
appropriate
symbols for
each
weather
type?
Mathematics
– recording
information
in tables
Art –
drawing
symbols to
represent
weather.
December 2009 15
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 5: Weather – Types, features and effects of the weather
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Class Project: The Month’s
Weather
1. On a large sheet of paper/
cardboard /the pupils draw
calendar for the month.
2. For each day two different
pupils record the weather by
drawing/sticking symbols on
the calendar.
3. At the end of the month pupils
interpret this recorded
information with respect to:
- number of days which were
sunny
rainy
windy
cloudy
- the driest/wettest week
- any other patterns in the
weather.
Large
sheet of
paper,
cardboard.
Language
Arts –
Writing in
full
sentences.
December 2009 16
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 5: Weather – Types, features and effects of the weather
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Clothes
for the
weather
Making
water
safe
Match
appropriate
clothing to
different
weather
conditions.
List three
ways to
make water
safe for
drinking.
Observe
different
water
samples
Develop
the attitude
to dress
properly
and appro-
priately.
Develop
habit of
drinking
pure water.
Different clothes
are appropriate for
different weather
conditions, e.g.
light, cotton
clothes for hot
weather.
The water we get
from many
sources is not safe
to drink because it
has germs.
Unsafe water
could make us ill
if we drink it. One
way to make water
safe to drink is by
boiling to kill
germs.
1. Using pictures of clothes and
symbols/pictures of weather
conditions, pupils match
different weather types to the
appropriate clothing.
2. Class discusses the reasons
why the clothing is
appropriate for the weather
condition.
3. Pupils draw people in
different weather conditions
wearing the appropriate
clothing.
1. Class discussion to review
sources of water.
2. Pupils observe water being
boiled.
Pictures of
clothes,
weather
symbols/
pictures of
weather.
Water,
containers,
means of
boiling
water
Were pupils
able to match
the
appropriate
clothing to
each weather
condition?
Did pupils
give good
reasons for
not wanting
to use some
samples of
water?
Social
Studies –
Dress and
habits.
Art –
drawing
people in
different
weather
conditions
Health and
Family Life
Education –
Healthy
living
December 2009 17
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 5: Weather – Types, features and effects of the weather
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
However, when
this is not possible
we can allow
water to settle,
then strain or filter
it, and add bleach.
(Adults must do
this, using specific
proportions of
bleach and water
and leaving to
stand for at least
30 min). Bleach
also kills germs.
It is important to
store water in a
clean and covered
container.
3. Teacher presents class with
four samples of water
a) The boiled water
b) Dirty water
c) Clear water (not boiled)
d) Boiled water in a dirty
container.
4. Pupils discuss which samples
of water they would drink and
which they would not, giving
reasons why.
5. Pupils list ways of keeping
water safe and explain why
we need to drink safe water.
Were pupils
able to list at
least three
ways to
make water
safe to
drink.
December 2009 18
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 6: Materials – Properties and changes in the states of matter
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Proper-
ties of
solid
materials
Compare
obvious
properties of
five
different
solid
materials.
Observe
obvious
proper-
ties of
five
different
solid
materials.
Demon-
strate
willingness
to handle
materials
safely.
Solid materials
have different
properties such as
hardness, colour,
texture, mass and
shape.
1. Class plays a guessing game
Teacher shows pupils 5 to 10
items asking them to
remember the items. Teacher
places the items in a bag/box.
In turn pupils put their
hand in the bag to feel an item
and describe its mass, shape,
texture, etc. Other pupils try
to guess which item it is.
2. When pupils are familiar with
the game they play it in
groups. Each group has a bag
containing different solid
items.
3. Pupils are presented with
pictures of various solid
objects and a list of words
describing simple properties,
e.g. hard, soft, blue, smooth,
heavy. They match the words
to the appropriate pictures.
Various
small
items, bag
or box
Pictures of
various
solid
objects,
word chart
of descrip-
tive words
for simple
properties
of solids
Were pupils
able to
match
correct
words to
pictures of
objects?
Technology
Education –
Properties of
materials
December 2009 19
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 6: Materials – Properties and changes in the states of matter
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Mixing
colours
Demon-
strate that
when two or
more
primary
colours are
mixed
together a
new colour
is produced
Use paints/
crayons/
coloured
pencils to
mix
colours.
Predict
results of
mixing
colours.
Observe
results of
mixing
colours.
Record
results in a
picture
Develop an
appre-
ciation for
the variety
in colours.
There are three
primary colours,
blue, yellow and
red. The other
colours result
from mixing
different amounts
of these colours,
e.g. blue and
yellow make
green.
Note: Pupils do
not need to learn
what are the
primary colours.
1. Pupils are given round,
transparent, coloured
counters. They observe the
effects of placing different
coloured counters on top of
each other and holding them
to the light (a new colour will
be produced).
2. Pupils predict the results of
mixing certain colours. Pupils
use paint/ crayons/ colour
pencils to mix colours.
Were predictions correct?
3. Pupils paint/draw a picture of
something colourful using
colours they have mixed.
4. Pupils make given colours
by mixing. e.g. the colour of
their skin and the colour of
their friends’ skin, the colour
of different fruits, the sky, etc.
Paints/
crayons/
colour
pencils,
coloured
counters.
Were pupils
able to
predict new
colour?
Did pupils
use
materials to
make new
colours?
Were pupils
able to use
colours and
make
pictures?
Art -
Colours
December 2009 20
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 7: Earth and Space – Components of the solar system and their inter-relations
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Day and
night
Compare
activities
carried out
by humans/
animals/
plants
during the
day and
during the
night
Observe
ongoing
activities
and those
shown on
pictures.
During the
daytime when
there is sunlight
humans mainly
work and play.
Some animals
search for food
and play while
some plants open
their flowers. At
night when there
is no sunlight,
humans and other
animals usually
sleep and rest,
plants close their
flowers.
1. Pupils illustrate some daytime
activities through drama e.g.
they could pretend to do
different jobs or be a flower
opening its petals in the
morning.
2. Pupils do the same for
night-time activities.
3. Use stories, songs or poems
that show the difference
between daytime and
night-time activities.
4. Discuss why certain activities
are done during the day and
others at night.
Pictures of
day and
night
activities
of
humans,
animals
and plants
Were pupils
able to
identify
activities
done during
the day and
those done
at night?
Social
Studies –
Occupations
and leisure
activities.
December 2009 21
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 8: Energy – Forms of energy, their sources and effects
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Sounds
and their
sources.
Identify at
least five
different
sounds and
their
sources.
Observe
different
sounds in
the
environ-
ment.
Demon-
strate the
willingness
to listen
quietly.
Display
apprec-
iation for
the
diversity
and quality
of sounds.
Each sound has its
own source, that
is, what produces
or makes it.
We produce
sounds as we talk
and sing. Birds
chirp, dogs bark
and many other
animals make
unique sounds.
Vehicles machines
and musical
instruments also
make different
sounds.
This lesson requires some
silence and some noise so it is
best taken in a quiet place or
away from other classes.
1. Pupils sit quietly and listen
for two minutes. They name
all the sounds they heard and
say where the sounds came
from.
2. Game:
Teacher/pupils use
different objects to produce/
make sounds in a box/bag.
Pupils guess which object
made the sound. The sound
is then reproduced with the
object in the view of pupils.
3. Pupils draw some objects
which make sounds.
Objects that
make sound
for game –
bells,
whistles,
box of
beads, alarm
clock,
musical
instruments,
tins, sticks,
etc.
Were pupils
able to
identify the
sources of
the sounds
heard?
Music –
variety of
sounds
December 2009 22
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 8: Energy – Forms of energy, their sources and effects
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Response
to sounds
Match three
appropriate
responses to
different
sounds.
Observe
different
sounds.
Respond in
appropriate
manner to
sounds.
Sounds give us
information about
our surroundings.
We respond in
different ways to
different sounds.
1. Pupils listen to audio-taped
recordings of different sounds
or the actual objects making
the sounds, e.g. the siren on a
fire engine, the buzzing of a
bee, the alarm of a clock, a
barking dog. Pupils discuss
response to these sounds .
2. Pupils act out their responses
to different sounds.
3. Using pictures, pupils match
things which make sounds to
the correct response to that
sound, e.g. match a picture of
an alarm clock to a picture of
someone waking up.
Tape
recorder,
pictures
Were pupils
able to
demonstrate
responses to
sounds?
Were pupils
able to
correctly
match
responses to
sounds?
Drama –
Acting out
responses to
different
sounds
December 2009 23
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 8: Energy – Forms of energy, their sources and effects
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Uses of
electri-
city
State three
ways in
which
electricity is
used.
Develop
apprec-
iation for
the
usefulness
of
electricity
Electricity is used
to give light
through bulbs and
lamps. It is also
used to power or
operate appliances
and gadgets such
as radio, iron,
television and
computer.
Thus electricity
can be used to do
work.
1. Teacher shows pupil an
electrical appliance in use. If
there is no supply of
electricity, a simple circuit
is set up with batteries,
wires and a small light bulb
or piece of steel wool.
Pupils are asked to break
the circuit and see what
happens.
2. Discussion: How does the
bulb/radio work? What
makes it start?
3. Pupils describe what it
would be like if there was
no electricity/what it would
be like if they had
electricity.
4. Pupils list at least three
appliances/gadgets which
use electricity.
Electrical
appliances,
bulbs, wires,
batteries,
steel wool
Were pupils
able to list
three
appliances
which use
electricity?
Pupils state
three uses of
electricity.
Technology
Education –
Uses of
electricity.
December 2009 24
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 8: Energy – Forms of energy, their sources and effects
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Using
electri-
city
wisely
Discuss
ways to use
electricity
wisely
(without
waste) or
ways to
conserve it.
Display the
practice of
conser-
vation of
electricity.
It is important to
use electricity
wisely, e.g.
- turn off lights
and appliances
when not in use
- lower volume
of music set/
radio
- use fluorescent
tubes or
energy savers
instead of
ordinary light
bulbs.
1. Class discussion about why we
should use electricity wisely
and how we can do so.
2. Pupils make notices to put up
around the classroom/ school/
home such as ‘Turn Off
Lights When Not in Use’.
Cardboard
and
markers,
crayons,
paint
Were pupils
able to state
how
electricity
could be
used wisely?
Environ-
mental
Education –
Conserva-
tion of
energy
December 2009 25
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 8: Energy – Forms of energy, their sources and effects
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Using
electri-
city
safely
Identify
ways to use
electricity
safely
Display
safety in
using
electricity
The dangers of
using electricity
are electric shock,
fires and burns.
Safe use of
electricity
includes,
- not over-
loading plug or
sockets
- not playing
with electrical
appliances,
sockets or
points
- not touching
exposed wires
- not using
broken/
damaged
appliances,
wires, etc.
- not handling
electrical
connection and
or appliances
with wet hand
or near water.
1. Pupils observe damaged or
unsafe electrical components.
2. Class discusses about the
dangers and the related safety
measures in using electricity.
3. Pupils observe the symbol for
danger of electric shock.
Teacher provides appliances
gadgets or pictures showing
symbol.
4. Pupils draw/trace and colour
the symbol for electric shock
Damaged
electrical
compo-
nents/
appliances
Pictures
Were
pupils able
to state
dangers of
using
electricity?
Were
pupils able
to state
three ways
of using
electricity
safely?
Technology
Education –
Safe use of
electricity.
December 2009 26
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 9: Forces – Types of forces and their effects
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Direction
of forces
Identify the
direction in
which forces
are applied.
Manipu-
late
objects by
using
forces to
move
them in
different
directions.
Forces can be
applied in
different
directions such
as upward,
downward,
sideways,
forward and
backward.
1. Pupils investigate the
Question: In how many
different directions can I
move a pencil? Pupils try
moving their pencils in all the
different directions they can
think of, then report on which
direction they had to push/
pull/ lift in order to move the
pencil.
2. Pupils observe and report the
direction of forces used to
perform familiar activities e.g.
which way they have to pull or
push when
- flying a kite
- playing tug-o-war
- throwing a ball
- riding a bicycle
- playing on see-saws,
slides and swings.
Objects for
the
activities.
- Kites,
ropes, balls,
etc.
Were pupils
able to
move
objects in
different
directions?
Were pupils
able to say
in which
direction the
forces were
applied?
Technology
Education –
use of forces
Physical
Education –
Sports and
Games: the
forces
involved.
December 2009 27
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 9: Forces – Types of forces and their effects
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
The
effects of
forces
Demonstrate
some effects
of forces on
things
Manipu-
late
objects to
show the
effects of
forces on
them.
Observe
the
effects of
forces.
Forces have
different effects on
things. Forces can:
- make things
move
- change the
speed and
direction of
moving things
- stop things
moving
- change the
shape of things
Recap on types and direction
of forces.
Each pupil has a piece of
modelling clay, dough,
plasticine or similar materials.
1. Investigation: How many
shapes can I make?
Pupils make as many
different shapes as they can
with the modelling material.
(not restricted to
geometrical shapes). They
count the number of shapes.
Pupils discuss how they
made each shape, i.e. by
rolling, stretching,
squashing, pushing, etc.
2. Using an object tied to
string, pupils investigate
how they can change the
movement of the object.
They hold the string up so
the object can swing. Pupils
show how they can make it
move faster, slower and in
different directions.
Modelling
clay/dough/
plasticine,
string.
Were pupils
able to
observe the
effects of
forces?
Did pupils
enjoy
manipulating
materials/
objects?
Did pupils
demonstrate
the effects of
the forces on
the
materials?
Art Craft –
making
models
Mathematics
– shapes,
counting
December 2009 28
PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 2
Unit 9: Forces – Types of forces and their effects
Topic Objectives Content Method/Strategies Materials Evaluation Integration
Knowledge Skills Attitude
Some
simple
machines
Demon-
strate how
some
simple
machines
make work
easier.
Manipu-
late
equip-
ment.
Observe
and
record the
effects of
using
machines.
Develop
habit of
using
machines
when
necessary.
Some heavy
objects are hard to
move. Simple
machines like the
lever and inclined
plane make it
easier to move
heavy objects.
1. Pupils devise ways of,
- opening cans with lids
- removing caps from glass
drink bottles
- lifting heavy objects using a
piece of wood.
2. Pupils use a piece of wood as a
see-saw.
3. Pupils compare and discuss
results of above activities.
4. With one end of a 2 m piece of
wood on the floor and the
other end resting on a
table/chair,
pupils try to slide a heavy
object onto the table/chair.
5. Pupils compare above activity
with lifting the heavy object
directly onto the table or chair.
They relate this to real life
situations such as rolling up a
drum of oil into a truck.
Tins with
lids, glass
bottles with
metal caps,
bottle
opener,
spoons,
see-saw,
nails, 2 m
plank of
wood
Were
pupils able
to devise
means of
using
simple
machines?
Were
pupils able
to compare
effects of
the
machines?
Did
activities
show that
machines
make work
easier?
Technology
Education –
Use of
simple
machines
March 2003