Science F2 2009
Transcript of Science F2 2009
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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
SUGGESTERED LEARNING
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).
The students are able to;
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
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
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.
The students are able to;
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.
The students are able to;
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.
The students are able to;
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 :
The students are able to;
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
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
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.
The students are able to;
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
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
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.
The students are able to;
Observing
CommunicatingInterpreting data
Attributing
AnalysingMaking
conclusions
Having an interest and
curiosity towards theenvironment
Realising that science is ameans to understand nature
Appreciating the balance ofnatureBeing systematic
Being responsible about thesafety of oneself, others andthe environment
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
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
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:
The students are able to;
Observing
CommunicatingInterpreting data
Attributing
AnalysingMaking
conclusions
Having an interest and
curiosity towards theenvironment
Realising that science is ameans to understand natureAppreciating the balance of
natureBeing systematic
Being responsible about thesafety of oneself, others andthe environment
Having critical andanalytical thinking
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.
The students are able to;
Observing
CommunicatingInterpreting data
Attributing
AnalysingMaking
conclusions
Having an interest and
curiosity towards theenvironment
Realising that science is ameans to understand nature
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.
The students are able to;
ObservingMaking inferences
Interpreting dataCommunicating
RelatingPredicting
Problem solving
Having interest andcuriosity towards the
environmentRealising that science is ameans to understand nature
Being diligent andpersevering
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
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
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.
The students are able to;
ObservingMaking
hypothesesInterpreting data
CommunicatingComparing andcontrasting
ExperimentingControlling
variablesMakingconclusions
Comparing andcontrasting
AttributingAnalysing
RelatingMaking inferencesGenerating ideas
Makingconclusions
Having interest andcuriosity towards the
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.
The students are able to;
Controlling
variablesExperimentingCommunicating
Making inferencesInterpreting data
Making
hypothesesMaking inferencesSequencing
RelatingMaking
conclusions
Being diligent and
perseveringBeing responsible about thesafety of oneself, others and
environmentRealising that science is a
means to understand natureBeing systematicBeing confident 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
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
5.1Analysing the
physicalcharacteristics of
water.
Carry out activities to determinethe following:
The students are able to;
ObservingMeasuring and
using numberCommunicating
RelatingAttributing
Making inferencesMakingconclusions
Having an interest andcuriosity towards the
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
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
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.
The students are able to;
ObservingMeasuring and
using numberCommunicating
Making inferencesDefiningoperationally
Interpreting data
RelatingAttributing
Making inferencesMaking
conclusions
Having an interest andcuriosity towards the
environmentBeing honest and accurate
in recording and validatingdataDaring to try
Being confident andindependent
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.
The students are able to;
Controllingvariables
ExperimentingCommunicating
Making inferencesInterpreting data
Makinghypotheses
Making inferencesSequencing
RelatingMakingconclusions
Being diligent andpersevering
Being responsible about thesafety of oneself, others and
environmentRealising that science is ameans to understand natureBeing systematic
Being confident andindependent
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.
The students are able to;
ObservingMaking
hypothesesInterpreting dataCommunicating
Comparing andcontrasting
ExperimentingControllingvariables
Makingconclusions
Comparing andcontrasting
AttributingAnalysingRelating
Making inferencesGenerating ideas
Makingconclusions
Having interest andcuriosity towards the
environmentBeing diligent and
persevering
Being responsible about thesafety of oneself, others and
environmentRealising that science is ameans to understand nature
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
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
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;
ObservingCommunicating
Interpreting dataMaking inferences
Measuring andusing numberExperimenting
Generating ideasComparing and
contrastingRelating
AnalysingMakinggenerations
Grouping andclassifying
AttributingEvaluationMaking
conclusions
Having interest andcuriosity towards the
environmentBeing diligent and
perseveringBeing responsible about thesafety of oneself, others and
environmentRealising that science is a
means to understand natureBeing systematicBeing confident and
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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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
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:
The students are able to;
ObservingCommunicating
Interpreting data
RelatingAnalysing
Comparing andcontrastingPredicting
Having interest andcuriosity towards the
environmentRealising that science is ameans to understand nature
Having critical andanalytical thinking
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.
The students are able to;
Observing
CommunicatingMaking inferencesInterpreting data
Interpreting data
Making inferencesMakingconclusions
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,
ObservingCommunicating
Making inferencesInterpreting data
AnalysingInterpreting data
PredictingMaking
conclusionsRelating
Having interest andcuriosity towards the
environmentRealising that science is a
means to understand nature
3
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
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
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
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.
The students are able to;
ObservingInterpreting data
CommunicatingExperimenting
Making inferences
Makingconclusions
VisualisingAnalysing
AttributingRelating
Predicting
Makingconclusions
Having interest andcuriosity towards the
environmentRealising that science is a
means to understand nature
Being diligent andpersevering
Having critical andanalytical thinkingAppreciating the
contribution of science andtechnology
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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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
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.
The students are able to;
Observing
Making inferencesInterpreting data
Communicating
Relating
PredictingProblem solving
Having interest and
curiosity towards theenvironment
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
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
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).
The students are able to;
ObservationCommunicating
Making inferencesInterpreting dataComparing and
contrastingMeasuring and
using numbers
AttributingGenerating ideas
VisualisingAnalysingRelating
Makingconclusions
Having interest andcuriosity towards the
environmentRealising that science is ameans to understand nature
Being diligent andpersevering
Having critical andanalytical thinkingAppreciating the
contribution of science andtechnology
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
The students are able to;
ObservationCommunicatingInterpreting data
Making inferencesMakingconclusions
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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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
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
The students are able to;
MakinghypothesesControlling
variablesInterpreting data
ExperimentingCommunicating
MakinghypothesesSequencing
RelatingGenerating ideas
AttributingAnalysingMaking
conclusions
Having interest andcuriosity towards theenvironment
Being honest and accuratein recording and validating
dataBeing diligent and
persevering
Realising that science is ameans to understand nature
Appreciating thecontribution of science andtechnology
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)
The students are able to;
Communicating
Measuring andusing numbers
Interpreting data
Analysing
Makingconclusions
Having interest and
curiosity towards theenvironment
Being honest and accurate
in recording and validatingdata
Being diligent andpersevering
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:
The students are able to;
CommunicatingMeasuring and
using numbersInterpreting data
Makingconclusions
Having interest andcuriosity towards the
environmentRealising that science is a
3
State the meaning of power,State the unit of power,
Calculate power on the work
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
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.
The students are able to;
CommunicatingMeasuring andusing numbers
Interpreting data
AttributingComparing andcontrasting
AnalysingRelating
Makingconclusions
Having interest andcuriosity towards theenvironment
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
The students are able to;
Observing
Interpreting dataCommunicating
Attributing
Comparing andcontrasting
AnalysingRelatingMaking
conclusions
Being honest and accurate
in recording and validatingdata
Realising that science is ameans to understand natureAppreciating the balance of
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.
The students are able to;
ObservingInterpreting dataCommunicating
Making inferences
Generating ideasMaking inferencesMaking
conclusions
Being honest and accuratein recording and validatingdata
Realising that science is ameans to understand nature
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
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
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
Interpreting dataCommunicating
Attributing
Comparing andcontrasting
AnalysingRelatingMaking
conclusions
Being honest and accurate
in recording and validatingdata
Realising that science is ameans to understand natureAppreciating the balance of
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
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
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
The students are able to;
ObservingCommunicating
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.
The students are able to;
Observing
CommunicatingInterpreting data
Classifying
AnalysingMaking
conclusions
Being honest and accurate
in recording and validatingdata
Appreciating thecontribution of science andtechnology
Having critical andanalytical thinking
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
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
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)
The students are able to;
ObservingExperimentingCommunicating
RelatingMaking inferencesPredicting
AnalysingGenerating ideasMaking
conclusions
Having an interest andcuriosity towards theenvironment
Being honest and accuratein recording and validatingdata
Being diligent andpersevering
Realising that science is ameans to understand natureAppreciating the
contribution of science andtechnology
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.
The students are able to;
Observing
Experimenting
Communicating
Synthesising
Conceptualising
Problem solvingMaking decisions
Having an interest and
curiosity towards the
environmentRealising that science is ameans to understand natureAppreciating the
contribution of science andtechnology
Having critical andanalytical thinkingBeing objective
Thinking rationally
5
Design or improvise a device
that uses the principle of alever.
17