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SCIENCE FORM 2 YEARLY PLAN 2010
Table of Contents
THEME LEARNING AREA AND LEARNING OBJECTIVES VOL/PAGE WEEK
THEME 1:
MANAGEMENT AND CONTINUITY OF LIFE
Learning Area:
1.0 The World Through Our Senses
1.1 Understanding the sensory organs and their functions.1.2 Understanding the sense of touch.
1.3 Understanding the sense of smell.
1.4 Understanding the sense of taste.
1.5 Understanding the sense of hearing.
1.6 Understanding the sense of sight.
1.7 Understanding light and sight.
1.8 Understanding sound and hearing.
1.9 Understanding the stimuli and responses in plants.
Learning Area:
2.0 Nutrition2.1 Analysing the classes of food.
2.2 Evaluating the importance of a balanced diet.
2.3 Understanding the digestive system in man.2.4 Understanding the process of absorption of digested food.
2.5 Understanding the reabsorption of water and defecation.
2.6 Put into practice the habits of healthy eating.
THEME 2:
MAN AND THE VARIETY OF LIVING THINGS
Learning Area:
3.0 Biodiversity3.1 Understanding variety of living organisms and their classification.
Learning Area:
4.0 Interdependence Among Living Organisms and the Environment4.1 Analysing the interdependence among living organisms.
4.2 Evaluating the interaction between living organisms.
4.3 Synthesizing food web.
4.4 Analysing photosynthesis.
4.5 Evaluating the importance of conservation and preservation of living organisms.4.6 Evaluating the role of man in maintaining the balance in nature.
THEME 3:
MATTER IN NATURE
Learning Area:
5.0 Water and Solution5.1 Analysing the physical characteristics of water.
5.2 Analysing the composition of water.
5.3 Analysing the process of evaporation of water.
5.4 Analysing solution and solubility.
5.5 Analysing acid and alkali.
5.6 Analysing the methods of water purification.
5.7 Analysing the water supply system.
5.8 Understanding the preservation of water quality.
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THEME LEARNING AREA AND LEARNING OBJECTIVES PAGE WEEK
Learning Area:
6.0 Air Pressure6.1 Understanding air pressure.
6.2 Applying the principle of air pressure in daily life.
THEME 4:
FORCE AND MOTION
Learning Area:
7.0 Dynamics7.1 Understanding force.
7.2 Understanding the measurement of force.
7.3 Application of frictional force.
7.4 Application of work.
7.5 Application of power.
7.6 Analysing the importance of force in life.
Learning Area:
8.0 Support and Movement8.1 Understanding the support systems in animals.
8.2 Understanding the support systems in plants.
8.3 Appreciating the support system in living things.
THEME 5:
TECHNOLOGICAL AND INDUSTRIAL
DEVELOPMENT IN SOCIETY
Learning Area:
9.0 Stability9.1 Understanding that the centre of gravity affects stability.
9.2 Appreciating the importance of stability.
Learning Area:
10.0 Simple Machine10.1 Analysing levers.
10.2 Appreciating the innovative efforts in the design of machine to simplify work.
THEME 1: MANAGEMENT AND CONTINUITY OF LIFE
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Learning Area: 1.0 The World Through Our Senses.
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
1.1Understanding
the sensoryorgans and their
functions.
Carry out activities to makeconnection between the five
senses, the sensory organs and thestimuli.
Discuss what happens in our bodyafter a stimulus is detected.
The students are able to;
ObservingCommunicating
RelatingMaking
conclusionsMaking inferencesAttributing
Being thankful to GodBeing responsible about the
safety of one self, othersand the environmentBeing cooperative
2
Identify and relate a sensoryorgan to its stimulus,
State the pathway fromstimulus to response:
Stimulus Sensory organs Nerves Brain Nerves
Response
1.2Understanding
the sense oftouch.
Carry out activities to study thefollowing:
The students are able to;
ObservingCommunicating
Interpreting data
AnalysingAttributing
Generating ideasEvaluatingMaking
conclusions
Being thankful to GodThinking rationally
Being honest and accuratein recording and validatingdata
Being responsible about thesafety of one self, others
and the environmentBeing cooperative
3
Identify the structure of the
human skin involved in stimulidetection,State the function of different
receptors pressure, heat, pain,Draw conclusion on thesensitivity of the skin at
different parts of the bodytowards stimuli.
Structure of the human skininvolved in stimuli detection,Sensitivity of the skin at
different parts of the bodytowards stimuli.
Discuss the sensitivity of the skinin connection to the followingsituations:
Receiving an injection,Using Braille.
1.3
Understandingthe sense of
smell.
Discuss the structure of the nose
and the position of the sensorycells using models, charts,
computer software and otherteaching aids.
The students are able to; Observing
Analysing
AttributingRelating
Makingconclusions
Being thankful to God
Thinking rationally
2
Identify the structure of thenose,Identify the position of the
sensory cells in the detection ofsmell.
1.4
Understandingthe sense of
taste.
Carry out activities to detect the
different areas of the tongue thatrespond to different tastes.
Carry out activities to find how
taste is related to smell.
The students are able to;
Observing
CommunicatingDefining
operationallyInterpreting data
Predicting
Generating ideas
AnalysingRelating
Making inferencesPredicting
Makingconclusions
Being honest and accurate
in recording and validatingdata
Being responsible about thesafety of one self, others
and the environmentBeing cooperativeBeing systematic
3
Identify the different areas ofthe tongue that respond todifferent taste,
Relate the sense of taste with
the sense of smell.
1.5
Understandingthe sense of
hearing.
Observe and identify the structure
of the human ear.
Discuss the function of each partof the ear.
Discuss the hearing mechanism.
The students are able to;
Observing
CommunicatingInterpreting data
Attributing
SequencingMaking
conclusions
Being diligent and
perseveringBeing thankful to God
Daring to try
2
Identify the structure of thehuman ear,Explain the function of the
different parts of the ear,Describe how we hear.
1.6Understanding
the sense of
Examine the cows eye or modelof a human eye.
The students are able to;
ObservingCommunicating
Making inferences
Makingconclusions
Being systematicBeing confident and
independent
2
Identify the structure of thehuman eye,
WEEK LEARNING SUGGESTERED LEARNING LEARNING OUTCOMES SCIENCE SKILLS SCIENTIFIC ATTITUDES NO OF REMARKS
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OBJECTIVES ACTIVITIES AND NOBLE VALUES PERIODSSPS CCTS
sight . Collect information on st ructure
and function of each part of theeye.
Discuss how we see.
Explain the functions of
different parts of the eye,Describe how we see.
1.7Understanding
light and sight.
Carry out activities to study: The students are able to;
ObservingCommunicating
Interpreting data
Making inferencesMaking
hypothesesAttributing
PredictingGenerating ideasAnalysing
Makingconclusions
Being systematicDaring to try
Being fair and justBeing honest and accurate
in recording and validatingdataBeing cooperative
Having critical andanalytical thinking
Appreciating thecontribution of science andtechnology
Thankful to God
5
Reflection of light,
Refraction of light betweentwo mediums of different
density.
Describe the properties of light
i.e. reflection and refraction,State the various defects of
vision,Explain ways to correct visiondefects,
State and give examples of thelimitations of sight,Connect stereoscopic and
monocular visions with thesurvival of animals,
Identify the appropriate deviceto overcome the limitations ofsight.
Collect information about thetypes of defects of vision and the
contribution/use of technology torectify them.
Carry out activities to show whatshort sightedness and long
sightedness are and how tocorrect them.
Discuss what astigmatism is andthe way to correct it.
Carry out activities to investigatethe following:
Optical illusion,
Blind-spot.
Discuss the connection between
stereoscopic vision andmonocular vision with thesurvival of animals.
Gather information about the
device to overcome the limitationof sight.
1.8
Understanding
sound andhearing.
Carry out activities to investigate: The students are able to;
Observing
Communicating
Making inferencesInterpreting data
PredictingExperimenting
Making inferences
Relating
AttributingComparing and
contrastingEvaluating
Makingconclusions
Being diligent and
persevering
Being systematicBeing objective
Being cooperativeBeing fair and just
3
The production of sound,
The need of medium forsound to travel,
The reflection and absorptionof sound.
Describe the properties of
sound,Explain the reflection and
absorption of sound,Explain the defects of hearing,Explain ways of rectifying the
defects in hearing,State the limitations of hearing,
State the device used toovercome the limitations ofhearing,
Explain stereophonic hearing.
Collect information about
The defects of hearing,Ways to rectify the defects of
hearing.
Discuss the limitations of hearing
and ways of improving it.
WEEK LEARNING SUGGESTERED LEARNING LEARNING OUTCOMES SCIENCE SKILLS SCIENTIFIC ATTITUDES NO OF REMARKS
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OBJECTIVES ACTIVITIES AND NOBLE VALUES PERIODSSPS CCTS
Carry out activities to investigate
the need for stereophonic hearingin determining the direction ofsound.
1.9Understandingthe stimuli and
responses inplants.
Carry out experiments toinvestigate and identify:
The students are able to;
MakinghypothesesControlling
variablesObserving
CommunicatingExperimenting
ObservingAnalysingEvaluating
AttributingMaking
hypothesesRelatingMaking
conclusions
Having an interest andcuriosity towards theenvironment
Realising that science is ameans to understand nature
Appreciating the balance ofnatureBeing systematic
2
State the stimuli that causeresponse 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 stimuliare 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 CCTS2.1
Analysing 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 andcontrastingAnalysing
RelatingPredicting
Making decisionMakinggeneralisation
Appreciating and practisingclean healthy living
Appreciating the balance ofnatureBeing objective
2
Explain through examples theclasses of food,
State the function of each classof food,
Test for starch, glucose, proteinand fats.
2.2Evaluating the
importance of a
balanced diet.
Discuss: The students are able to;
ObservingCommunicating
Making inferences
Interpreting dataClassifying
AttributingMaking inferences
Making
conclusionsAnalysing
Being diligent andpersevering
Being responsible about the
safety of oneself, others andthe environmentHaving critical andanalytical thinking
Being 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 abalanced diet,
State the quantity of energy ineach gram of carbohydrate,
protein and fats,
Collect food wrappers that show
calorific value of food and makea list to show the calorific value
for each type of food.
Discuss to estimate the calories
of food taken in a meal.
Plan a balanced diet for a day.
WEEK LEARNING SUGGESTERED LEARNING LEARNING OUTCOMES SCIENCE SKILLS SCIENTIFIC ATTITUDES NO OF REMARKS
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OBJECTIVES ACTIVITIES AND NOBLE VALUES PERIODSSPS CCTS
(breakfast, lunch and dinner)
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 the
organsin the digestive system,Describe the process of
digestionin the alimentary canal,List the end products of
digestion of carbohydrate,protein and fats.
2.4Understandingthe process of
absorption of
digested food.
Discuss the process of absorptionof the products of digestion in thesmall intestine.
Carry out an experiment to showthe absorption of glucose througha Visking tube.
The students are able to;
MakinghypothesesExperimenting
Controlling
variablesCommunicatingInterpreting data
MakinghypothesesRelating
Making inferences
Making analogiesMakingconclusions
Being diligent andperseveringBeing responsible about the
safety of oneself, others and
the environmentHaving critical andanalytical thinkingBeing flexible and open-
mindedDaring to try
2
Explain the process ofabsorption of the products of
digestion,
Make inference about theabsorption of glucose through aVisking 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.
THEME 3: MAN AND THE VARIETY OF LIVING THINGS
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Learning Area: 3.0 Biodiversity
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
3.1Understanding
variety of livingorganisms and
theirclassification.
Discuss the diversity in thegeneral characteristics of living
organisms.
Collect and classify variousplants and animals into a systembased on common characteristics.
The students are able to;
ObservingClassifying
CommunicatingDefining
operationally
Grouping andclassifying
EvaluatingRelating
Makingconclusions
Having an interest andcuriosity towards the
environmentAppreciating the balance of
natureHaving critical andanalytical thinking
Being flexible and open-mindedBeing systematic
Thinking rationally
5
Explain the diversity of livingorganisms in a habitat,
Classify various animals based
on common characteristics,Classify various plants basedon 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 on
living organisms based on theclassification above.
Discuss the importance of
maintaining the biologicaldiversity as one of the countrys
natural 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 oninterdependence among living
organisms 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 natureAppreciating the balance of
natureBeing systematic
Being responsible about thesafety of oneself, others andthe environment
Having critical andanalytical thinkingThinking rationally
3
State what species, populationand community are,State what habitat and
ecosystem are,Identify various habitats in one
ecosystem,Explain through examples theinterdependence among living
organisms and the environmentto create a balanced ecosystem.
WEEK LEARNING SUGGESTERED LEARNING LEARNING OUTCOMES SCIENCE SKILLS SCIENTIFIC ATTITUDES NO OF REMARKS
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OBJECTIVES ACTIVITIES AND NOBLE VALUES PERIODSSPS CCTS
4.2
Evaluating theinteraction
between living
organisms.
Collect and interpret data on the
types of interactions betweenliving organisms as follows:
The students are able to;
Observing
CommunicatingInterpreting data
Attributing
AnalysingMakingconclusions
Having an interest and
curiosity towards theenvironmentRealising that science is a
means to understand natureAppreciating the balance of
natureBeing systematicBeing responsible about the
safety of oneself, others andthe environment
Having critical andanalytical thinkingThinking rationally
2
List the types of interactions
between living organisms,Explain with examples the
interactions between livingorganisms,Justify the importance of
interaction between livingorganisms and the environment,
Explain through examples theadvantages and disadvantagesof biological control in
regulating the number of pest incertain areas.
Prey-predator,Symbiosis: commensalisms,
mutualism and parasitisme.g. remora and shark,
algae and fungi, tape wormand man,
Competition.
Conduct an activity to show theimportance of the interaction
between organisms and theenvironment.
Discuss the advantages ofbiological control in regulating
the 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 fewfood chains and identify the
producer, consumer anddecomposer.
Discuss the energy flow in thefood web constructed.
Conduct a game to show theeffects of an increase or decrease
in the number of organisms in apyramid number. Discuss the
consequences if a component ofliving organisms in an ecosystemis missing.
The students are able to;
Observing
CommunicatingInterpreting data
Attributing
AnalysingMaking
conclusions
Having an interest and
curiosity towards theenvironment
Realising that science is a
means to understand natureAppreciating the balance of
natureBeing systematic
Being responsible about thesafety of oneself, others andthe environment
Having critical andanalytical thinkingThinking rationally
5
Explain what producers,consumers and decomposersare,
Combine a few food chains toconstruct a food web,
Identify the producer, consumerand decomposer in a food web,Construct a pyramid number
from a food chain,Relate the food web and the
pyramid number to energy flow,Predict the consequences if acertain component of living
organisms 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 andchlorophyll.
Discuss the importance of
photosynthesis in maintaining abalanced ecosystem.
The students are able to;
ObservingMaking inferencesInterpreting data
Communicating
RelatingPredictingProblem solving
Having interest andcuriosity towards theenvironment
Realising that science is ameans to understand nature
Being diligent andperseveringHaving critical and
analytical thinkingAppreciating the
contribution of science andtechnologyBeing 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 abalanced ecosystem.
WEEK LEARNING SUGGESTERED LEARNING LEARNING OUTCOMES SCIENCE SKILLS SCIENTIFIC ATTITUDES NO OF REMARKS
8
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OBJECTIVES ACTIVITIES AND NOBLE VALUES PERIODSSPS CCTS
Discuss the carbon and oxygen
cycles.
Daring to try
Thinking rationally
4.5Evaluating the
importance ofconservation andpreservation of
livingorganisms.
Collect and interpret data on theconservation and preservation of
living organisms.
Carry out a field work in a
natural 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 theconservation and preservation of
living organisms.
Run a campaign to stress on the
importance of conservation andpreservation / 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 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 and
independentThinking rationally
5
Explain what conservation andpreservation are,
Explain the steps taken topreserve and conserve living
organisms,Justify the importance of
conservation and preservationof living organisms,Support activities organised by
various parties to preserve andconserve the living organisms.
4.6Evaluating the
role of man inmaintaining the
balance innature.
Carry out a brainstorming sessionto discuss the environmental
issues affecting the balance innature and how to solve it.
Carry out a discussion to justifythat man needs stable and
productive ecosystem to ascertaina harmonious life.
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 nature
Being systematicBeing confident and
independentThinking rationally
3
Explain the effects of human
activities on the balance innature,Describe how man solves
problems related toenvironment,
Justify that human need a table,productive and balancedecosystem.
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
physical
characteristics of
Carry out activities to determinethe following:
The students are able to;
ObservingMeasuring andusing number
Communicating
RelatingAttributingMaking inferences
Making
Having an interest andcuriosity towards theenvironment
Being honest and accurate
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.
WEEK LEARNING SUGGESTERED LEARNING LEARNING OUTCOMES SCIENCE SKILLS SCIENTIFIC ATTITUDES NO OF REMARKS
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OBJECTIVES ACTIVITIES AND NOBLE VALUES PERIODSSPS CCTS
water. 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 the
effects of impurities on thephysical characteristics of
water.
Making inferences
DefiningoperationallyInterpreting data
conclusions
in recording and validating
dataDaring to tryBeing confident and
independentThinking 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 numberCommunicatingMaking inferences
Definingoperationally
Interpreting data
RelatingAttributing
Making inferencesMakingconclusions
Having an interest andcuriosity towards the
environmentBeing honest and accuratein recording and validating
dataDaring to try
Being confident andindependentThinking rationally
2
Determine the composition of
water,Test the presence of hydrogenand oxygen.
5.3Analysing theprocess of
evaporation ofwater.
Carry out experiments to studythe factors affecting the rate ofevaporation of water
i.e. humidity, the temperature ofthe surrounding, surface area andthe movement of air.
Discuss the factors affecting therate of evaporation in relation tothe Kinetic Theory.
Discuss the similarities anddifferences between evaporation
and boiling.
Gather information on
evaporation process and itsapplication in daily life.
i.e. drying of clothes,preservation of agriculturalproducts and processing of food.
The students are able to;
ControllingvariablesExperimenting
CommunicatingMaking inferencesInterpreting data
MakinghypothesesMaking inferences
SequencingRelatingMaking
conclusions
Being diligent andperseveringBeing responsible about the
safety of oneself, others andenvironmentRealising that science is a
means to understand nature
Being systematicBeing confident andindependentThinking rationally
5
Explain what evaporation is,Explain through examples the
factors that affect the rate ofevaporation of water withreference to the Kinetic Theory,
Compare and contrast between
evaporation and boiling,Describe the application of theevaporation of water in dailylife.
5.4
Analysingsolution and
solubility.
Discuss the differences between
solute, solvent and solution.
Carry out activities to prepare adilute solution, a concentrated
solution and a saturated solution.
Discuss the similarities and
differences between dilutesolution, concentrated solutionand saturated solution.
The students are able to;
Observing
Makinghypotheses
Interpreting dataCommunicating
Comparing andcontrastingExperimenting
ControllingvariablesMaking
conclusions
Comparing and
contrastingAttributing
AnalysingRelating
Making inferencesGenerating ideasMaking
conclusions
Having interest and
curiosity towards theenvironment
Being diligent andpersevering
Being responsible about thesafety of oneself, others andenvironment
Realising that science is ameans to understand natureBeing systematic
Being confident andindependent
Thinking rationally
5
Explain what solute, solventand solution are,
Contrast and comparebetween dilute solution,concentrated and saturated
solution,Explain what suspension is,
Explain what solubility is,Explain the factors affectingthe solubility of solutes in
water,
WEEK LEARNING SUGGESTERED LEARNING LEARNING OUTCOMES SCIENCE SKILLS SCIENTIFIC ATTITUDES NO OF REMARKS
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OBJECTIVES ACTIVITIES AND NOBLE VALUES PERIODSSPS 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 of
organic 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 inferencesMeasuring and
using numberExperimenting
Generating ideasComparing and
contrastingRelatingAnalysing
Makinggenerations
Grouping andclassifyingAttributing
EvaluationMakingconclusions
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
Appreciating thecontribution of science and
technologyThinking rationally
5
The properties of acid interms of pH value, taste,
corrosive nature, effect onlitmus paper, reaction with
metals such as magnesiumand zinc,The characteristics of alkali
in terms of pH value, taste,corrosive nature, effect on
litmus paper,Carry out a discussion todefine acid and alkali
operationally.
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 thedefinition of acid and alkali,
Identify the substances whichare acidic or alkaline in
everyday life,State the uses of acid andalkali in daily life,
Explain the meaning ofneutralisation,
Write an equation in words todescribe the neutralisation
process,
Explain through examples theuses of neutralisation in dailylife.
Carry out activities to determinethe acidic and alkaline substancesin daily life.
Gather information on the usageof acid and alkali in everyday life
such as in agriculture andindustry.
Discuss on the meaning ofneutralisation.
Carry out an activity to show
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neutralisation using the
hydrochloric acid and sodiumhydroxide of the sameconcentration.
Discuss the application of
neutralisation in daily lifee.g. using shampoo andconditioner and, insect bite.
5.6Analysing the
methods of
waterpurification.
Make a visit to a waterpurification site.
Brainstorming on the following:
The students are able to;
ObservingCommunicatingInterpreting data
RelatingAnalysingComparing and
contrastingPredicting
Having interest andcuriosity towards theenvironment
Realising that science is ameans to understand nature
Having critical andanalytical thinkingAppreciating the
contribution of science andtechnologyBeing systematic
Being confident andindependent
Thinking rationally
5
List the natural sources ofwater,
State the reasons for waterpurification,Describe the various types of
water purification,Compare the strengths and
weaknesses of the various typesof water purification.
Natural resources of water,The reasons for water
purification.
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.
5.7Analysing thewater supply
system.
Make a visit to a waterprocessing plant to study thewater supply system and stages
involved in water purification.
Discuss the ways to save water.
Do a project on how much water
the average household uses.
The students are able to;
ObservingCommunicatingMaking inferences
Interpreting data
Interpreting dataMaking inferencesMaking
conclusionsRelating
Generating ideasAnalysing
Having interest andcuriosity towards theenvironment
Realising that science is ameans to understand nature
Having critical andanalytical thinkingAppreciating the
contribution of science andtechnology
2
Describe how the water supplysystem works,
Explain ways to save water.
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28
9 13 July
5.8
Understandingthe preservationof water quality.
Collect and interpret data on
types of water pollutants whichinclude:
The students are able to;
Observing
CommunicatingMaking inferencesInterpreting data
Analysing
Interpreting dataPredictingMaking
conclusionsRelating
Having interest and
curiosity towards theenvironmentRealising that science is a
means to understand natureHaving critical and
analytical thinkingAppreciating thecontribution of science and
technologyBeing systematic
Thinking rationally
3
Give examples of water
pollutants,Explain the effect of water
pollution on living things,Explain ways to control water
pollution,
Explain ways to preserve waterand its quality.
Industrial waste such aschemical and radioactive
residues,Domestic waste such as
garbage and sewage,Chemicals from the
agricultural activities such asfertilisers and pesticides,Siltation caused by
constructions anddeforestation,Accidental spillage from
tankers.
Conduct discussion on the effect
of water pollution on livingthings.
Generate ideas on ways to controlwater pollution.
Discuss ways to conserve andpreserve water and its quality.
Run a campaign on Love Our
Rivers.
THEME 4: MATTER IN NATURE
Learning Area: 6.0 Air Pressure
6.1
Understandingair pressure.
Carry out an activity to discuss
the kinetic theory of gases.
Carry out an activity to show thatair exerts pressure.
Carry out activities to show the
factors affecting air pressure,i.e. volume and temperature.
The students are able to;
Observing
Interpreting dataCommunicatingExperimentingMaking inferences
Makingconclusions
Visualising
AnalysingAttributingRelatingPredicting
Makingconclusions
Having interest and
curiosity towards theenvironmentRealising that science is ameans to understand nature
Being diligent andpersevering
Having critical andanalytical thinkingAppreciating the
contribution of science andtechnology
Daring to tryThinking rationally
2
Explain the existence of airpressure with reference to theKinetic Theory,Explain the factors affecting air
pressure.
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6.2
Applying theprinciple of airpressure in daily
life.
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 condensedmilk from a can.
Gather information on how a gastank containing gas under high
pressure works.
Discuss the safety precautionstaken when using gas under high
pressure.
The students are able to;
Observing
Making inferencesInterpreting dataCommunicating
Relating
PredictingProblem solving
Having interest and
curiosity towards theenvironmentRealising that science is a
means to understand natureBeing diligent and
perseveringHaving critical andanalytical thinking
Appreciating thecontribution of science and
technologyBeing systematicDaring to try
Thinking rationally
3
Explain with examples things
that use the principle of airpressure,
Generate ideas to solveproblems using the principle ofair 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 the
effects of force (changes inshape, position, speed and
direction).
Carry out activities to show
different types of forces(frictional, gravitational,electrostatic and magnetic force).
The students are able to;
ObservationCommunicating
Making inferencesInterpreting data
Comparing andcontrasting
Measuring andusing numbers
AttributingGenerating ideas
VisualisingAnalysing
RelatingMaking
conclusions
Having interest andcuriosity towards the
environmentRealising that science is a
means to understand natureBeing diligent and
perseveringHaving critical andanalytical thinking
Appreciating thecontribution of science andtechnology
Being systematicDaring to try
Thinking rationally
3
State that a force is a push or a
pull,Explain the effects of forces,
Explain the various types offorces.
7.2Understanding
the measurementof force.
Discuss the unit of force and theprinciple of a spring balance.
Carry out activity to measure the
The students are able to;
ObservationCommunicating
Interpreting data
Making inferencesMaking
conclusions
Having interest andcuriosity towards the
environmentBeing honest and accurate
2
State the unit of force,Explain how a spring balance
works,
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OBJECTIVES ACTIVITIES AND NOBLE VALUES PERIODSSPS CCTS
principle of a spring balance.
Carry out activity to measure themagnitude of force.
Measure the magnitude of
force.
in recording and validating
dataBeing diligent and
persevering
Having critical andanalytical thinking
Appreciating the balance ofnatureBeing systematic
Thinking rationally7.3
Application of
frictional force.
Discuss with examples to showthe existence of frictional force.
Carry out activities to identify the
direction of frictional force andmeasure the magnitude of theforce.
Carry out an experiment to showhow different types of surfaces
affect the magnitude of frictionalforce.
Gather information and discuss
the advantages and disadvantagesof friction.
Carry out activities on ways to
The students are able to;
Makinghypotheses
Controllingvariables
Interpreting dataExperimentingCommunicating
Makinghypotheses
SequencingRelating
Generating ideasAttributingAnalysing
Makingconclusions
Having interest andcuriosity towards the
environmentBeing honest and accurate
in recording and validatingdataBeing diligent and
perseveringRealising that science is ameans to understand nature
Appreciating thecontribution of science and
technologyHaving critical and
analytical thinkingAppreciating the balance ofnature
Being systematicThinking rationally
5
Explain with example the
existence of frictional force,State the direction and themagnitude of frictional force,
Carry out an experiment toshow how different types of
surfaces affect frictional force,Explain the advantages anddisadvantages of friction,
Explain ways to increasefriction,Explain ways to reduce friction,
Explain with examples the
application of friction in dailylife.
Increase friction,Reduce friction.
Discuss the application ofincreasing and decreasing friction
in our daily life.
7.4Application of
work.
Discuss with examples to showwork is done when an object is
moved by a force.
Carry out activities to determine
the work done by using:
Work (J)= Force (N) x Distance (m)
The students are able to;
CommunicatingMeasuring and
using numbersInterpreting data
AnalysingMaking
conclusions
Having interest andcuriosity towards the
environmentBeing honest and accuratein recording and validating
dataBeing diligent and
perseveringHaving critical andanalytical thinking
Appreciating the balance ofnatureBeing systematic
Thinking 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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OBJECTIVES ACTIVITIES AND NOBLE VALUES PERIODSSPS CCTS
Power (W) = Work (J)
Time (s)
done.
means to understand the
natureHaving critical andanalytical thinking
Thinking rationally
7.6Analysing the
importance offorce in life.
Create an activity e.g. drawing aposter, sketching or acting to
show how life would be withoutforce.
The students are able to;
CommunicatingMeasuring and
using numbersInterpreting data
AttributingComparing and
contrastingAnalysing
RelatingMakingconclusions
Having interest andcuriosity towards the
environmentRealising that science is a
means to understand thenatureHaving critical and
analytical thinkingBeing systematic
Thinking rationally
2
Describe how life will be if
force does not exist.
THEME 5: FORCE AND MOTION
Learning Area: 8.0 Support and Movement
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIES LEARNING OUTCOMESSCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODS REMARKSSPS CCTS
8.1
Understandingthe supportsystems in
animals.
Gather information and discuss
the various support systems in
The students are able to;
Observing
Interpreting dataCommunicating
Attributing
Comparing andcontrastingAnalysing
RelatingMaking
conclusions
Being honest and accurate
in recording and validatingdataRealising that science is a
means to understand natureAppreciating the balance of
natureHaving critical andanalytical thinking
Being thankful to GodBeing systematic
Thinking rationally
5
Explain the support system in
vertebrates and the varioussupport systems in
invertebrates,Compare and contrast thesupport system between land
and 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.
8.2
Understandingthe support
systems inplants.
Carry out field work to study
various support systems of plants.
Carry out activities to classifyplants based on their supportsystems.
The students are able to;
Observing
Interpreting dataCommunicating
Making inferences
Generating ideas
Making inferencesMaking
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
3
Explain the various supportsystems in woody andnonwoody plants,
Classify plants based on theirsupport systems.
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OBJECTIVES ACTIVITIES AND NOBLE VALUES PERIODSSPS CCTS
8.3
Appreciating thesupport systemin living things.
Discuss issues e.g. The students are able to;
Observing
Interpreting dataCommunicating
Attributing
Comparing andcontrastingAnalysing
RelatingMaking
conclusions
Being honest and accurate
in recording and validatingdataRealising that science is a
means to understand natureAppreciating the balance of
natureHaving critical andanalytical thinking
Being thankful to GodBeing systematic
Thinking rationally
2
Inability of whales to move
back to sea after beingwashed ashore,
A crippled person usingcrutches for support.
Justify the importance of the
support 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
9.1
Understandingthat the centre ofgravity affects
stability.
Carry out activities to find the
point of equilibrium in regularand 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;
Observing
CommunicatingMaking inferencesPredicting
Interpreting dataControlling
variablesExperimentingMaking
hypotheses
Making
hypothesesRelatingAnalysing
AttributingPredicting
Makingconclusions
Being honest and accurate
in recording and validatingdataBeing diligent and
perseveringRealising that science is a
means to understand natureAppreciating thecontribution of science and
technologyHaving critical andanalytical thinking
Being objectiveBeing systematic
Thinking rationallyBeing confident anindependent
5
Determine the point ofequilibrium in regular andirregular shapes,
Relate the point ofequilibrium 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.
9.2Appreciating the
importance of
stability.
Carry out a brainstorming sessionon ways to improve stability.
Carry out activities like doingprojects or playing games to
build models by applying theconcept of stability.
The students are able to;
ObservingCommunicatingInterpreting data
ClassifyingAnalysingMaking
conclusions
Being honest and accuratein recording and validatingdata
Appreciating thecontribution of science and
technologyHaving critical andanalytical thinking
Being flexible and open-minded
Being systematicThinking rationally
5
Suggest ways to improvethe stability of objects
around them,Explain with examples theapplication of stability in life.
THEME 6: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
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Learning Area: 10.0 Simple Machine
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
10.1
Analysinglevers.
Discuss how a small effort can
overcome 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;
Observing
ExperimentingCommunicating
Relating
Making inferencesPredicting
Analysing
Generating ideasMaking
conclusions
Having an interest and
curiosity towards theenvironment
Being honest and accurate
in recording and validatingdata
Being diligent andpersevering
Realising that science is ameans to understand natureAppreciating the
contribution of science andtechnologyHaving critical and
analytical thinkingBeing objective
Being cooperativeThinking rationally
5
List things around themthat use the principle ofthe 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 theinnovative
efforts in thedesign of
machine to
simplify work.
Carry out a project to build a
device using the principle of alever.
The students are able to;
Observing
ExperimentingCommunicating
Synthesising
ConceptualisingProblem solving
Making decisions
Having an interest and
curiosity towards theenvironment
Realising that science is ameans to understand natureAppreciating the
contribution of science andtechnologyHaving critical and
analytical thinkingBeing objective
Thinking rationally
5
Design or improvise a devicethat uses the principle of a
lever.
18
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