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Weeks Theme Learning Objectives Learning Outcomes Suggested Learning Activities Science

Process Skill

1 INVESTIGATING LT/A1 Pupils will be able to; Pupils view video showing various types of Observing
04-8 LIVING Understanding that microorganism, e.g. Bacteria, virus, fungi and Communicating
Jan THINGS microorganism is a Level 1 protozoa. Classifying
living thing.
LT/A LT/A1.1.1 Pupils make a qualitative comparison
Microorganism State types of between the size of microorganism and that of
microorganisms. human and conclude that microorganism is
very tiny.
LT/A1.1.2
State that yeast is an example Pupils discuss that yeast is an example of
of microorganism. microorganism.

LT/A LT/A1 Pupils will be able to; Pupils observe the effect of yeast on dough Observing
2 Microorganism Understanding that and infer that microorganism breathes and Analyzing
11-15 microorganism is a Level 2 causes the dough to rise. Making
Jan living thing. conclusion
LT/A1.2.1 Pupils carry out activity and observe the effect Making
State that microorganism when a test tube filled with 2 teaspoon of inferences
breathes. dried yeast, 1 teaspoon of sugar and half test Controlling
tube of water. The mouth of the test tube is variables.
LT/A1.2.2 attached to a balloon.
State that microorganism
grows. Pupils carry out activity by sprinkling a few
drops of water on a slice of bread. Pupils put
LT/A1.2.3 the bread in a plastic bag and observe it for a
State that microorganism few days.
moves.
Pupils observe rotten oranges and mouldy
rice using microscope and record their
observation for a few days.

Pupils observe and record their finding by


drawing.

Pupils view video on the movement of


microorganisms in water.

1
LT/A LT/A1 Pupils will be able to; Pupils collect samples of water from ponds, Observing
3 Microorganism Understanding that rivers or drains and observe the movement of Communicating
18-22 microorganism is a Level 3 microorganisms under a microscope. Making
Jan living thing. inferences
LT/1.2.4 Pupils record their observations. Attributing
Conclude that microorganisms Grouping and
are living things that cannot be classifying
seen with naked eyes Generating
ideas.
LT/A2 Level 1 Pupils gather information on the uses of
Understanding that microorganisms, e.g.
some microorganisms LT/A2.1.1 a) Making bread
are harmful and some State examples of use of b) Making tapai
are useful . microorganisms. c) Making tempe
d) Making fertilizer.
LT/A2.1.2
State that harmful effects of Pupils gather information on the harmful
microorganisms effects of microorganisms, e.g.
a) Causing illness
b) Causing food poisoning
c) Causing food turn back
d) Causing tooth decay.

2
LT/A LT/A2 Pupils will be able to; Pupils gather information on diseases cause Communicating
4 Microorganism Understanding that by microorganisms e.g. stomach upset Generating
25-29 some microorganisms Level 2 measles , cough, flu ,tooth decay , scabies, ideas.
Jan are harmful and some mumps and AIDS. Analyzing
are useful . LT/A2.2.1
Describe that diseases Pupils discuss that diseases caused by
caused by microorganisms microorganisms can spread from one person
can spread from one person to another.
to another.
Pupils discuss on how diseases cause by
Level 3 microorganisms can be prevented from
spreading, e.g.
LT/A2.3.1 a) By washing hand before handling
Explain ways to prevent food.
diseases cause by b) By boiling water before drinking.
microorganisms c) By covering mouth and nose when
coughing or sneezing.
d) By washing hands after using the
toilet.
e) By putting patients who have chicken
pox, conjunctivitis or mumps into
quarantine.
f) By covering wounds

LT/B LT/B1 Pupils will be able to; Pupils gathered information to find examples Observing
5 Survival Of The Understanding that of animals that take care of their eggs and Generating
01-05 Species different animals have Level 1 young, e.g. ideas.
Feb their own ways to a) Cow Relating.
ensure the survival of LT/B1.1.1 b) Hen Making
their species. Give examples of animals that c) Cat conclusion.
take care of their eggs and d) Bird Grouping and
young. classifying.
Pupils view videos on how animals ensure the
LT/B1.2.1 survival of their eggs and young, e.g.
Explain how animals take care a) Keep their young on their mouth.
of their eggs and young. b) Feed their young.
c) Attack in order to protect their eggs or
LT/B 1.2.2 young when they are disturbed.
Explain why animals take care d) Lay slimmy eggs.
of their eggs and young. e) Hide their eggs.
f) Carry their young in their pouches.
g) Stay in herd.

3
Pupils discuss and conclude that animals take
care of their eggs and young to ensure the
survival of their species.

6 LT/B LT/B2 Pupils will be able to; Pupils study live specimens ,view video or Grouping and
08-12 Survival Of The Understanding that computer simulation to find out the various classifying
Feb Species different plants have Level 1 ways to seeds and fruits dispersal, e.g. Relating
their own ways to a) By water Making
ensure the survival of LT/B2.1.1 b) By wind conclusion
their species. State various ways plants c) By animal Comparing and
disperse their seeds and d) By explosive mechanism contrasting
fruits. Communicating
Pupils discuss and conclude that plants need
LT/B2.1.2 to disperse their seeds or fruits to ensure the
Explain why plants need to survival of their species.
disperse seed or fruits.
Pupils gather information to give examples of
Pupils will be able to; plants that disperse seeds and fruits by water
and wind.
Level 2

LT/B2.2.1
Give examples of plant that
disperse seeds or fruits by
water.

LT/B2.2.2
Give examples of plant that
disperse seeds or fruits by
wind.

LT/B LT/B2 Pupils will be able to; Pupils gather information to give examples of
7 Survival Of The Understanding that plants that disperse seeds and fruits by
15-19 Species different plants have Level 2 animal and explosive mechanism.
Feb their own ways to
ensure the survival of LT/B2.2.3 Pupils study live specimens or view video and
their species Give examples of plant that discuss the relationship between
disperse seeds or fruits by characteristic of seeds and fruits and their
animal. ways of dispersal.

LT/B2.2.4 a) By water ( light and have air space )


Give examples of plant that b) By wind ( light ,have wing –like
disperse seeds or fruits by structure, dry, have fine hairs and
explosive mechanism. small )

4
c) By animals ( fleshy , brightly
Level 3 coloured , edible , have smell and
have hooks)
LT/B2.3.1 d) By explosive mechanism ( dry when
LT/B3 Relate characteristic of seeds ripe)
Realizing the and fruits to the ways they are
importance of survival disperse. Pupils discuss and predict the consequences
of the species. if certain species of animals and plants
LT/B3.3.1 become extinct, e.g.
Predict what will happen if
some species of animals or a) Shortage of food resources
plants do not survive. b) Other species may also face
extinction.

LT/C LT/C1 Pupils will be able to; Pupils carry out brainstorming session on Observing
8 Food Chain and Understanding food animals and the food they eat. Making
22-26 Food Web chain. Level 1 inferences
Feb Pupils discuss and classify animals into Relating
LT/C1.1.1 herbivore, carnivore and omnivore. Communicating.
Identify animals and the food
they eat. Pupils build food chain to show the food
relationship among organisms.
Level 2
From the food chain pupils identify the
LT/C1.2.1 producer and consumers.
Classify animals into
herbivore, carnivore and
omnivore.

LT/C1.2.2
Construct food chain

LT/C1.2.3
Identify producer

LT/C1.2.4
Identify consumer.

5
9 LT/C LT/C2 Pupils will be able to; Pupils construct a food web based on food Observing
01-05 Food Chain and Synthesizing food chain chains given. Making
Mac Food Web to construct food web. Level 1 inferences
LT/C2.1.1 Pupils walk around the school compound to Relating
Construct a food web. study food web in places such as field , Communicating.
science garden , pond or under flower pot.
LT/ C2.1.2
Construct food web of Based on the organisms identified, pupils
different habitats. construct food chains and then food webs for
the habitats they have studied.
Level 2
LT/C2.2.1 Pupils discuss and predict what will happen if
Predict what will happen if there is a change in population of certain
there is a change in species in food web.
population of a certain species
in food web.

Pupils will be able to; Pupils carry out simulates to study or play
games based on food webs.
Level 3
Pupils view video to study various species
LT/C 2.3.1 that are facing extinction because they only
Explain what will happen to a eat one type of food.
certain species of animals if
they eat only one type of food. Pupils conclude that a certain of animals that
eats one type of food only has difficulty to
survive because their only source of food.
10
08-12 UJIAN SELARAS 1
Mac

INVESTIGATING FE/A1 Pupils will be able to; Pupils discuss and conclude that energy is
11 FORCE AND Understanding the uses needed
22-26 ENERGY of energy. Level 1 a) By living things to carry out life
Mac processes such as moving, breathing,
FE/A FE/A 1.1.1 and growing.
Energy Explain why energy is needed b) To move , boil , melt or bounce
non - living things.
FE/ A 1.1.2
Give examples where and Pupils gather information and give examples
when energy is used. when and where the energy is used.
6
Level 2 Pupils gather information about source of
FE/ A1.2.1 energy such as sun, food , wind , fuel and
State various source of battery and also discuss that the sun is the
energy. main source of energy.

12 FE/A FE/A2 Pupils will be able to; Pupils observe various events and identify the
29 Mac Energy Understanding that form of energy involved e. g.
- energy can be Level 1 a) A moving battery – operated toy car.
02 Apr transformed from one FE/A2.1.1 b) A stretched rubber band
form to another. State the various forms of c) A burning candle
energy d) A ringing telephone
Pupils carry out activities to discuss the
FE / A2.1.2 transformation of energy like e, g.
State the energy can be * Switching on the lights
transformed. ( Electrical energy - light energy

Pupils will be able to; Pupils gather information and identify


appliances that make use of energy
Level 2 transformation and state formed of energy
involved, e.g.
FE/A2. 2.1 Electric iron: electrical energy  heat energy.
Give examples of appliances
that make use of the energy
transformation.

FE/ A FE/A3 Pupils will be able to; Pupils discuss that renewable energy is the
Energy Understanding energy that can replenished when used up
renewable and non - Level 1 and non- renewable energy is the energy that
renewable energy cannot be replenished when used up.
FE/A 3.1.1
State what renewable energy Pupils gather information that renewable
energy resource is solar, wind and biomass.
FE/A3.1.2 Non – renewable energy is natural gas,
State what non- renewable petroleum and coal.
energy
13
05-09 Level 2
Apr
FE / A 3.2.1

7
List renewable energy
resources

FE / A 3.2.2
List non- renewable energy
resources.

FE/A Pupils will be able to: Pupils discuss and conclude why we need to Relating
14 Energy use energy wisely e.g. Making
12-16 FE / A 3.2.3 inferences
Apr Explain why we need to use a) Some energy resources cannot be Making
energy wisely. replenished when used up. conclusion.
b) To save cost.
c) To avoid wastage
d) To reduce pollution.

FE / A 3.2.4 Pupils discuss why renewable energy is better


Explain why renewable energy than non-renewable energy.
is better than non-renewable
energy. Pupils carry out brainstorming session on how
to save energy in everyday life.

Pupils draw a list of do’s and don’ts on how to


save energy and use it as a guide to carry out
daily activities.

FE/B FE / B1 Pupils will be able to: Pupils carry out activity such as lighting up a Communicating
15 Electricity Knowing the sources of bulb or ringing an electric bell to verify that the Controlling
19-23 electricity. Level 1 following sources produce electricity, e.g. variables
Apr Experimenting
FE / B1.1.1 a) Dry cell Observing
Knowing the sources of b) Accumulator
electricity. c) Dynamo
d) Solar cell

FE / B2 Level 1 Pupils build as many differences electric


Understanding a series circuit as they can.
circuit and parallel FE / B 2.1.1
circuit. Identify the symbols of various Pupils are introduced the symbols of the

8
components in a simple components in an electric circuit such as
electric circuit. battery, bulbs, connecting wires and switch.

FE / B 2.1.2 Pupils draw circuit diagrams based on the


Draw circuit diagrams circuit that they have build.

FE / B 2.1.3 Pupils observe the various series circuit and


Identify the difference in the parallel circuits.
arrangement of bulbs in series
and parallel circuits. Based on observation, pupils discuss the
differences in the arrangement of bulbs in
series and parallel circuit.

Pupils draw circuit diagrams of the series and


parallel circuit and compare the arrangement
of the bulbs in this circuit.

FE / B FE / B2 Pupils will be able to: Pupils given batteries, bulbs, switches and Observing
16 Electricity Understanding series connecting wires to build series circuit and Analyzing
circuit and parallel Level 2 parallel circuit. Controlling
26-30
circuit. variables
Apr FE / B 2.2.1 Pupils observe and compare the brightness of Communicating
Build a series circuit. the bulbs in series circuits, parallel circuits
and between series and parallel circuit.
FE / B 2.2.2
Build a parallel circuit. Pupils carry out activities and compare what
happen to the bulbs in a series circuit and a
FE / B 2.2.3 parallel circuit when various switches in each
Compare the brightness of the circuit are off.
bulbs in a series circuit and
parallel circuit.

FE / B 2.2.4
Compare the effect on the
bulbs when various switches
in a series circuit and parallel
are off.
17
03-07 FE / B FE / B3 Pupils will be able to: Pupils discuss he danger of mishandling
MAY Electricity Understanding the electrical appliances, e.g.
safety precautions to be Level 1 a) Electric shock

9
taken when handling b) Fire
electrical appliances. FE / B3.1.1 c) Burn
Describe the danger of d) Electrocution
mishandling electrical
appliances. Pupils discuss the safety precautions to be
taken when using electrical appliances, e.g.
Level 2 a) Do not touch electrical appliances with wet
hands.
FE / B3.2.1 b) Do not use electrical appliances that are
Explain the safety precautions faulty or having broken insulation wires.
to be taken when using c) Do not repair electrical appliances on your
electrical appliances. own.
d) Do not connect too many electrical
appliances to power supply.

FE / C FE / C1 Pupils will be able to: Pupils carry out activities to observe that light Observing
Light Understanding that light travels in a straight line. Analyzing
18 travel in a straight line Level 1 Communicating
10-14 Pupils gather information and gives examples Experimenting
May FE / C1.1.1 of events or phenomenon that show light Controlling
State that light travels in a travels in a straight line. variables
straight line.
Pupils observe and discuss the information of
FE / 1.1.2 shadow to conclude that shadow is form when
Give examples to verify that light is blocked by an opaque or a translucent
light travel in a straight line. object.

Level 2

FE / C1.2.1
Describe how shadow is form.

19
PKSR 1
17-21
May

20 FE / C FE / C1 Pupils will able to: Pupils carry out activities to investigate the Observing
24-28 Light Understanding that light factors that cause the shape and size of Experimenting
May travels in a straight line Level 3 shadow to change. Controlling

10
variables
FE / C1.3.1 Pupils observe , discuss and conclude that: Making
Design a fair test to find out conclusion
what cause the size of a) When the distance between an object Communicating
shadow to change by deciding and its light source decreases, the
what to keep the same , what size of the shadow increases and
to change and what to when the distance between an object
observe. and the screen decrease the size of
shadow decrease.
FE / C1.3.2 b) The shape of the shadow changes
Design fair test to find out according to the position of light
what factor cause the shape source and the position of an object.
of shadow to change by
deciding what to keep the
same , what to change and
what to observe.

21 FE /C FE / C2 Pupils will be able to: Pupils carry out activities to investigate Observing
31-04 Light Understanding that light reflection of light using a mirror and aluminium Experimenting
Jun can be reflected. Level1 foil. Communicating
Controlling
FE / C2.2.1 Pupils draw ray diagrams to show the variables
State that light can be reflection of light in above activity.
reflected
Pupils gather information about the uses of
Level 2 reflection of light in everyday life e.g.

FE / C2.2.1 a) Side mirror of a car.


Draw ray diagram to shows b) Mirror at the sharp bend of a road.
reflection of light. c) Mirror in barber shop
d) Periscope
FE / C2.2.2
Give examples of uses of Pupils apply the principle of light reflection to
reflection of light in everyday design devices such as periscope and
life. kaleidoscope.

FE /D FE /D1 Pupils will be able to: Pupils heat 250ml of water for 3 minutes and Communicating
22 Heat Understanding that feel the water every few second while heating Experimenting
21-25 temperature is an Level 1 to feel the change of temperature. Controlling
Jun indicator of degree of variables.
hotness. FE /D1.1.1 Pupils let warm water cool down and feel the
State that when a substance water every few second.

11
gains heat it will become
warmer. Based from the activities pupils discuss and
conclude that heat gain causes the water to
FE /D1.1.2 become warmer and heat loses cause water
State that when substances become cooler.
lose heat it will become
cooler.

23 FE /D FE /D1 Pupils will be able to: Pupils are guide to use and read thermometer
28 Jun Heat Understanding that Level 2 correctly.
- temperature is an FE /D1.2.1
02Jul indicator of degree of Measure temperature using Pupils gather information on the metric unit for
hotness. the correct technique. measuring temperature
Observing
FE /D1.2.2 Pupils carry out activities to measure Communicating
State the metric unit for temperature e.g.
temperature.
a) Heat up water and record the temperature
every few minutes.

b) Turn off the Bunsen burner and record the


temperature every few minutes while the
water cools off.

FE /D FE /D1 Pupils will be able to: Pupils discuss and conclude that the Generating ideas
24 Heat Understanding that temperature increase when heat gained and Communicating
05-09 temperature is an Level 3 decreases, when heat it loses. Making
Jul indicator of degree of conclusion
hotness.. FE/ D1.3.1 Pupils discuss and conclude that the
State that temperature of an temperature is an indicator to measured
object or materials increases hotness.
as it gains heat.

FE/ D1.3.2
State that temperature of an
object or materials decreases
as it loses heat.

FE/ D1.3.3
Conclude that the temperature
is an indicator to measure
hotness.

12
FE /D FE/D2 Pupils will be able to: Pupils carry out the activities to observe the Generating ideas
25 Heat Understanding the effects of heat on matter e.g. Communicating
12-16 effects of heat on Level 1 Making
Jul matter a) Heating an iron ball and inserting into an conclusion
FE /D2.1.1 iron ring.
State the matters expand
when heated. b) Cooling the heated iron ball and inserting
into the iron ring.

Pupils will be able to: c) Heating coloured water in a beaker with a


glass tube and observing the water level in
FE /D2.1.2 the glass tube.
State that matter contracts
when cooled d) Heating a dented ping pong ball in hot
water.
Level 2
Pupils discuss their observations of the
FE /D2.2.1 activities and conclude that matter expand
Give examples of the when heated and contracts when cooled.
applications of the principal of
expansion and contraction in Pupils told the examples of the expansion and
everyday life. contraction in everyday life such as an electric
cable is install loosely to prevent from
snapping when it contracts in cold weather.

13
INVESTIGATING M /A1 Pupils will be able to: Pupils classify objects into solid and gas then Observing
26 MATERIALS Understanding that discuss and give reason for their Grouping and
19-23 matter can exist in form Level 1 classification. classifying
Jul M/A of solid,liquid or gas. Analyzing
State of matter M/A1.1.1 Pupils study the properties of solid by Making
Classify object and materials weighing various kind of solid and putting inferences
into three state of matter. various types of solid into containers of
various shapes.
Level 2
M /A1.2.1 Pupils discuss and conclude that solid has
State the properties of solid mass, fixed shape and has fixed volume.

M /A1.2.2 Pupils study the properties of liquid by


State the properties of liquids. weighing various kinds of liquids and pouring
liquids into various types of containers and
M /A1.2.3 measuring the volume of liquids.
State that some liquids flow
faster than others. Pupils discuss and conclude that liquid has
mass, non fixed shape but takes the shape of
M/A1.2.4 its container and has fixed volume.
State the properties of gas
Discuss and conclude that some liquids flow
faster than other.

Pupils study the properties of gas by


balancing two inflated balloons on stick and
Puncturing one of the balloons of the different
shapes.

Pupils discuss and conclude that gas has no


fixed shapes but take the shape of container ,
occupies space and no fixed volume also can
be compressed.
Observing
M/A M/A2 Pupils will be able to: Pupils carry out activities to observe the Generating ideas
States of matter Understanding that changes of state matter. Making
matter can change from Level 1 a) Allowing the ice to melt conclusion
one state to another. b) Heating water until its boil. Communicating
M /A2.1.1 c) Collecting water vapour, allowing it to cool
State that water can change and making it freeze.
its state.
27 Pupils discuss and conclude that water can
26-30 Level 2 change from one state to another and can

14
Jul M/A2.2.1 exist as solid, liquid and gas.
Conclude that water can exist
in any of the three states of
matter.

28 M/A M/A2 Pupils will be able to; Pupils discuss the process involved when a Observing
02-06 States of matter Understanding that matter changes from one state to another. Analyzing
Aug matter can change from Level 3 Examples : Generating ideas
one state to another. a) Melting Definition
M/A2.3.1 b) Boiling operation
Identify the processes c) Evaporations Controlling
involved when a matter d) Condensation variables
changes from one state to e) Freezing
another.
Pupils investigate and discuss the factor that
M/A2.3.2 affect how fast water evaporates.
Identify the factors that affect a) Hot water
the rate of evaporation of b) Windy
water.

M/A M/A3 Pupils will be able to: Pupils view the simulation to study the Communicating
29 States of matter Understanding the formation of clouds and rain. Generating ideas
09-13 water cycle Level 1 Sequencing
Aug Pupils discuss and explain the changes in the Relating
M/A3.1.1 states of matter in the water cycle.
Describe how clouds are
formed. Pupils view simulation how water is circulated
in the environment.
M/A3.1.2
Describe how rain is form Pupils discuss the importance of water cycle.

Level 2

M/A3.2.1
Explain how water circulated
in the environment.

M/A3.2.2
Explain the importance of
water cycle.

15
30 UJIAN SELARAS 2
16-20
Aug

M/A M/A4 Pupils will be able to: Pupils told about the importance of water for Predicting
31 States of matter Appreciating the living things and the effects of human Making
importance of water Level 1 activities on quality of water supply. inferences
23 - 27
cycle. Communicating
Aug
M/A4.1.1 Pupils gather information on how to keep our
Give reason why we need to water resources clean and present in the form
keep our water resources is of folio.
clean.
Pupils draw poster to show the appreciation
Level 2 that water is an importance resources

Describe ways to keep our


water resources clean.

M/B M/B1 Pupils will be able to : Pupils test substances to determine whether Observing
32 Acid and alkaline Understanding the they are acidic, alkaline and neutral Experimenting
30 properties of acidic, Level 1 substances based on change of wet litmus Controlling
Aug alkaline and neutral paper colour. variables Making
- substances. M/B1.1.1 inferences
03 Identify the acidic, alkaline Pupils determine whether foods sample are Making
Sept and natural substances. acidic, alkaline and neutral substances by conclusion
tasting the food samples and testing with Predicting
M/B1.1.2 litmus paper.
Identify the taste of acidic and
alkaline food. Pupils carry out discussion and conclude the
properties of acidic, alkaline and neutral
Level 2 substances in terms of taste and colour
changes of litmus paper.
M/B1.2.1
Conclude the properties of
acidic, alkaline and neutral
substances.

16
INVESTIGATING EU/A1 Pupils will be able to: Pupils view simulation to observe various Observing
33 THE EARTH AND Understanding the constellations. Analyzing
13-17 THE UNIVERSE constellation Level 1 Making
Sept Pupils observe the types of constellation such inferences
EU/A EU/A1.1.1 as Big Dipper, Orion, Southern Cross in the Communicating
Constellation State what constellation is sky.

Level 2 Pupils gather information on the importance of


constellations.
EU/A1.2.1 a) To shows
Identify constellation b) To indicate the time to carry out certain
activities examples planting season.
EU/A1.2.2
States the importance of
constellation

EU/B EU/B1 Pupils will be able to: Pupils view simulation about the movement of Observing
34 The Earth, The Understanding the the Earth and the Moon and The Sun. Analyzing
20-24 Moon and The movements of the Level 1 Making
Sept Sun earth, the moon and the inferences
sun. EU/B1.1.1 Communicating
State that Earth rotates on its
axis.

EU/B1.1.2
States that earth rotates and
at the same time move around
the sun.

EU/B1.1.3
States that moon rotates on its
axis.

EU/B1.1.4
States that moon rotates and
at the same time move round
the Earth.

17
EU/B1.1.5
States that moon and The
Earth move round the sun at
the same time.

EU/B EU/B1 Pupils will be able to: Pupils observe and record the length and Generating ideas
35 The Earth, The Understanding the position of the shadow of a pole at different Communicating
Moon and The movements of the Level 2 time of the day. Making
27 Sun. earth, the moon and the conclusion
Sept
Sun EU/B1.2.1 Pupils fix a toothpick vertically on the surface
- Describe the changes in the of a globe. Pupils observe the length and
01 Oct length and position of the position of the shadow formed when the globe
shadow throughout the day. is rotated at its axis over a fixed light source.

EU/B1.2.2 Pupils build a Sundial


Conclude that the Earth
rotates on its axis from west to Pupils discuss and conclude that the Earth
east. rotates on its axis from West to East.

EU/B2 Pupils will be able to: Pupils view simulation on how days and Observing
Understanding the nights are formed or carry out a simulation by Analyzing
occurrence of day and Level 1 Illuminating a rotating globe to observe the Making
night. occurrence of day and night. Inferences
EU/B2.1.1 Communicating
State that it is day time for the Based from above activity, pupils discuss how
part of the Earth facing the day and night occur.
Sun.
Pupils draw diagrams to show the occurrence
EU/B2.1.1 of day and night.
State it is night time for the
part of the Earth facing away
from the Sun.

Level 2

EU/B2.2.1
Explain that day and night
occur due to the rotation of the
Earth on its axis.

18
EU/B EU/B3 Pupils will be able to: Pupils view simulation and discuss that the Communicating
36 The Earth, The Understanding the moon does not emit light but reflects the Making
04-08 Moon And The moon. Level 1 sunlight. inferences
Oct Sun. Sequencing
EU/3.1.1 Pupils view video on the phases of Moon. Relating
State that moon does not emit
light. Pupils use a ping – pong ball and light source
to stimulate the following phase of Moon.
Level 2 a) New Moon
b) Crescent Moon
EU/B3.2.1 d) Half Moon
Explain that the moon appears e) Full Moon
bright when it reflects sunlight.
Pupils carry out a project to observe and
Level 3 record the phases of the Moon for a month
and relate of them to the dates of lunar
EU/B3.3.1 calendar.
Describe the phase of the
Moon.

37 INVESTIGATING T/A1 Pupils will be able to: Pupils carry out activity to recognise the Observing
11-15 TECHNOLOGY Knowing the shape of shapes of objects. Making
Oct objects in structures. Level 1 inferences
T/A a) Cube Generating ideas
Strength and T/A1.1.1 b) Cuboid Relating
stability State the shape of objects. c) Sphere Data definitions
d) Cone Comparing
Level 2 e) Cylinder
f) Pyramid
T/A1.2.1 g) Hemisphere
Identify shapes in structure
Pupils walk around the school compound and
identify shape mentioned above.
T/A2 Level 1
Understanding the Pupils carry out activities to identify the
strength and stability of T/A2.1.1 shapes of objects that are stable.
a structure Identify shapes of object that
are stable. Pupils carry out activities to investigate factors
hat affect the stability of a structure, e.g.
T/A2.1.2

19
Identify the factors that affect a) Pushing a bottle standing upright and a
stability of objects. bottle standing upside down.

b) Pushing a high chair and low chair.

Pupils discuss and conclude that stability of


an object affected by:
a) Based area
b) Height

T/A T/A2 Pupils will be able to: Pupils carry out activity to investigate how Observing
Strength and Understanding the base area affects the stability of an object i.e. Making
38 stability strength and stability of Level 2 the bigger the base area the more stable the inferences
18-22 a structure object is. Generating ideas
Oct T/A2.2.1 Relating
Explain how base area affects Pupils carry out activity to investigate how Data definitions
stability. height affects the stability of an object i.e. the Comparing.
higher the object the less stable the object.
T/A2.2.2
Explain how height affects Pupils carry out activities to study the factors
stability. that affect the strength of a structure e.g.
a) Suspend a weight on a straw and then on a
T/A2.2.3 pencil.
Identify the factors that affect
the strength of a structure. b) Make two bridges, one using a piece of flat
paper and the other using a folded
paper .Then put objects of the mass in
each bridge.

Pupils discuss and conclude that the strength


of a structure affected by:
a) Types of materials used.
b) How the structure is placed.

T/A T/A2 Pupils will be able to;


Strength and Understanding the Observing
stability strength and stability of Level 3 Pupils design the strongest and most stable Making
a structure. T/A2.3.1 structure using materials of their choice. inferences
Design a model that is strong Controlling
and stable. variables
Experimenting

20
39 PKSR 2
25-
29
Oct
40 ULANGKAJI
01 -05
Nov

ULANGKAJI
41
08-12
Nov

ULANGKAJI
42
15-19
Nov

21

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