A Investigating Living Things Week Learning Area LEARNING OUTCOMES Learning Objective 1.

1.0 Living things have basic 1 1.1.1 identify the basic needs ( 3/1 needs of humans. 1.1 Understanding 7/1 ) that humans have basic needs. 1.1.2 give reasons why humans need food ,water, air and shelter. 2 ( 10/114/1 )

2011 Science Year 4

1.2 Understanding
that animals have basic needs 1.2.1 identify the basic needs of animals.

Pupils view video that shows various footage related to the basic needs of humans, e.g a child/family taking drinks and a balances diet. / b. movement of the chest of a sleeping baby c. different types of houses. Based on the video ,pupils discuss the basic needs of humans e.g.: food, water, air and shelter. Pupil discuss that : a. Human need to eat/drink to help them grow and to stay healthy. b. humans need air to breathe. c. humans need shelter to protect themselves from danger, sun and rain. Pupils discuss and explain what will happen to humans if there is no food, water, air and shelter. Pupils keep pets such as hamsters/chicks / Pupils observe and record what they do to keep their pets alive and healthy. Pupils discuss why hamsters or chicks are kept in a cage and not in an airtight, covered container. Based on their records, pupils discuss the basic needs of animals. Pupils discuss that : a. animals need to eat/drink to help them grow and to stay healthy. b. animals need air to breathe.

1.2.2 give reasons why animals need food ,water, air and

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shelter 1.3Understanding that plants have basic needs 1.2.3 describe types of shelters for animals

c. animals need shelter to protect themselves from danger, sun and rain. Pupils study pictures or video and describe different types of shelters for animals such as nests, caves and holes.

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2.0 Living things undergo life processes 2.1 Analysing life processes that humans undergo

Pupils carry out activities to show the basic needs of plants by comparing similar balsam plants kept in different conditions: a. 1 watered,1 without water. 1.3.1 identify the basic b. 1 kept outdoor,1 kept in a tight plastic bag. needs of plants. c. 1 kept outdoor and 1 kept in a dark cupboard. Pupils observe and record their daily observations. Based on their records pupils discuss to conclude that the basic needs of plants are water, air and sunlight.

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2.1.1 explain that humans breathe 2.1.2 describe what inhale is. 2.1.3 describe what exhale is.

Pupils their hands to feel the movement of their chests as they breathe. Pupils discuss to conclude that the movement of the chest is due to breathing. Pupils discuss that when they inhale they take in air and when they exhale they give out air. Pupils gather information and discuss that : a. inhaled air has more oxygen than exhaled air. b. exhaled air has more carbon dioxide than inhaled air.

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8 21/2 -25/2 2.2 Being aware that certain behaviors can disturb life

2.1.4 differentiate the air that we inhale and the air that we exhale. 2.1.5 state that humans use lung to breathe 2.1.6 identify the passage of air during breathing. 2.1.7 conclude that not all individuals have the same rate of breathing 2.1.8 state that humans excrete and defecate 2.1.9 state the products of Humans excretion. 2.1.10 state the products of humans defecation 2.1.11 give reasons why human need to excrete and defecate 2.1.12 state that humans respond to stimuli.

Pupils observe model or view video of human body to see that the lung is a breathing organ for human and to identify the passage of air movement when human breathes. Pupils carry out activity to count the number of chest movement in a minute when they are breathing and record their findings. Pupils compare their group findings and conclude that not everyone has the same rate of breathing. Pupils discuss to conclude that humans excrete and defecate. Pupils discuss that when humans : a. excrete they produce urine, sweat and water , b. defecate they produce faeces. Pupils discuss that humans excrete and defecate to get rid of waste materials from their body. Pupils discuss to infer the effect on health if humans do not excrete/defecate ,

Pupils view video/carry out activities to show how human responds to stimuli. e.g. when touching a glass of hot water. Pupils discuss to infer that humans respond to stimuli to protect themselves from danger or for survival.

Pupils draw family trees of their families for three generations. Pupils compare each others diagram and conclude that humans produce offspring from one generation to another. Pupils discuss what will happen if humans do not reproduce.

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processes

2.1.13 give reasons why Humans respond to stimuli. 2.1.14 state that humans reproduce 2.1.15 predict what will happen If humans do not reproduce ?

Pupils discuss to identity bad habits in humans e.g. smoking, drinking alcohol, taking drugs. Pupils look at pictures or video of a smokers and non-smokers lungs and discuss the effects of smoking on lungs Pupils watch demonstration by teacher to observe the harmful substances produced when a cigarette is being burned. Pupils listen to a talk on smoking and health given by a health officer. Pupils draw posters about the effects of smoking on health. Pupils view video to see the effects of drugs and alcohol on humans in terms of the effects of delaying a persons response to stimuli a. ability to walk in a straight line. b. Delayed reaction of a drunken driver or a driver high on drug can cause accident. Pupils carry out activities to discourage smoking ,drugs taking and alcohol drinking among their peers.

10 7/3 11/3 2.3 Analysing the life processes that animals undergo 11 21/3 25/3

2.2.1 give examples of habits that bring harm to human life processes 2.2.2 state the effects of smoking on lungs.

2.2.3 explain that taking drug and alcohol can delay a persons response to

Pupils observe animals in science garden to conclude that animals defecate and excrete Pupils discuss that animals excrete and defecate to get rid of waste materials from their body Pupils discuss to infer the effect on health if animals do not excrete/defecate.

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Pupils look at models or live specimens to see the breathing structures of : / a. bird b. fish c. grasshopper d. crab e. frog f. monkey 2.2.4 participate in a campaign Base on the viewing of video /models/live specimens, pupils conclude that to discourage breathing structures for animals may be different.// smoking ,drugs taking and alcohol drinking among their peers. Pupils view video showing animals giving birth and chicks hatching from eggs. 2.3.1 State that animals excrete. Pupils discuss to conclude that animals reproduce. 2.3.2 State that animals defecate Pupils discuss to conclude that some animals give birth and some lays eggs. 2.3.3 give reasons why animals Pupils discuss to classify animals into those that lay eggs and that give birth to need to excrete and their young. defecate Pupils observe animals such as butterfly, frog, hamster or chicken from birth/eggs to adult. Pupils record the changes in size /from at the different 2.3.4 State that animals stages of the life cycles. breathe. 2.3.5 Identify the breathing Based on their observations and records pupils discuss to conclude that animals structures for certain may have different life cycles. animals 2.3.6 State that breathing Pupils make a scrap book on real animals as imaginary pets , e.g. tiger, whale, structure for different lizard, pangolin, bat worm, snake etc. Pupils may write, draw, or paste pictures types of animals may on their scrap books to tell about their pets, e.g. be different. a. what pupils have to do to keep their pets alive and healthy.

stimuli.

2.4 Understanding the life processes that plants undergo

2.3.7 State that animals reproduce. 2.3.8 State that some animals give birth and some lay eggs. 2.3.9 classify animals according to the way they reproduce 2.3.10 describe the life cycles of different animals. 2.3.11 conclude that animals may have different life cycles

b. Suitable home for their pets. c. Food for their pets. d. How their pets protect themselves from enemies. e. How their pets take care of their young f. Life processes of their pets.

Pupils carry out activities to study how plants respond to stimuli,i.e. water, sunlight, touch and gravity Pupils observe and record their findings. Based on the above activities pupils discuss to identify the parts of plants that respond to stimuli : a. roots respond to water and gravity .

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b. shoots respond to sunlight.

c. Certain leaflets respond to touch

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Pupils observe : a. Begonia plants/bryophyllum that have young plants growing from the leaves. / b. Banana trees that have young plants growing around the parent plants. c. Water lettuce that have young plants attached to parent plants. Pupils carry out discussion based on their observations that plants reproduce .

22/4 2.4.1 state that plants respond to stimuli 2.4.2 identify the part of 3.0 Animals plant and that responds to plants protect water themselves 2.4.3 identify the part of 3.1 Understanding plant that animals that responds to have gravity specific characteristics and 2.4.4 identify the part of behaviors to plant protect that responds to themselves sunlight. from danger 2.4.5 identify the part of plant that responds to touch 2.4.6 state that plants reproduce

Pupils watch pictures /view video and discuss that plants reproduce to ensure the survival of their species./ Pupils discuss and predict what will happen to the world if plants do not reproduce, e.g. : no food supply for man and certain animals. Pupils study live specimens/view video to find out the various ways plants reproduce, i.e.: / a. through seeds e.g. balsom, corn and durian. b. Through spores e.g. fern and mushroom. c. Through suckers e.g. banana and pineapple. d. Through stem cutting e.g. hibiscus, rose, and tapioca. e. Through leaves e.g. bryophyllum and begonia. f. Through underground stem e.g. potato, onion, ginger and lily. Pupils touch animals such as garden snails or millipedes and observe how they react to danger. Pupils describe what they observe and give reasons for the animals behaviour, e.g. millipede curl up to protect itself from danger. Pupils look at live specimen or collect information by looking at pictures or viewing video of various animals to identify the characteristics and behaviour of animals that protect them from danger. e.g.: // , a. pangolins have hard scales to protect themselves from enemies. b. bed bugs have bad smell to repel enemies. the surrounding. c. chameleons have the ability to change skin colour according to d. scorpions have stings to protect themselves from enemies. Pupils discuss and explain how to characteristics and behaviour of these animals protect them from danger.

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3.2 Understanding that animals have specific

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characteristics and behaviors to protect themselves from 2.4.7 explain why plants extreme weather need to reproduce 2.4.8 predict what will happen to the world if plants do not reproduce 3.3.Understanding that animals have specific 2.4.9 explain the various characteristics ways and plants reproduce behaviors to enable them to survive 3.1.1 identify special characteristics of animals that protect them from danger 3.4 Understanding that plants 3.1.2 identify special have behaviour

Pupils present their findings to the class Pupils view video of animals that live in very hot or cold weather. Pupils list the special characteristics and behaviour of animals and describe how these specific characteristics and behaviour of animals that protect them from very hot or cold weather.e.g. a. Rhinoceros keep their bodies cool by wallowing in mud holes. b. Polar bears have thick fur to enable them to live in very cold weather. c. Camels have humps on their backs to store food and water to enable them to survive in deserts. Pupils present their findings to the class. Pupils discuss that animals need to protect themselves from enemies and extreme weather conditions to enable them to survive. Pupils design a model of an imaginary animal that can protect itself from its enemy and extreme weather conditions. Pupils build their models and justify why models are built with certain characteristics.

Pupils look at pictures/view video of various plants to identify special characteristics that protect these plants from their enemies

specific characteristics to protect themselves from enemies

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3.5 Understanding that plants have specific characteristics to protect themselves from dry region 3.2.1 identify specific and Characteristics and strong wind behaviour of animals that protect them from very hot or cold weather. 3.2.2 describe how the specific characteristics and behaviour of animals help to protect them from very hot or very cold weather.

of animals that protect them from danger. 3.1.3 describe how the special characteristics and behaviour of animals help to protect them from danger

Pupils list the special characteristics of plants Pupils describe how these characteristics of plants help to protect them from enemies. e.g. a. Mimosas close their leaflets when touched b. Papaya leaves produce latex to prevent them from being eaten. c. Pineapple plants have thorn to protect themselves. Bamboos have very fine hairs that can cause itchiness. Pupils present their findings to the class. Pupils view video to identify plants that can be found in : a. dry region b. area with strong winds. Pupil collect and interpret data to show how specific characteristics of plants help to protect them from : a. excessive loss of water b. strong winds. Pupils carry out an activity to show which plant can survive in dry region .e.g. the following plants are kept without water for a week. a. a potted balsam plant b. a potted chilly plant. c. a potted cactus plant. Based on their findings pupils make conclusion which plant can survive in dry region.

3.3.1 recognize the need for animal to protect themselves from enemies and extreme weather condition 3.3.2 make a model of an imaginary animal that can survive both extreme weather and enemies. 3.3.3 give reasons why models are built in such ways. 3.4.1 Identify specific characteristics of plants that protect them from enemies 3.4.2 Describe how the specific characteristics of plants

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help to protect them from enemies 3.5.1 give examples of plants found in very dry region. 3.5.2 identify specific characteristics of plants that protect them from excessive loss of water. 3.5.3 Describe how the specific characteristics of plants help them to survive in dry region 3.5.4 give examples of plants found in strong wind area 3.5.5 Identify specific

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characteristics of plants that protect them from strong wind 3.5.6 Describe how the specific characteristics of plants help them to survive in strong wind B Investigating Force and Energy Week LEARNING LEARNING OUTCOMES OBJECTIVES SUGGESTED LEARNING ACTIVITIES

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1.Measurement 1.1Understanding the measurement of length.

1.1.1 state the different ways to measure length. 1.1.2 State the standard unit for length in the metric system. 1.1.3 choose the appropriate measuring tools to measure length. 1.1.4 measure length using the correct technique. . 1.1.5 record lengths in standard units. 1.2.1 compare a square and a rectangle and guess which object has a bigger area 1.2.2 carry out a test to confirm their guesses. 1.2.3 State that area =length x width x

Pupils discuss the different ways to measure length such as using straw, arm span, string, ruler and measuring tape. ,: Pupils discuss the standard unit for length in metric system i.e. mm, cm, m and km. Pupils choose the appropriate tools and measure in standard units : a. the length of objects such as eraser, pencil or book. b. the length and height of teachers table. c. the length and width of the classroom. d. the heights of their friends. e. the circumference of any part of their bodies or round objects. Record the measurements in a graphic organiser.

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1.2Understanding how to calculate area

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1.2.4 State the standard unit for

Pupils compare objects of different shapes such as a square and a rectangle and guess which object has a bigger area e.g. a. a square ( 4 cm x 4 cm ) 4 cm x 4 cm ) b. a rectangle ( 8 cm x 2 cm ) ( 8 cm x 2 cm ) Pupils confirm their guesses by filling the 4 cm x 4 cm square and 8 cm x 2 cm with 1 cm x 1 cm cards used. 1 cm x 1 cm 4 cm x 4 cm 8 cm x 2 cm 1 cm x 1 cm Pupils discuss to state the relationship between the number of 1 cm x 1 cm square and the length and width of the above square and rectangle. 1 cm x 1 cm Pupils discuss the standard unit for area in metric system i.e. square mm, square cm, square m and square km. Pupils calculate the area of any given square and rectangle in standard unit.

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1.3Understanding how to measure the volume of solid

area

in the metric system

Pupils compare 2 different object such as a cube and a cuboid and guess which object has a bigger volume. e.g. a. a cube ( 4 cm x 4 cm x 4 cm) 4 cm x 4 cm x 4 cm ) b. a cuboid ( 8 cm x 4 cm x 2 cm ) ( 8 cm x 4 cm x 2 cm ) Pupils confirm their guesses by filling the 4 cm x 4 cm x 4 cm cube and 8 cm x 4 cm x 2 cm cuboid with 1 cm x 1 cm x 1 cm cubes used. 1 cm x 1 cm x 1 cm 4 cm x 4 cm x 4 cm 8 cm x 4 cm x 2 cm 1 cm x 1 cm x 1 cm Pupils discuss to state the relationship between the number of 1 cm x 1 cm x 1 cm square and the length , width and height of the above cube and cuboid 1 cm x 1 cm x 1 cm Pupils discuss the standard unit for volume of solid in metric system i.e. cubic mm, cubic cm and cubic m . Pupils calculate the volumes of any given cubes and cuboids in standard unit.

1.2.5 calculate the area of a given share in standard unit. 1.3.1 compare a cube and a cuboid and guess which one has a bigger volume 1.3.2 carry out a test to confirm their guesses 1.3.3 State that volume =length x width x height xx

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1.4 Understanding how 1.3.4 State the standard unit for to measure the volume of solids in the volume of solid metric system 1.3.5 calculate the volumes of cubes and cuboid based on the measurements taken in metric system 24 4/7 -8/7 1.5.Understanding

Pupils discuss the different ways that can be used to measure the volume of a liquid such as using cup, the cap of a bottle , beaker and measuring cylinder. Pupils discuss the standard unit for volume of liquid in metric system , i.e. ml , and l Pupils choose the appropriate tool for measuring the volume of a liquid. Pupils discuss the correct techniques to take readings. i.e. 1.4.1 state the different ways to measure the volume of liquid a. taking the reading at the lowest part of the meniscus. 1.4.2 State the standard unit for b. eyes must be at the same level as the lowest part of the meniscus. volume of liquids in the

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how To measure mass 25 11/7 15/7

1.6 Understanding how to measure time

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metric system 1.4.3 choose the appropriate measuring tools to measure the volume of a liquid. 1.4.4 measure the volume of a liquid using the correct technique. 1.4.5 record the volume measured in metric system. 1.5.1 state tools for measuring mass 1.5.2 state the standard init for mass in the metric system 1.5.3 measure the mass of an object using the correct technique. 1.5.4 record the measurement using Metric system. 1.6.1 identify different ways to measure time 1.6.2 state that processes that repeat uniformly can be used to measure

Pupils carry out activities to measure the volumes of liquids using the correct techniques. Pupils record measurement in a graphic organiser. Pupils study lever balance and discuss that it can be used to measure mass of various object. Pupils discuss the standard unit for mass in metric system i.e. mg ,g, and kg. Pupils use tools to measure the masses of various objects such as books, pencil cases or school bags. . Pupils record measurements in a graphic organizer

1.7 Realising the importance of using standard units

Pupils gather information about different ways to measure time. Pupils discuss and conclude that a process that repeats uniformly can be used to measure time. Pupils observe the following processes : a. the swinging of a pendulum. b. water dripping c. pulse Pupils discuss why the above processes can be used to measure time. Pupils discuss the standard unit for time in metric system, i.e. second, minute and hour. Pupils discuss to choose and use appropriate tools and units to measure time. Pupils measure the time taken to carry out certain activities using the correct tools and appropriate units. Pupils record the measurement in appropriate standard unit in a graphic organiser.

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time. Pupils are shown a piece of play dough made earlier by teacher and ask to prepare their own play dough using the given recipe. Based on the given recipe ,pupils discuss what tools to use for measuring the ingredients and how to measure. Pupils make the play dough by measuring the ingredients using the measuring tools and units that they have chosen. Pupils feel the texture of the dough and give reasons for any difference in their dough as compared to the play dough prepared by teacher. Pupils conclude that standard units are needed for accuracy and consistency.

1.6.3 state the standard unit for time in the metric system. 1.6.4 identify tools for measuring time 1.6.5 measure time using appropriate tools. 1.6.6 record the time measured in Metric system 1.7.1 Choose and use the appropriate tools to measure the volumes of liquids and masses of the ingredients in a recipe.

1.7.2 give reasons for any differences in the dough prepared by pupils using the given recipe

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 1.7.3 conclude the need for using metric System

C Investigating Materials Week LEARNING LEARNING OUTCOMES OBJECTIVES

SUGGESTED LEARNING ACTIVITIES

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1.Properties of materials 1.1 Understanding the properties of materials

1.1.1 classify objects into groups according to the materials they are made of. 1.1.2 identify material that conduct electricity. 1.1.3 identify material that conduct heat. 1.1.4 identify materials that float on water. 1.1.5 identify materials that absorb water. 1.1.6 identify materials that can be stretched. 1.1.7 identify materials that allow light to pass through. 1.1.8 state what a conductor is. 1.1.9 state what an insulator is. 1.1.10 conclude that a good conductor of heat is also a good conductor of electricity 1.1.11 classify materials based

Pupils are given various objects made of wood, plastic, metal, glass or rubber and group them according to the materials they are made of. ( ) Pupils test objects made of wood, plastic, metal, glass or rubber to find out if they: a. conduct electricity / b. conduct heat / c. float on water / d. absorb water / e. can be stretched / f. allow light to pass through Pupils record their finding in a graphic organiser.

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Discuss what conductor and insulator are. Based on the graphic organiser, pupils conclude that a good heat conductor is also a good electric conductor.

Pupils carry out activities to test different materials such as glass, wood, rubber, metal and plastic to find out their abilities to allow light to pass through. Based on the above activities, pupils classify materials into 3 categories, i.e. :

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on their abilities to allow light to 29 8/8 12/8 1.2 Applying the knowledge of materials in life pass through. 1.1.12 state what a transparent materials is. 1.1.13 state what a translucent materials is 1.1.14 state what an opaque materials is.

a. transparent material that allows most light to pass through. b. translucent material that allows some light to pass through c. opaque material that does not allow any light to pass through Pupils study and discuss the uses of transparent, translucent and opaque materials. Pupils observe models or view video to see the structure of a polystyrene container or thermos flask to understand how they work. Pupils discuss and suggest ways to keeps things cold, e.g.keeping cold drinks for picnic.

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1.3 Synthesising the knowledge about uses of materials based on their properties

1.2.1 suggest ways to keep things cold. 1.2.2 suggest ways to keep things hot. 1.2.3 design an effective way to keep things hot or to keep things cold.

Pupils discuss and suggest ways to keeps things hot, e.g.keeping hot drinks or food for picnic. Pupils carry out activities to test their suggestions. Pupils discuss to conclude the best way to keep things hot or to keep things cool. Pupils study objects and list the materials that these objects are made of. Pupils suggest reasons why the materials are used to make the objects.

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1.3.1 list objects and the materials that they are made of. 1.3.2 give reasons why particular materials are used to make an object.

Pupils discuss that different materials have different properties which are taken into consideration when choosing materials to make an object e.g. metal and glass are used to make a pair of glasses.

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importance of reuse, reduce and recycle of materials.

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1.3.3 state that materials are chosen to make an object based on their properties. 1.3.4 design an object for a specific purpose and give reasons why certain materials are used to make it. 1.4.1 give examples of natural materials 1.4.2 give examples of manmade materials 1.4.3 state that man-made materials come from natural materials. 1.4.4 give reason why materials need to be conserve. 1.4.5 practise reusing, reducing and recycling to conserve materials

Pupils design an object for a specific purpose using the materials of their choice and justify why they choose the materials.

1.5Understanding that some materials can rust.

Pupils observe and classify objects around them into : a. object made of natural materials i.e. wood, soil, metal, leather cotton, fur, rubber and silk. b. objects made of man-made materials e.g. plastic and synthetic cloth. Pupils discuss that man-made materials come from natural materials. Pupils conclude that we need to conserve materials because man-made materials and natural materials are limited and may be used up if there is no effort to conserve them Pupils carry out activities about reusing, reducing and recycling of materials throughout the year.

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Pupils observe a rusty nail and a nail without rust and tell the differences. Pupils observe objects around the school and classify objects as : a. rusty, b. non-rusty Pupils discuss to conclude that objects made of iron can rust. Pupils carry out activities to investigate factors that cause rusting i.e. presence of air and water.

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that rusting can be prevented

Pupils observe objects around the school compound and suggest different ways to prevent rusting. Pupils discuss and conclude that rusting can be avoided by preventing iron from coming into contact with air and water by coating iron with paint, oil, grease or non-rusting materials. Pupils discuss the advantages of preventing rusting.

1.5.1 differentiate between a rusty object and a non-rust object. 1.5.2 identify objects that can rust. 1.5.3 conclude that objects made from iron can rust 1.5.4 design a fair test to find out what factors cause rusting by deciding what to change, what to observe and what to keep the same. 1.5.5 carry out the test and record the observations 1.6.1 state the different ways to prevent objects from rusting. 1.6.2 explain how these ways can prevent rusting.

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 1.6.3 explain why it is necessary to prevent rusting.

D Investigating The Earth and The Universe Wee LEARNING LEARNING OUTCOMES k OBJECTIVES 34 19/9 23/9 1. The Solar System 1.1 Understanding the Solar System

SUGGESTED LEARNING ACTIVITIES

1.1.1

list the constituents of the Solar System. 1.1.2 list the planets in the Solar

Pupils study a model or view simulation of the Solar System. Pupils discuss the constituents of the Solar System

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System in a sequence. 1.1.3 State that planets move around the Sun. 1.2.1 state the size of the Sun relative to the size of the Earth. 1.2.2 State the size of the Earth relative to the size of the Moon 36 3/10 -7/10 1.2.3 State the relative distance from the Earth to the Sun compared to the relative distance from the Earth to the Moon

Pupils simulate to demonstrate the relative distance of the planets in the Solar system. Pupils discuss that all the planets in the Solar System move around the Sun. Pupils compare the size of a sago, a glass marble and a basket ball to show the relative size of the Moon, Earth and Sun. Pupils discuss to estimate how many times the Sun is bigger than the Earth and how many times the Earth is bigger than the Moon. Pupils gather information to estimate how for the Sun is from the Earth relative to the distance of the Moon from the Earth. Pupils discuss and conclude that the distance from the Earth to the Sun is 400 time the Distance from the Earth to the Moon. 400 Pupils simulate/build model to show the relative size and the distance of the Sun and the Moon from the Earth. Pupils gather information about planets in the Solar System. Pupils discuss how the distance of a planet from the Sun affects how hot or cold it is. Pupils discuss to relate how hot or cold a planet is to its ability to support life. Pupils discuss to predict what will happen if the Earth is placed much nearer or farther from the Sun. Pupils discuss other factors that affect a planets ability to support lives e.g. absence of water and absence of air. a. b.

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1.2 Understanding the relative size and distance between the Earth, the Moon and the Sun

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1.3 Appreciating the Perfect placement of the planet Earth in the Solar System

1.3.1 State why certain planets are not conducive for living things. 1.3.2 predict what will happen if the

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Earth is placed much nearer or farther from the Sun.

1.3.3
the

conclude that the Earth is only planet in the Solar System that has living things.

E Investigating Technology Wee LEARNING LEARNING OUTCOMES k OBJECTIVES 38 17/10 21/10 1.Technology 1.1 Understanding the Importance of technology in everyday life. 1.1.1 state that there are limitations to humans abilities to do things. 1.1.2 identify devices used to overcome humans limitations

SUGGESTED LEARNING ACTIVITIES

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1.1.3 explain how certain devices are used to overcome humans limitation

Pupils test their abilities e.g. a.try to memorise a telephone number and then try to memorise another 5 telephone numbers without writing them down. b.try to jump as high as possible and touch the ceiling. b. try to read the same writing from different distances. Pupils discuss the limit of their abilities. Pupils view video to see how technology is used to overcome humans limitations. Pupils discuss and give other examples of humans limitations and ways to overcome them e.g. a. unable to see the fine details on an object. This can be overcome by using magnifying glass or microscope

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1.2 Understanding the development of technology

b. unable to speak loud enough for someone far away to hear. This can be overcome by using microphone, megaphone or telephone. c. unable to walk for long distance. This can be overcome by riding a bicycle or traveling by car, train, ship or aeroplane 1.2.1 give examples of development of technology. Pupils gather information and create folio about the development of technology in the fields of : a. communication b. transportation c. agriculture d. construction e.g in communication the development of technology from smoke signal to drum, telephone , walkie-talkie, cell phone and teleconferencing.

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1.3 Synthesising how technology can be used to solve problems

1.2.2 recognize the needs to innovate or invent devices for the Pupils give reasons on the needs to innovate or invent devices for the betterment of mankind. betterment of mankind.

1.3.1

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1.4 Analysing that technology can benefit mankind if used wisely.

identify problems they encounter in their daily life 1.3.2 generate ideas to solve the problem identified. 1.3.3 design a device to solve the problem identified. 1.3.2 demonstrate how the device invented can be used to solve the problem identified. 1.4.1 state that technology has advantages and

Pupils discuss and list the problems that they encounter in everyday life. Pupils carry out brainstorming session on how to solve the problems identified. Pupils design and make devices to solve the problems identified. Pupils present their innovations to the class

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disadvantages. 1.4.2 conclude that technology can benefit mankind if used wisely Pupils discuss and list the advantages and disadvantages of technology to mankind. Pupils hold debates on topics related to technology. Pupils make a conclusion from the debate that technology can benefit mankind if used wisely.

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