SCHEME OF WORK FOR P.

4 SCIENCE TERM I

WK PD THEME SUB- CONTENT COMPETENCES METHODS ACTIVITY LIFE SKILLS INSTRUCTIONAL REF
THEME AND VALUES MATERIALS

1
1 WORLD PLANT Types of plants Language competence -Guided -Note taking Critical  Prepared Comp.
OF LIFE discovery thinking. chart. Science
LIVING  Flowering plants The learner: -Drawing Pupils
 Leaves.
THINGS  Non flowering plants. -Discussion book 4.
 Spells the words correctly. -Naming  flowers
 Pronounce the given words -Demonstration Problem
Flowering plants correctly. solving.
-Question and MK
 Definition. answer. integrated
 Examples of flowering Subject competences scie pupils
plants -Explanation Decision
The learner: bk 4
 Parts of a flowering plant. making.
- Observation
 Functions of each part.  States the types of plants.
 Systems of a flowering plant  Name the parts of a
flowering plant. Effective
Main parts of a flowering plant communicatio
 Discusses the functions of
1. Leaves parts of a flowering plant. n
- Structure
Appreciation
- Uses of leaves. Subject competences

- Types of leaves. The learner:

- Leaf venation  States the type of stems

 Describes the functions of
stems and roots.
 States the uses of flowers
Process in leaves to man and plants to plants
and man
 Photosynthesis
 Transpiration

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 2. Stems Language competence
- Types of stems.
- Function of the stem. The learner:-
- Ways (methods) how
weak stems  Pronounces the words
climb others. correctly.
 Spells the given words
3. Roots correctly.
- Describe roots.
- Functions of roots.
- Types of roots.
4. Flowers
- Definition

- The structure
Subject competences
- Functions of parts of a
The learner:
flower.

- Uses of a flower to man  Defines fertilization.

and plants.  Identifies the reproductive
parts of a flower.
 Draws different structures
Pollination of flowers
WORLD  Identifies the male and
OF  Definition. female parts of a flower
LIVING PLANT  Types of pollination.  Defines what a flower is
THINGS LIFE  Agents of pollination.
 Characteristics of wind and
insect pollinated flowers. Language competences

The learner:
Fertilization
 Pronounces the given
 Definition. words correctly.
 Where it takes place in a  Spells’ and writes the
flower. words correctly.
 Reproductive parts of a  Make correct sentences

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 flower. using the given words.
*Pistil
*stamen

Seeds

 Definition
 Structure of seeds
 Types / classes / groups of
Mk
seeds.
intergrated
 Functions of seeds.
Pri Sci BK
 Difference between a seed
4 Pg 7 - 8
and a fruit.

Germination

 Definition
 Types of germination.
 Conditions necessary for
germination.

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WORLD Crops Subject competences -Question and -Answering question -Awareness  Real objects
OF answer. (plants)
LIVING  Definition The learner:- -Writing -Creative  A chart with
THINGS  Common crops grown -Discovery thinking garden tools.
*Maize  Identifies common crops -Demonstration
*Sorghum grown. -Inquiry -Care
*Peas, etc  States the groups of crops
and explains each. Demonstration Responsibility
 Identifies garden tools and
Groups of crops their uses. Observation
 Perennial crops.
 Annual crops. Language competences.
 Definition and examples of
the above groups of crops. The learner:

 Spells, pronounce, reads

Garden tools and write given words
correctly.
 Examples
 Uses of each garden tool.
 Caring for the garden tools. Subject competences
GROWING CROPS

The learner:-
Crop growing practices
 Identifies tools used in land
Land preparation
preparation.
 Describes how different
 Tools used.
crops are propagated or
 Activities involved in land planted.
preparation.
 Identifies methods of
 When land is prepared planting.
(season)

Planting materials selection. Language competences

 Why it is done? The learner:-

 Qualities of a good planting
material (viable seeds)  Pronounces, spells, reads,
 How different crops are writes and makes
planted (propagation) sentences using the given
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WORLD Nursery bed Subject competences Discussion
OF
LIVING  Definition The learner:
THINGS  Crops first planted in a
nursery bed.  Defines a nursery bed. Question and
 Identifies crops first planted answer.
 Define transplanting.
 Advantages and in a nursery bed.
disadvantages of a nursery  Discusses ways of caring
bed. for crops.
 Hardening off
Language competences
Caring for crops
The learner:-
 Weeding Explanation
 Reads and writes the
*Definition words.
*Examples of weeds
 Makes correct sentences
*Importance
using the given words.
*Dangers
 Manure
 Watering
GROWING CROPS

Pruning

 Definition
 Tools
 Advantages and
disadvantages.

Thinning

 Definition
 Advantages.

Mulching

 Definition
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WORLD  Staking Subject competences Responsibility
OF
LIVING The learner:- Discussion. Defining.
THINGS  Gap fitting
 Defines a pest. Concern.
 Pests and disease control  Gives examples of pests.
Writing.
 Definition of pests.  Discusses ways of
 Examples of pests. controlling pests and Honesty.
 Effects of pests and disease.
diseases. Explanation. Reading
 Diseases of some crops.
Language competences
 Signs of diseases.
 Ways of controlling pests The learner: Care
GROWING CROPS

and diseases to plants

 Pronounces, spells, reads
the given words correctly.
 Harvesting
 Definition
 When to harvest and why? Subject competences
 Tools used in harvesting. The learner:-

 Identifies examples of
 Food preservation storage pests.
 Definition  States the types of stores.
 Methods of preserving food.  States reason for
 Reasons for preserving food preserving food.

 Storage
 Examples of storage pests. Language competences
 Types of stores.
The learner:-
 Qualities of a good store.
 Pronounces, spells the
words correctly.

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OUR Weather  Definition of weather and Subjects -Group work. Answering both oral -Effective Weather chart. Comprehe
ENVIRON changes climate and written communicatio nsive book
MENT around The learner:- -Guided questions. n Clinical four pg.
 Types of weather.
us. discovery. thermometer
 Elements of weather /
 Describes the changes in -Critical
factors -Question and A chart showing
weather. thinking
 Weather struments answer. clinical Mk.scie Bk
 Makes accurate
 Structures of weather measurements of rainfall. -Creative thermometer. 4
instruments. -Guided thinking.
 Uses thermometer to
discussion. Integrated
measure temperature. -Problem Bk. 4.
solving.

OUR Weather .Types of rainfall.  Draws a simple weather -Self

ENVIRON changes chart. awareness.
MENT around  Formation of rain/ water  Describes an experiment to
us. cycle show how rain is formed
 Advantages of rain and  Names the parts of
disadvantages. -Prediction
thermometer.

Sunshine Languages.
 Advantages and dangers of The learner:-
sunshine.
 Explains orally the water
cycle.
Cloud cover  Pronounce, spell and write
parts of a clinical
 Types of clouds and their
thermometer.
characteristics.
 Defines evaporation
 Advantages of clouds.
 Defines condensation
 Defines transpiration
Wind

 Defnition.
 Instrument used to

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 measure.
 Advantages of wind.

Humidity:

 Definition.
 Instrument used to
measure.
 Advantages of humidity.

Atmosperic pressure

 Definition.
 Causes.
 Instrument used.

Temperature

 Definition
 Instrument used
 Types of thermometer.

(a) Clinical thermoter.

- Structure.
- Liquid used and reasons
- Advantages of using
mercury
- Normal human body
temperature of celcious and
Fahrenheight scale.

both scales.

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 (b) Minimum and miximum
thermometer.
- Structure.
3 HUMAN Personal Personal hygiene. Subject: -Discussion. -Combing hair. -Appreciation. - Comb MK.
HEALTH Hygiene Intergrated
 Definition. The learner should be able to:- -Discovery -Brushing teeth. -Caring. - Water primary
4  Ways of keeping our body Science
clean.  Define personal hygiene. -Demonstration -Washing the face. - - Tooth paste.
Bk.
 State ways of keeping our Responsibility
 Items used in keeping our -Observation -Cutting finger nails - Tooth brush.
bodies clean. bodies clean.
short. -Self esteem
 Things used to keep our  Give the importance of Question and - Nail cutters.
bodies clean. e.g personal hygiene. answer. -
- Towels  Demonstrate clean body Assertiveness
- Soap activities.
- Razorblade Concern
- Water
Language.
- Comb
- Brushes  Spell the words correctly.
 Importance of keeping our  Pronounce the words
bodies clean. correctly.
* Remove germs.
 Write the words in correct
* Remove dirt.
spelling.
*Avoid bad smell.
* Keep health.
* Be smart.

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 SCHEME OF WORK FOR P.4 SCIENCE TERM II

WK PD THEME SUB- CONTENT COMPETENCES METHODS ACTIVITY LIFE SKILLS INSTRUCTIONAL REF
THEME AND VALUES MATERIALS

1
1 HUMAN OUR OUR FOOD Subject: -Guided - Note making. -Appreciation.  Real objects Comp.
HEALTH FOOD discovery (food stuffs) Science bk
 Definition:  Defines - Collecting food -Care 4. Pg.
*Food *Food -Group sources of food
*Feeding *Feeding discussion. values. -Love
*Nutrition *Nutrition
-Think pair -Grouping them Responsibility MK
*Balanced diet
 Sources of food *Deficiency diseases share. according to food integrated
*Super markets values. scie pupils
*Markets  States why we eat food?. bk 4
-Drawing and
*Shops  Gives some sources of painting different Pg.
*Gardens food. food stuffs.
Forest  Mentions some of the
components of balanced
 Why we eat food. diet.
(5Hs)

 Uses of food in the body. Language

 Balanced diet.
*Definition  Pronouncers, spell,s writes
*Components of balanced and reads words and
diet (classes of food) sentences correctly.
 Sources of food values.

Carbohydrates:
Language competence

The learner:-

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 Vitamins  Pronounces the words
correctly.
 Spells the given words
correctly.
Proteins

Deficiency disease etc.

 Definition
 Examples
 Causes
 Sign of symptoms of each
disease.
 Prevention.
 Ways in which food gets
contaminated, bad feeding
habits.
 Prevention of food
contamination.
 Preparation of simple dishes
locally.

HUMAN Major body organ Subject: -Discussion  Singing a song. -Selfawareness - Chart showing
BODY  Note making.
 Definition - Organ. - Identifies different body -Guided -Responsibility body organs.
ORGAN  Drawing.
 Examples of major body organs. discovery.
 Answering both Confidence
organs. - Defines: Organ.
-Question and oral and written
* Eyes - States ways of caring for -Fluency.
answer. questions.
* Brain our body organs.
- Draws and labels body -Effective

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 * Ears organs. - communicatio
* Stomach Demonstration. n
* Nose
* Bladder Language: -Creative
* Heart thinking
- Reads, pronounces, spells
* Lungs
and writes words correctly. -Critical
* Liver
- Answers simple thinking.
* Tongue.
comprehension questions
Kidneyd
correctly.
 Structure showing location
of each body organ.
 Structure of each part and
function.
 Diseases and disorders.
 Care for each body organ.
HUMAN THE TEETH Subject -Discussion.  Matching types -Effective -A chart showing Comprehe
BODY TEETH of teeth to communication. different types of nsive scie
 Sets of teeth. The learner:- -Question and diagrams. teeth. Bk. 4 pg.
 Types of teeth and their answer. -Self 151 – 164.
 Drawing and
uses.  Identifies sets of teeth. awareness.
labeling teeth
 Describes the different -Group work.
 The tooth structure. structures.
types of teeth and their -Critical
 Functions of the internal Guided  Practicing
functions. thinking. Intergrated
parts of the tooth. discovery. brushing of
 Draws different types of scie. Bk. 4
 Regions of the tooth. teeth. -Problem
teeth with correct labeling. pg. 112 –
 Diseases and disorders of  Answering oral solving. 118.
the teeth. and written
 How to care for the teeth. questions. -Decision
Languages
making.
 Reads, writes, pronounces Fountain
- Confidence scie. Bk. 4
words and sentences
correctly. pg 119 -
-Care
129
-Acceptance

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HUMAN  Definition Subject -Discussion -Drawing the germ -Self esteem.  Brooms. Comp.
HEALTH - Its elements (activities) path.  Dustbin scie BK. 4.
 Importance of good The learner:- - Effective
 Water
sanitation. Demonstration. -Answering oral and communicatio
 Identifies sanitation  Plates
written questions. n.
 Germs and diseases -Question and  Prepared Integrated
concerns.
- Definition answer. -Demonstrating way -Critical chats. Scie. Bk.4
 Draws diagrams on
- Where they are found. of keeping classroom thinking.
transmission of germs
- Types of germs -Guided clean.
(germ path).
- How they are spread. discovery. -Problem
 Carries out activities of
SANITATION
- Dangers of germs. solving. MK. Bk. 4
keeping the environment pupils
- The germ cycle (4Fs).
clean. -Care scie.
 Rotting
 Defines rotting
- Definition
-Love
- Importance of rotting
- Causes of rotting. Language -Respect.
- Dangers of rotting.
 Spells, write and appreciation
pronounce words correctly.
 Ways of protecting against
germs and diseases in our
environment.

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 SCHEME OF WORK FOR P.4 SCIENCE TERM III

WK PD THEME SUB- CONTENT COMPETENCES METHODS ACTIVITY LIFE SKILLS INSTRUCTIONAL REF
THEME AND VALUES MATERIALS

COMMUN Diarrheal  Definition of Diarrhoea.  Identifies diarrheal -Demonstration -Note making -Critical  Water Mk
ICABLE diseases  Examples of diarrhoeal diseases. thinking  Sugar integrated
DISEASE or faecal diseases.  Describes the spread of -Discussion -Preparing ORS and Pri Sci Bk
 Salt
S AND diseases the above diseases. SSS -Problem 4 Pg 124
 Causes -Guided  Spoons
WORM solving
 The 4Fs  Demonstrates the discovery -Cleaning the toilet  Chart
INFESTA  Prevention. preparation of ORS and showing the
or latrines -Decision
TION  Dehydration (Definition) SSS. -Question and 4Fs
making
 Its causes  Draw the structure of a answer -Boiling water
 Signs tape worm. -Self Functional
 Tell how tape worms enter - Making SSS awareness intergrated
 (Use of ORS)
 Solutes our bodies. Pri Sci for
 Defines dehydration Ug Pg 180
 Solvent
 Solution  Defines rehydration
 Rehydration (Definition)
 Preparation of ORS and
SSS.

2
1 HUMAN VECTORS Common Vectors The learners:- -Guided - Naming - Awareness  A chart with
HEALTH AND discovery some vectors.
DISEASES  Definition of vectors  Defines vectors  Real vectors
 Examples of common  Identifies some common like
vectors disease vectors - Drawing - Care
-Question and cockroaches
 Cockroaches
 Ticks answer
 Bedbugs
 House flies - Answering Responsibility
 Mites questions
Discussion.
 Rats
 Lice Match
Observation -Self
 Mosquitoes
awareness
 Tsetse flies

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* Life cycle of vectors Field

* Diseases spread by each Study -Decision

making
vector
Taking
 Body structure  Describes characteristics
 Their habitat of some disease vectors. Decision
 Their feeding habits
 Their life cycles Sharing
 How they protect them
selves from enemies Appreciation

Effective
How vectors spread diseases.
communicatio
 Through bites of infected n
anmals
 Through contaminated food
 Through contaminated air
 Through open wounds
 Through infected insect
bites

Prevention and control

 Proper hygiene
 Covering food.
 Spraying
 Biological control.
 Sleeping under a treated
mosquito net.

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HUMAN Accidents Accidents The learner:- -Guided  Collecting first -Critical -Real first aid Mk
HEALTH poisoning discussion aid items. thinking. materials. intergrated
and first  Definition - Names common accidents  Making a first Prim Sci
Aid  Types of accidents and poisoning at home, on -Problem
aid box. Bk 4 Pg
 Causes of accidents the way to, from and at solving 154
-Group work.  Demonstrating - Chart showing
 Prevention of accidents school.
how to give first -Coping with
- States causes of accidents
aid. stress. common
and poisoning.
First Aid - Demonstrates how to take Demonstration. accidents.
-Care
care of one who has taken
 Definition poison. Sympathy
 Reasons for giving first aid.
 Responsibilities of a first -
aider. Language Responsibility
 Qualities of a first aider.
- Talks about common
 First aid kit (box)
accidents.
 How to use a first aid kit. - Reads and writes words,
 Components of the first and sentences and stories
kit and uses. about accidents.
 Places where we find first
aid box
WORLD Animal life Definition of terms Subject Guided  Drawing. -Effective -Prepared chart Mk
(Rabbits) discovery  Note taking communication. Intergrated
OF  Rabbitary  Defines new terms. Prim Bk 4
 Answering oral
 Rabbit keeping  Names external parts of a -Critical Pg 180
LIVING and written
rabbit. thinking.
Discussion questions.
THINGS  Names breeds of rabbits. .
External parts of a rabbit -Creative
 Lists examples of exotic
thinking.
breeds.
 Explains the uses of -Decision

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 Breeds of rabbits rabbits Demonstration making
 Describes the habitat for
 Local rabbits -Problem
 - Exotic  Demonstrates skills in solving.
Question and
 Examples of exotic breeds. keeping rabbits.
answer. -Appreciation
 Names diseases of rabbits
and their control. - Patience
Importance / uses of rabbits.
 Signs of a sick rabbit
 Requirements of starting a Group work -Care
 Advantages of keeping
rabbitary farm field trip.
rabbits over other animals. -Fluency
 Housing in rabbits.
 Management practices.
 Diseases of rabbits and their
control.
 Keeping farm records.
HUMAN Road  Definition of road accidents. Subject competences
HEALTH traffic  Causes of road traffic
accidents, accidents. The learner
sprains,  How to cross the road e.g.
from zebra crossing. - Names causes of road
strains,
 How to prevent road traffic accidents
bruises - Name road users
accidents.
- Demonstrates how to cross
wounds a busy road.
Injuries / Fractures Language
- Talks about common
Types of injuries. injuries.
- Reads , poems , posters
 Fractures (types and their about accidents
first aid)
 Sprains and strains (their
first aid).
 Dis location and its first aid.
 Bruises and their first aid.
 Blisters and their first aid.
 Wounds and their first aid.

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Accidents,  Definition of
poisoning  Poison
and First  Poisoning
Aid - Common poisons in our
homes.
- Causes of poisoning.
- Signs of poisoning
- First aid
- How to prevent poisoning.

Page 18
Intestinal Definition:
worms
infestation  Intestinal worms
 Parasites
 Examples of intestinal worm
(a) Tape worms
- Structure

- How it spreads

- How it feeds

- What it feeds on

- Effect on body prevention

and control
(b) Hook worms
 Structure
 How they enter into the
body.
 How they feed.
 Prevention and control.
(c) Round worms (Nematodes)
 Structure.
 How they enter into the
body.
 How they feed.
 Prevention and control.
(d) Pin worms (thread worms)
 Their structure
 Feeding habits
 How they enter the body.
 Prevention and control
 Whip worms
 Structure
 How they enter our bodies.
 Their feeding habits
 Prevention and control

Page 19
 The learner:-

 Describes the habits of pin

worms.

 Describes the habits of

whip worms

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