YEARLY TEACHING PLAN

THEME: MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES

LEARNING SUGGESTED LEARNING

WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES
1.1 Carry out activities to make A student is able to: -relating -grouping and
Understanding connection between the five �� identify and relate a classifying
the sensory senses, the sensory organs and sensory
organs and the stimuli. organ to its stimulus, -classifying
their functions. Discuss what happens in our body �� state the pathway from
Being thankful to God
after a stimulus is detected. stimulus
to response:

Stimulus -- Sensory organs

1.2 Carry out activities to study the
Understanding following:
the sense of a) structure of the human skin
touch. involved in stimuli detection,
b) sensitivity of the skin at
different parts of the body
towards stimuli.
Discuss the sensitivity of the skin
in connection to the following
situations:
a) receiving an injection,
b) using Braille.
-- Nerves Brain -- Nerves
-- Response
A student is able to: -comparing and contrasting
�� identify the structure of -making decisions
the -generating ideas
human skin involved in
-observing
stimuli
detection, Being thankful to God
�� state the function of
different
receptors – pressure, heat,
pain,
�� draw conclusion on the
sensitivity of the skin at
different

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 parts of the body towards
stimuli.

LEARNING SUGGESTED LEARNING

WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES
1.3 Discuss the structure of the nose A student is able to: -relating
Understanding and the position of the sensory �� identify the structure of -predicting
the sense of cells using models, charts, the nose,
smell. computer software and other �� identify the position of -observing
-predicting
teaching aids. the
sensory cells in the detection Being thankful to God
of
smell.

1.4 Carry out activities to detect the A student is able to: -relating
Understanding different areas of the tongue that �� identify the different -generating
the sense of respond to different tastes. areas of the ideas
taste. tongue that respond to
Carry out activities to find how different Being thankful to God
taste is related to smell. taste,
�� relate the sense of taste
with the
sense of smell.
1.5 Observe and identify the structure A student is able to: -grouping and classifying
Understanding of the human ear. �� identify the structure of -relating -generating ideas
the sense of Discuss the function of each part the -sequencing
hearing. of the ear. human ear,
-observing -classifying
Discuss the hearing mechanism. �� explain the function of
the Being thankful to God
different parts of the ear,
�� describe how we hear.

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 1.6 Examine the cow’s eye or model A student is able to: -generating ideas
Understanding Of a human eye. �� identify the structure of -sequencing
the sense of Collect information on structure the
sight. and function of each part of the eye. human eye, -observing
�� explain the functions of
Being thankful to God
Discuss how we see. different
parts of the eye,
�� describe how we see.
LEARNING SUGGESTED LEARNING
WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES
1.7 Carry out activities to study: A student is able to: -making decisions
Understanding a) reflection of light, �� describe the properties -generating ideas -relating
light and sight. b) refraction of light between two of light -attributing -predicting
mediums of different density. i.e. reflection and refraction, -making inferences -making
analogies
Collect information about the types �� state the various
-visualizing
of defects of vision and the defects of
contribution/use of technology to vision, -observing
rectify them. �� explain ways to correct -predicting
vision -measuring and
Carry out activities to show what defects, using numbers
short sightedness and long �� state and give examples -interpreting data
sightedness are and how to of the
correct them. limitations of sight, -Appreciating
Discuss what astigmatism is and �� connect stereoscopic the
the way to correct it. and contribution
of science
Carry out activities to investigate monocular visions with the
and
the following: survival of animals, technology
a) optical illusion, �� identify the appropriate -Realizing that
b) blind-spot. device to science is a
Discuss the connection between overcome the limitations of

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 stereoscopic vision and monocular sight. means to
vision with the survival of animals. understand
Gather information about the nature
device to overcome the limitation of
sight.

LEARNING SUGGESTED LEARNING

WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES
1.8 Carry out activities to investigate: A student is able to: -generating ideas
Understanding a) the production of sound, �� describe the properties -relating
sound and b) the need of medium for sound of sound, -synthesizing
hearing. to travel, �� explain the reflection -predicting
-making decisions
c) the reflection and absorption of and
-attributing
sound. absorption of sound,
Collect information about �� explain the defects of -observing
a) the defects of hearing, hearing, -predicting
b) ways to rectify the defects of �� explain ways of
hearing. rectifying the -Appreciating
Discuss the limitations of hearing defects in hearing, the
and ways of improving it. �� state the limitations of contribution
Carry out activities to investigate hearing, of science
the need for stereophonic hearing �� state the device used to and
in determining the direction of overcome the limitations of technology
-Realising that science is a means
sound. hearing,
to understand nature
�� explain stereophonic
hearing.
1.9 Carry out experiments to A student is able to: -relating -making inferences

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 Understanding investigate and identify: �� state the stimuli that -generating ideas
the stimuli and a) stimuli detected by plants, cause -comparing and contrasting
responses in b) the parts of the plants sensitive response in plants, -making hypothesis
plants. to specific stimulus. �� identify the parts of
-observing –inferring-predicting
Discuss in what ways the plants
-controlling variables
response of plants towards stimuli sensitive to specific stimulus, -making hypothesis
are important for their survival. �� relate the response in -experimenting-communicating
plants to
their survival. -Realizing that science is a means
to understand nature
-Being cooperative
LEARNING AREA: 2. NUTRITION
LEARNING SUGGESTED LEARNING
WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES
2.1 Discuss the classes of food i.e. A student is able to: -generating ideas
Analyzing the carbohydrate, protein, fats, �� explain through examples -predicting
classes of food. vitamins, minerals, fibre and the -grouping and classifying
water and state their functions. classes of food,
Carry out activities to test for �� state the function of each -observing
-defining operationally
starch (iodine solution), glucose class
-classifying
(Benedict solution), protein of food,
(Millon’s reagent) and fats �� test for starch, glucose, -Being objective
(alcohol-emulsion test). protein
and fats.

2.2 Discuss: A student is able to: -grouping and

Evaluating the a) what a balanced diet is, �� state what a balanced diet classifying
importance of a b) the factors that determine a is, -generating
balanced diet. person’s balanced diet: age, �� state the factors that must ideas
size, sex, job, climate, state be
Being thankful to God
of health. considered when planning a

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 Collect food wrappers that show balanced diet,
calorific value of food and make a �� explain how the factors
list to show the calorific value for affect a
each type of food. balanced diet,
Discuss to estimate the calories �� state the quantity of energy
of food taken in a meal. in
Plan a balanced diet for a day. each gram of carbohydrate,
(breakfast, lunch and dinner) protein and fats,
�� estimate the calories of
food
taken in a meal,
�� plan a balanced diet.

LEARNING SUGGESTED LEARNING

WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES
2.3 Discuss that digestion is the A student is able to: -sequencing
Understanding breakdown of large food �� explain what digestion is, -generating
the digestive molecules into smaller soluble �� identify the parts of the ideas
system in man. molecules that can be readily digestive -making
inferences
absorbed by the body. system,
-predicting
Identify parts of the digestive �� describe the flow of food
system and the flow of food particles in the alimentary canal, -observing
particles in the alimentary canal �� state the functions of the -inferring
using model/chart/CD ROM. organs -predicting
Discuss the functions of the in the digestive system, -defining
various organs in the digestive �� describe the process of operationally
system and the enzymes found. digestion
Carry out activities to show the in the alimentary canal, Being thankful to God
action of the enzyme in the saliva �� list the end products of
on starch. digestion
of carbohydrate, protein and

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 fats.

2.4 Discuss the process of A student is able to: -generating

Understanding absorption of the products of �� explain the process of ideas
the process of digestion in the small intestine. absorption of the products of -making
absorption of Carry out an experiment to show digestion, inferences
-making
digested food. the absorption of glucose through �� make inference about the
analogies
a Visking tube. absorption of glucose through a
Visking tube. -observing
-inferring

Being thankful to God

LEARNING SUGGESTED LEARNING

WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES
2.5 Discuss the reabsorption of water A student is able to: -Making
Understanding by the large intestine and the �� state how water is inferences
the reabsorption process of defecation. in the large intestine,
of water and Discuss the importance of good -inferring
�� explain defecation,
defecation. eating habits to avoid
constipation. �� relate the problem of Being thankful to God
defecation
with eating habits.
2.6 Plan and carry out a healthy A student is able to: -grouping and
Put into practice eating habit. �� justify the importance of classifying
the habits of Discuss the following topics : -Making
eating
healthy eating. a) practicing good eating inferences
nutritious food,
habits i.e. eating nutritious food �� put in practice good eating -defining operationally
and eating in habits,
moderation, Being thankful to God
b) the generous distribution of food �� justify the generous

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 to the underprivileged / needy,
c) cultural practices in dining
conforming to sensitivities
and religious beliefs.
distribution
of food to the underprivileged /
needy,
�� relate the dining culture of
different people conforming to
sensitivities and religious
beliefs.

THEME: MAN AND THE VARIETY OF LIVING THINGS

LEARNING AREA: 1. BIODIVERSITY
LEARNING SUGGESTED LEARNING
WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES
1.1 Discuss the diversity in the general A student is able to: -grouping and
Understanding characteristics of living organisms. �� explain the diversity of classifying
variety of living Collect and classify various plants -attributing
living
organisms and and animals into a system based -comparing
organisms in a habitat, and
their on common characteristics. �� classify various animals contrasting
classification. - Animal: Invertebrate, based
vertebrate, mammal, fish, bird, on common characteristics, -classifying
amphibian, reptile.
- Plant : Flowering plant, no �� classify various plants
-Realizing that
flowering based
science is a
on common characteristics,

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 plant, monocotyledon, �� explain the importance of means to
dicotyledon. biodiversity to the understand
- Build a concept map on living nature
environment.
organisms based on the
classification above.
Discuss the importance of
maintaining the biological diversity
as one of the country’s natural
heritage.

LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT

LEARNING SUGGESTED LEARNING
WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES
2.1 Carry out a field work to study A student is able to: -generating
Analyzing the species, habitat, population, �� state what species, population ideas
interdependence community in an ecosystem. and community are,
among living Carry out a discussion on -Realizing that
�� state what habitat and science is a
organisms. interdependence among living ecosystem are, means to
organisms and the environment
�� identify various habitats in understand
to create a balanced ecosystem. nature
one
ecosystem,

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 �� explain through examples the
interdependence among living
organisms and the environment
to create a balanced ecosystem.

2.2 Collect and interpret data on the A student is able to: -attributing
Evaluating the types of interactions between �� list the types of interactions -generating
interaction living organisms as follows: ideas
between living organisms,
between living a) prey-predator, �� explain with examples the -Realizing that
organisms. b) symbiosis: commensalisms, interactions between living science is a
mutualism and parasitism organisms, means to
e.g. remora and shark, algae and understand
fungi, tape worm and man, �� justify the importance of
interaction between living nature
c) competition. Conduct an activity
to show the importance of the organisms and the environment,
interaction �� explain through examples the
between organisms and the advantages and disadvantages
environment. of biological control in regulating
Discuss the advantages of the number of pest in certain
biological control in regulating the areas.
numbers of pests in certain areas.
LEARNING SUGGESTED LEARNING
WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES
2.3 Collect and interpret data on the A student is able to: -synthesizing
Synthesizing producer, consumer, decomposer �� explain what producers, -relating
food web. and pyramid number. -predicting
consumers and decomposers
Construct a food web from a few -generating
are, ideas
food chains and identify the �� combine a few food chains to
producer, consumer and construct a food web,
decomposer.
�� identify the producer, -predicting

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 Discuss the energy flow in the consumer
food web constructed. and decomposer in a food web, -Realizing that
Conduct a game to show the �� construct a pyramid number science is a
effects of an increase or decrease means to
from a food chain, understand
in the number of organisms in a �� relate the food web and the nature
pyramid number. Discuss the pyramid number to energy flow, -Appreciating
consequences if a component of the balance of
living organisms in an ecosystem �� predict the consequences if a
certain component of living nature
is missing.
organisms in the ecosystem is
missing.
2.4 Carry out discussion on what A student is able to: -relating -making inferences
Analyzing photosynthesis is. �� state what photosynthesis is, -generating ideas
photosynthesis. Carry out experiments to -making hypothesis
�� state the factors required for -synthesizing
determine the factors needed for photosynthesis,
photosynthesis i.e. carbon
dioxide, water, light and �� state the products of -observing -inferring
photosynthesis, -predicting -controlling variables
chlorophyll. -making hypothesis
Discuss the importance of �� control the variables that are
-experimenting -communicating
photosynthesis in maintaining a required for photosynthesis, -Being cooperative
balanced ecosystem. �� explain the role of -Appreciating the balance of
Discuss the carbon and oxygen photosynthesis in maintaining a nature
cycles. balanced ecosystem.
LEARNING SUGGESTED LEARNING
WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES
2.5 Collect and interpret data on the A student is able to: -generating
Evaluating the conservation and preservation of ��explain what conservation and ideas
importance of living organisms. preservation are,
conservation Carry out a field work in a natural ��explain the steps taken to
and forest reserve (wetlands, highland -Appreciating
preserve and conserve living the balance of
preservation of forest or tropical rain forest) or an

11
 living animal sanctuary to study the
organisms. conservation and preservation of
living organisms.
Carry out a discussion on how the
improvement in science and
technology helps in the
conservation and preservation of
living organisms.
Run a campaign to stress on the
importance of conservation and
preservation / Carry out a role play
involving the parties concerned in
solving problems related to the
conservation and preservation of
living organisms.
2.6 Carry out a brainstorming session
Evaluating the to discuss the environmental
role of man in issues affecting the balance in
maintaining the nature and how to solve it.
balance in Carry out a discussion to justify
nature. that man needs stable and
productive ecosystem to ascertain
a harmonious life.
THEME: MATTER IN NATURE
LEARNING AREA: 1.0 WATER AND SOLUTION
LEARNING SUGGESTED LEARNING
WEEK
OBJECTIVES ACTIVITIES
1.1 Carry out activities to determine
Analyzing the the following:
physical �� the freezing point of water,
organisms, nature
��justify the importance of
conservation and preservation of
living organisms,
��support activities organized by
various parties to preserve and
conserve the living organisms.
A student is able to: -generating
�� explain the effects of human ideas
activities on the balance in nature,
�� describe how man solves
-Appreciating
problems related to environment, the balance of
�� justify that human need a nature
stable,
productive and balanced ecosystem.
LEARNING OUTCOMES NOTES
A student is able to: -generating
�� state the meaning of the ideas
-predicting
freezing point of water,

12
 characteristics �� the boiling point of water. �� state the meaning of the
of water. Carry out an activity to observe the boiling -defining
operationally
effects of impurities on the point of water,
-predicting
physical characteristics of water. �� describe the physical
characteristics of water, Being cooperative
�� explain through examples the
effects of impurities on the
physical characteristics of
water.

1.2 Carry out an electrolysis to A student is able to: -making

Analyzing the determine the ratio of hydrogen to �� determine the composition of generalizations
composition of oxygen in a molecule of water. -generating
water,
water. ideas
�� test the presence of hydrogen
and oxygen. -observing

Being cooperative

LEARNING SUGGESTED LEARNING

WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES
1.3 Carry out experiments to study the A student is able to: -relating
Analyzing the factors affecting the rate of �� explain what evaporation is, -making
process of evaporation of water i.e. humidity, inferences
�� explain through examples the -generating
evaporation of the temperature of the factors that affect the rate of

13
water. surrounding, surface area and the evaporation of water with ideas
movement of air. reference to the Kinetic Theory, -making
Discuss the factors affecting the �� compare and contrast hypothesis
rate of evaporation in relation to between
the Kinetic Theory. -observing
evaporation and boiling, -inferring
Discuss the similarities and �� describe the application of the -controlling
differences between evaporation evaporation of water in daily variables
and boiling. life. -making
Gather information on evaporation hypothesis
process and its application in daily -experimenting
life.i.e. drying of clothes, -communicating
preservation of agricultural
products and processing of food. Being cooperative

1.4 Discuss the differences between solute, A student is able to: -comparing and
Analyzing solvent and solution. �� explain what solute, solvent contrasting
solution and Carry out activities to prepare a dilute -attributing
and solution are,
solubility. solution, a concentrated solution and a -generating
�� contrast and compare ideas
saturated solution. between dilute solution, -relating
Discuss the similarities and differences concentrated and saturated -making
between dilute solution, concentrated solution, hypothesis
solution -making
and saturated solution. �� explain what suspension is,
inferences
Carry out activities to illustrate the �� explain what solubility is,
differences between a solution �� explain the factors affecting -observing
and a suspension. the solubility of solutes in -inferring
Carry out experiments to water, -controlling
determine the factors affecting the �� explain the importance of variables
solubility of a solute. -making
water as a universal solvent in hypothesis
�� Nature of solvent, life, -experimenting

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 �� Nature of solute, �� give examples on the uses of -communicating
�� Temperature. organic solvents in our
-Realizing that
Carry out experiments to everyday life.
science is a
determine the factors affecting the means to
rate of dissolving: understand
�� temperature, nature
-Being
�� rate of stirring,
cooperative
�� size of solute particle.
Discuss the importance of water
as a universal solvent in life.
Gather information on the
application of organic solvents in
daily life.

LEARNING SUGGESTED LEARNING

WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES
1.5 Carry out activities to study: A student is able to: -synthesizing
Analyzing acid �� the properties of acid in terms of pH �� identify the properties of acid, -predicting
and alkali. -generating

15
 value, taste, corrosive nature, effect on
litmus paper, reaction with metals such as
magnesium
and zinc,
�� the characteristics of alkali in terms
of pH value, taste, corrosive nature, effect
on
litmus paper,
�� carry out a discussion to define acid
and alkali operationally.
Carry out activities to determine the acidic
and alkaline substances in daily life.
Gather information on the usage of acid
and alkali in everyday life such as in
agriculture and industry.
Discuss on the meaning of neutralization.
Carry out an activity
to show neutralization using the
hydrochloric acid and sodium
hydroxide of the same
concentration.
Discuss the application of
neutralization in daily life e.g.
using shampoo and conditioner
and, insect bite.
identify the properties of alkali, ideas
�� state that acid and alkali only
-defining
show their properties in the
operationally
presence of water, -observing
�� explain through examples the
definition of acid and alkali, Realizing that science
�� identify the substances which is a means to
are acidic or alkaline in understand nature
everyday life,
�� state the uses of acid and
alkali in daily life,
�� explain the meaning of
neutralization,
�� write an equation in words to
describe the neutralization
process,
�� explain through examples the
uses of neutralization in daily
life.

LEARNING SUGGESTED LEARNING

WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES

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 1.6 Make a visit to a water purification A student is able to: -comparing and
Analyzing the site. �� list the natural sources of contrasting
methods of Brainstorming on the following: -generating
water,
water ideas
�� natural resources of water, �� state the reasons for water -making
purification. �� the reasons for water purification, inferences
purification. �� describe the various types of -making
Discuss the various types of water water purification, decisions
purification such as filtration, �� compare the strengths and
boiling, chlorination and distillation. -observing
weaknesses of the various
Carry out activities to study the types of water purification. Appreciating the
various types of water purification
contribution of science
such as filtration, boiling and and technology
distillation.
Pupils present their findings to
discuss the strengths and
weaknesses of the various types
of water purification.

1.7 Make a visit to a water processing A student is able to: -analyzing

Analyzing the plant to study the water supply �� describe how the water -sequencing
water supply system and stages involved in supply
system. water purification. Appreciating the
system works, contribution of science
Discuss the ways to save water. �� explain ways to save water. and technology
Do a project on how much water
the average household uses.

LEARNING SUGGESTED LEARNING

WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES

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 1.8 Collect and interpret data on types A student is able to: -grouping and
Understanding of water pollutants which include: �� give examples of water classifying
the �� industrial waste such as pollutants,
preservation of -classifying
chemical and radioactive �� explain the effect of water
water quality. residues, pollution on living things, -Appreciating the
�� domestic waste such as �� explain ways to control water balance of nature
garbage and sewage, pollution,
�� chemicals from the �� explain ways to preserve
agricultural activities such water
as fertilizers and and its quality.
pesticides,
�� siltation caused by
constructions and
deforestation,
�� accidental spillage from
tankers.
Conduct discussion on the effect
of water pollution on living things.
Generate ideas on ways to control
water pollution.
Discuss ways to conserve and
preserve water and its quality. Run
a campaign on ‘Love Our Rivers’.

LEARNING AREA: 2. AIR PRESSURE

WEEK LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES

18
 OBJECTIVES ACTIVITIES
2.1 Carry out an activity to discuss the A student is able to : -attributing
Understanding kinetic theory of gases. �� explain the existence of -relating
air pressure. Carry out an activity to show that air
air exerts pressure. -observing
pressure with reference to the
Carry out activities to show the Kinetic Theory, Realizing that science is
factors affecting air pressure, i.e. �� explain the factors a means to understand
volume and temperature. affecting air nature
pressure.

2.2 Collect and interpret data on A student is able to: -generating

Applying the appliances that use the principle of �� explain with examples ideas
principle of air air pressure. -solving
things
pressure in Gather information and discuss problems
that use the principle of air -relating
daily life. the application of air pressure in pressure,
syringe, siphon, spraying pump �� generate ideas to solve Realizing that science is
and drinking straw. problems using the principle of a means to understand
Discuss ways of using the air pressure, nature
principle of air pressure to solve
daily problems such as blockage �� relate the safety measures
in sinks and pouring condensed taken when using gas under
milk from a can. high pressure.
Gather information on how a gas
tank containing gas under high
pressure works.
Discuss the safety precautions
taken when using gas under high
pressure.

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THEME: FORCE AND MOTION
LEARNING AREA: 1. DYNAMICS
LEARNING
WEEK SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
OBJECTIVES
1.1 Carry out activities to show pushing and A student is able to: -generating ideas
Understanding pulling are forces. �� state that a force is a push -attributing
force. Carry out activities to show the effects of or a
force (changes in shape, position, speed and -observing
pull,
direction). �� explain the effects of Realizing that science is a
Carry out activities to show different types of forces, means to understand
forces (frictional, gravitational, electrostatic nature
and �� explain the various types
magnetic force). of
forces.
1.2 Discuss the unit of force and the A student is able to: -predicting
Understanding principle of a spring balance. �� state the unit of force,
the Carry out activity to measure the -measuring and
�� explain how a spring using numbers
measurement magnitude of force. balance -predicting
of force. works,
�� measure the magnitude of Having critical and
force. analytical thinking

1.3 Discuss with examples to show the existence A student is able to: -comparing and
Application of of frictional force. �� explain with example the contrasting
frictional force. Carry out activities to identify the direction of -attributing
existence of frictional force,
frictional force and measure the magnitude of -generating
�� state the direction and the ideas
the magnitude of frictional force, -relating
force.
�� carry out an experiment to -making
Carry out an experiment to show how hypothesis
different types of surfaces affect the show
how different types of surfaces -making

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 magnitude of frictional force. affect frictional force, inferences
Gather information and discuss the �� explain the advantages and -making
advantages and disadvantages of friction. decisions
disadvantages of friction,
Carry out activities on ways to �� explain ways to increase -observing
a) increase friction, friction, -inferring
b) reduce friction.
�� explain ways to reduce -controlling
Discuss the application of variables
increasing and decreasing friction friction,
-making
in our daily life. �� explain with examples the hypothesis
application of friction in daily -experimenting
life. -communicating
-defining
operationally

Being cooperative
1.4 Discuss with examples to show A student is able to: -problem
Application of work is done when an object is �� explain with examples solving
work. moved by a force. how work
Carry out activities to determine Critical and analytical
is done, thing
the work done by using: �� state the unit of work,
Work (J)
= Force (N) X Distance (m) �� calculate the work done.

1.5 Carry out activities to determine A student is able to: -problem

Application of power by using: �� state the meaning of solving
power. Power (W) = Work (J) power,
Time (s) Critical and analytical
�� state the unit of power, thing
�� calculate power on the
work
done.

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 1.6 Create an activity e.g. drawing a A student is able to:
Analyzing the poster, sketching or acting to show �� describe how life will be if
importance of how life would be without force. force
force in life. does not exist.

LEARNING AREA: 2. SUPPPORT AND MOVEMENT

LEARNING SUGGESTED LEARNING
WEEK LEARNING OUTCOMES NOTES
OBJECTIVES ACTIVITIES
2.1 Gather information and discuss A student is able to: -comparing and
Understanding the various support systems in �� explain the support contrasting
the support a) land and aquatic vertebrates, -grouping and
system in
systems in b) land and aquatic invertebrates. classifying
vertebrates and the various
animals. Carry out discussions on the support systems in -classifying
following: invertebrates,
a) similarities and differences �� compare and contrast the Realizing that science is
between support systems in support system between land a means to understand
land and aquatic vertebrates, and aquatic vertebrates, nature
b) similarities and differences
between support systems in �� compare and contrast the
land and aquatic invertebrates. support system between land
and aquatic invertebrates.

2.2 Carry out field work to study A student is able to: -Grouping and
Understanding various support systems of plants. �� explain the various classifying
the support Carry out activities to classify support
systems in plants based on their support -Classifying
systems in woody and
plants. systems. nonwoody Realizing that science is
plants, a means to understand

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 �� classify plants based on nature
their
support systems.

2.3 Discuss issues e.g. A student is able to: Realizing that science is
Appreciating a) inability of whales to move �� justify the importance of a means to understand
the support back to sea after being nature
the
system in washed ashore, support system to living
living things. b) a crippled person using things.
crutches for support.

THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

LEARNING AREA: 1. STABILITY
LEARNING SUGGESTED LEARNING LEARNING
WEEK NOTES
OBJECTIVES ACTIVITIES OUTCOMES
1.1 Carry out activities to find A student is able to: -generating
Understanding that the the point of equilibrium in �� determine the point of ideas
centre of gravity regular and irregular -relating
equilibrium in regular and
affects stability. shapes. -making
irregular shapes, hypothesis
Carry out an experiment to �� relate the point of -making
find out how the centre of equilibrium as the centre inferences
gravity affects the stability of gravity of objects,
of an object by
manipulating the �� relate the centre of
gravity -observing
a) height, -inferring
b) base area. to the stability of objects.
-Controlling
Discuss the relationship variables
between the centre of -making
gravity and stability. hypothesis

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 -experimenting
-communicating
-defining
operationally

1.2 Carry out a brainstorming
Appreciating the session on ways to
importance of stability. improve stability.
Carry out activities like
doing projects or playing
games to build models by
applying the concept of
stability.
Being cooperative
A student is able to: -generating
�� suggest ways to ideas
improve
Realizing that science is a
the stability of objects means to understand nature
around them,
�� explain with
examples the
application of stability in
life.

LEARNING AREA: 2. SIMPLE MACHINE

LEARNING SUGGESTED LEARNING LEARNING
WEEK NOTES
OBJECTIVES ACTIVITIES OUTCOMES
2.1 Discuss how a small effort can A student is able to: -problem
Analyzing levers. overcome a large load with the use �� list things around solving
of a lever. -generating
them
Make an observation on devices that ideas
that use the principle of -synthesizing
use the principles of levers. the lever,
Identify the load, force and fulcrum, �� state what a lever can -observing
and then classify the systems into do,
first, Critical and analytical
second and third class levers. �� identify load, force
thinking
Discuss how humans apply the and
rinciples of levers to help them fulcrum in the lever,
overcome large load. �� classify levers,

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 Discuss that the moment of force �� explain what is meant
= force X perpendicular distance by
from the pivot to force. the moment of a force,
Carry out an activity to show the �� solve problems
relationship between moment and related to
the levers.
product of force and distance.
Solving problems related to levers
using the
following formulae:
Load (N) X distance of the load
from fulcrum (m) = Force (N) X
distance of
the force from the fulcrum(m)
2.2 Carry out a project to build A student is able to:
Appreciating the a device using the �� design or improvise a
innovative efforts in principle of a lever. device that use the
the design of machine principle of a lever.
to simplify work.

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