Science Yearly Plan

YEAR FIVE SCIENCE SCHEME OF WORK

WEEK LEARNING OBJECTIVE LEARNING OUTCOMES
SCIENTFC PROCESS
SKILLS &
THINKING SKILL
INVESTIGATING LIVING THINGS
LEARNING AREA : 1. MICROORGANISM
1.1 Understanding that
microorganism is a living thing
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
Pupils state types of microorganism.
Pupils state that yeast is an eample of microorganism.
Pupils state that microorganism !reathes.
Pupils state that microorganism gro"s.
Pupils state that microorganism moves.
Pupils conclude that microorganism are living things
and most of them cannot !e seen "ith na#ed eyes.
1.2 Understanding that some
microorganism are harmful and
some are useful
1.2.1
1.2.2
1.2.3
1.2.4
Pupils state eample of use of microorganisms.
Pupils state the harmful effects of microorganisms.
Pupils descri!e that diseases caused !y microorganism
can spread from one person to another.
Pupils eplain "ays to prevent diseases caused !y
microorganisms.
LEARNING AREA : 2. SURVIVAL OF THE SPECIES
2.1 Understanding that different
animals have their o"n "ays to
ensure that survival of their
species.
2.1.1
2.1.2
2.1.3
Pupils give eample of animals that ta#e care of their
eggs and young.
Pupils eplain ho" animals ta#e care of their eggs and
young.
Pupils eplain "hy animals ta#e care of their eggs and
young.
2.2 Understanding that different
plants have their o"n "ays to
ensure the survival of their
2.2.1
2.2.2
Pupils state various "ays plants disperse their seeds
and fruits.
Pupils eplain "hy plants need to disperse seeds or
2
species.
2.2.3
2.2.4
2.2.5
2.2.6
2.2.$
fruits.
Pupils give eamples of plant that disperse seed and
fruits !y "ater.
Pupils give eamples of plant that disperse seeds and
fruits !y "ind.
Pupils give eamples of plant that disperse seeds and
fruits !y animals.
Pupils give eamples of plant that disperse seeds !y
eplosive mechanism.
Pupils relate characteristics of seeds and fruits to the
"ays they are dispersed.
2.3 %ealising the importance of
survival of the species
2.3.1 Pupils predict "hat "ill happen if some species of
animals or plants do not survive.
LEARNING AREA : 3 FOOD CHAIN AND FOOD WEB
3.1 Understanding food chains 3.1.1
3.1.2
3.1.3
3.1.4
3.1.5
Pupils identify animals and the food they eat.
Pupils classify animals into her!ivore& carnivore and
omnivore.
Pupils construct food chain.
Pupils identify produce.
Pupils identify consumer.
3.2 Synthesi'ing food chains to
construct food "e!.
3.2.1
3.2.2
3.2.3
3.2.4
Pupils construct a food "e!.
Pupils construct food "e!s of different ha!itats.
Pupils predict "hat "ill happen if there is a change in
population of a certain species in a food "e!.
Pupils eplain "hat "ill happen to a certain species of
animals if they eat only one type of food.
3
INVESTIGATING FORCE AND ENERGY
LEARNING AREA : 1. ENERGY
1.1 Understanding uses of energy 1.1.1
1.1.2
1.1.3
Pupils eplain "hy energy is needed.
Pupils give eamples "here and "hen energy is used.
Pupils state various sources of energy.
1.2 Understanding that energy can !e
transformed from one form to
another
1.2.1
1.2.2
1.2.3
Pupils state that various forms of energy.
Pupils state that energy can !e transformed.
Pupils give eamples that ma#e use of energy
transformation.
1.3 Understanding rene"a!le and
non(rene"a!le energy.
1.3.1
1.3.2
1.3.3
1.3.4
1.3.5
1.3.6
1.3.$
1.3.)
Pupils state "hat rene"a!le energy is.
Pupils state "hat non(rene"a!le energy is.
Pupils list rene"a!le energy resources.
Pupils list non(rene"a!le resources.
Pupils eplain that "hy "e need to use energy "isely.
Pupils eplain "hy rene"a!le energy is !etter than
non(rene"a!le energy.
Pupils give eample on ho" to save energy.
Pupils practise saving energy.
LEARNING AREA : 2. ELECTRICITY
2.1 *no"ing the sources of
electricity
2.1.1 Pupils state the sources of electricity.
2.2 Understanding a series circuit and
a parallel circuit
2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
2.2.6
2.2.$
Pupils identify sym!ols of various components in a
simple electric circuit.
Pupils dra" circuit diagrams.
Pupils identify the difference in the arrangement of
!ul!s in series and parallel circuit.
Pupils !uild a series circuit.
Pupils !uild a parallel circuit.
Pupils compare the !rightness of the !ul!s in a series
and a parallel circuit.
Pupils compare the effect on the !ul!s "hen various
s"itches in a series circuit and a parallel circuit are off.
4
2.3 Understanding the safety
precaution to !e ta#en "hen
handling electrical appliances
2.3.1
2.3.2
Pupils descri!e the danger of mishandling electrical
appliances.
Pupils the safety precautions to !e ta#en "hen using
electrical appliances.
LEARNING AREA : 3. LIGHT
3.1 Understanding that light travels
in a straight line
3.1.1
3.1.2
3.1.3
3.1.4
3.1.5
Pupils state that light travels in a straight line.
Pupils give eamples to verify that light travels in a
straight line.
Pupils descri!e ho" shado" is formed.
Pupils design a fair test to find out "hat cause the si'e
of shado" to change !y deciding "hat to #eep the
same& "hat to change and "hat to o!serve.
Pupils design a fair test to find out "hat factors cause
the shape of a shado" to change !y deciding "hat to
#eep the same& "hat to change and "hat to o!serve.
3.2 Understanding that light can !e
reflected
3.2.1
3.2.2
3.2.3
Pupils state that light can !e reflected.
Pupils dra" ray diagrams to sho" reflection of light.
Pupils give eamples of uses of reflection of light in
everyday life.
LEARNING AREA : 4. HEAT
4.1 Understanding that temperature is
an indicator of degree of hotness
4.1.1
4.1.2
4.1.3
4.1.4
4.1.5
4.1.6
4.1.$
Pupils state that "hen a su!stance gains heat it "ill
!ecome "armer.
Pupils state that "hen a su!stance loses heat it "ill
!ecome cooler.
Pupils measure temperature using the correct
techni+ue.
Pupils state the metric unit for temperature.
Pupils state that temperature of an o!,ect or material
increases as it gains heat.
Pupils state that temperature of an o!,ect or material
decreases as it gains heat.
Pupils conclude that the temperature is an indicator to
measure hotness.
5
4.2 Understanding the effect of heat
on matter
4.2.1
4.2.2
4.2.3
Pupils state that matter epands "hen heated.
Pupils state that matter contracts "hen cooled.
Pupils give eamples of the application of the principle
of epansion and contraction in everyday life.
INVESTIGATING MATERIALS
LEARNING AREA : 1. STATE OF MATTER
1.1 Understanding that matter eist in
the form of solid& li+uid or as.
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
Pupils classify o!,ects and materials into three states of
matter.
Pupils state the properties of solid.
Pupils state the properties of li+uid.
Pupils state that some li+uids flo" faster than others.
Pupils state the properties of gas.
1.2 Understanding that matter can
change from one state to another
1.2.1
1.2.2
1.2.3
1.2.4
Pupils state that "ater can change its state.
Pupils conclude that "ater can eits in any of the three
states of matter.
Pupils identify the processes involved "hen a matter
changes from one state to another.
Pupils identify factors that affect the rate of
evaporation of "ater.
1.3 Understanding the "ater cycle 1.3.1
1.3.2
1.3.3
1.3.4
Pupils descri!e ho" clouds are formed.
Pupils descri!e ho" rain is formed.
Pupils eplain ho" "ater is circuit in the environment.
Pupils eplain the importance of "ater cycle.
1.4 -ppreciating the importance of
"ater resources
1.4.1
1.4.2
Pupils give reasons "hy "e need to #eep our "ater
resources clean.
Pupils descri!e "ays to #eep our "ater resources clean.
LEARNING AREA : 2. ACID AND ALKALI
2.1 Understanding the properties of
acidic& al#aline and neutral
su!stances
2.1.1
2.1.2
2.1.3
Pupils identify acidic& al#aline and neutral su!stances
using litmus paper.
Pupils identify the taste of acidic and al#aline food.
Pupils conclude the properties of acidic& al#aline and
neutral su!stances.
6
INVESTIGATING THE EARTH AND THE UNIVERSE
LEARNING AREA : 1. CONSTELLATION
1.1 Understanding the constellation 1.1.1
1.1.2
1.1.3
Pupils state "hat constellation is.
Pupils identify constellation.
Pupils state the importance of constellation.
LEARNING AREA : 1. CONSTELLATION
2.1 Understanding the movements of
.arth& the /oon and the Sun
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.1.$
Pupils state that the .arth rotates on its ais.
Pupils state that .arth rotates and at the same time
moves round the Sun.
Pupils state that the /oon rotates on its ais.
Pupils state that the /oon rotates and at the same time
moves round the Sun at the same time.
Pupils state that the /oon and the .arth move round
the Sun at the same time.
Pupils descri!e the changes in length and position of
the shado" throughout the day.
Pupils conclude that the .arth rotates on its ais from
"est to east.
2.2 Understanding the occurrence of
a day and night
2.2.1
2.2.2
2.2.3
Pupils state it is day time for the part of the .arth
facing the Sun.
Pupils state it is night time for the part of the .arth
facing a"ay from the Sun.
Pupils eplain that day and night occur due to the
rotation of the earth on its ais.
2.3 Understanding the phases of the
/oon
2.3.1
2.3.2
2.3.3
Pupils state the /oon does not emit light.
Pupils eplain that the /oon appears !right "hen it
reflects sunlight.
Pupils descri!e the phases of the /oon.
$
INVESTIGATING TECHNOLOGY
LEARNING AREA : 1. STRENGTH AND STABILITY
1.1 *no"ing the shapes of o!,ect in
structures
1.1.1
1.1.2
Pupils state the shapes of o!,ect.
Pupils identify shapes in structure.
1.2 Understanding the strength and
sta!ility of a structure
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
Pupils identify shapes of o!,ects that are sta!le.
Pupils identify the factors that affect sta!ility of
o!,ects.
Pupils eplain ho" !ase area affects sta!ility.
Pupils eplain ho" height affects sta!ility.
Pupils identify the factors that affect the strength of a
structure.
Pupils design a model that is strong and sta!le.
REVISION & FINAL EAMINATION
)