Year Four Science Yearly Plan

8/12/2019 Year Four Science Yearly Plan

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YEAR FOUR SCIENCE YEARLY PLAN

THEME: A. Investigating Living Things

Learning Area: 1. Living things have basi nee!s

"ee# Learning Ob$etives Learning O%t&'es S%ggeste! Learning Ativities Sienti(i S#i))s N&tes* v&ab%)ar+

Pupils should learn :

1.1 Understanding thathumans have basicneeds

1.1

Pupils

Identify the basic needs of

humans

Give reasons why humans need

food, water, air and shelter

!"#$

%&'(

Pupils view video that shows variousfootage related to the basic needs ofhumans i.e.:

A childfamily ta!ing drin!s and a

balanced diet,

"ovement of the chest of a

sleeping baby,

#ifferent types of houses)*+,-./01

23456

789:;6?@AB6

CDEF

$ased on the video pupils discuss thebasic needs of humans i.e. food,water, air and shelterGH-.IJKL+,/01!"#$%&

Pupils discuss that :a% humans need to eatdrin! to help

them grow and to stay healthy,b% humans need to breathe,c% humans need to protect

themselves from danger, sun andrain

KL+,1a% MNOPQRS#TU

VW6

&bserving)X

'ommunicatingYZ[Y\

"a!ing inferences]^_?

Predicting`a

$asic need

$reathbc

$ungalowdefgh

(latJE

)utiE

*ong houseSE

"ovementAB

+errace house

jE

helter$%&

$alanced diet45

1


2/33


3/33

#escribe types of shelters for

animals

B$%&

Pupils study pictures or video anddescribe different types of shelters foranimals such as nest, caves andholes.)X--6>B$%&


1.0 Understanding thatplants have basicneeds

1.0

Pupils

Identify the basic needs of plants

Pupils carry out activities to show the

basic needs of plants by comparingsimilar balsam plants !ept in differentconditions :a% 1 watered, 1 without waterb% 1 !ept outdoor, 1 !ept in a tight

plastic bag

c) 1 !ept outdoor and 1 !ept in adar! cupboard

K1a% w+b% E 3c% E

Pupils observe and record their daily

observations.r)X

$ased on their records pupils discussto conclude that the basic needs ofplants are water, air and sunlight.GH)X6]^L

&bserving

)X

'ommunicatingYZ[Y\


"a!ing hypotheses]^

'ontrolling variables

-perimenting

Interpreting data

)andle specimens correctlyand carefully

'ondition

imilar

2atered

unlight

Learning Area - : Living things %n!erg& )i(e r&esses


.1 Analysing lifeprocesses thathumans undergo

.1 I

Pupils :

Identify that human breathe !"Obc

Pupils use their hands to feel the

movement of their chest as theybreathe.bc;3:@AB

Pupils discuss to conclude that the

&bserving)X

'ommunicatingYZ[Y\

-haleb"

(aeces

"ee# Learning Ob$etives Learning O%t&'es S%ggeste! Learning Ativities Sienti(i S#i))s N&tes* ,&ab%)ar+

3


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#escribe what inhale is

bcf1c"

#escribe what e-hale is

bcf1b"

#ifferentiate the air that we inhale

and e-hale

c#b^!"

tate that humans use lungs to

breathe

3=Obc

Identify the passage of air during

breathe

bc;!"=

'onclude that not all individuals

have the same rate of breathing

bc>

movement of the chest is due tobreathing.KL6


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defecate

yj#j

tate the products of human

e-cretion

j

tate the products of human

defecation

j

Gives reasons why humans need

to e-crete and defecate

j#j

KLyj#j

Pupils discuss that when humans :a% e-crete they produce urine,

sweat, and waterb% defecate they produces faecesKL1a% j#Ib% j

Pupils discuss that humans e-creteand defecate to get rid of wastematerials from their bodies.KLj#jxj^

Pupils discuss to infer the effect onhealth if humans do not e-crete ordefecate.`aj#j

'ommunicatingYZ[Y\


#efecatej

weat

Urine

2aste products

tate that humans respond tostimuli

O

Gives reasons why humans

respond to stimuli

O+

Pupils view video or carry outactivities to show how humansrespond to stimuli. e.g. whentouching a glass of hot water.)*-.BO/01F

Pupils discuss to infer that humansrespond to stimuli to protectthemselves from danger or forsurvival.KLv_?O+k%lmnopq

&bserving)X

'ommunicatingYZ[Y\


timuli

/eaction


tate that humans reproduce

f

Pupils draw family trees of theirfamilies for three generations. Pupilscompare each other4s diagram and

&bserving)X

&ffspring

5


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Predict what will happen if

humans do not reproduce

à>

conclude that humans produceoffspring from one generation toanother668

Pupils discuss what will happen ifhuman do not reproduce.à>

'ommunicatingYZ[Y\


Predictingà

/eproduce

urvival


. $eing aware thatcertain behaviour candisturb life processes.

. !"

Pupils :

Gives e-amples of habits that

bring harm to human lifeprocesses

#^$!"

tate the effects of smo!ing on

lungs

c%=p&

Pupils discuss to identify bad habitsin humans, e.g. smo!ing, drin!ingalcohol, and ta!ing drugsKL>'/01c%()#*3+

Pupils loo! at pictures or video of asmo!er4s and non5smo!er4s lungsand discuss the effects of smo!ing onlungs)Xc%,c%,=--.6KLc%=p&

Pupils watch demonstration byteacher to observe the harmfulsubstances produced when acigarette is being burnt-./-012%&+&3

Pupils listen to a tal! on smo!ing andhealth given by a health officer45+,c%p&VW6y

Pupils draw posters about the effectsof smo!ing on healthc%p&VW78

&bserving)X

'ommunicatingYZ[Y\

mo!erc%,

Affect9

#run!en(),

#elay:;

'ause


-plain that ta!ing drugs and

alcohol can delay a person4s

Pupils view video to see the effects ofdrugs and alcohol on humans in

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response to stimuli

?3+#()y9O

Participate in a campaign to

discourage smo!ing, drugs ta!ing,and alcohol drin!ing among theirpeers.

[@!ABc%()B

terms of the effects of delaying aperson4s response to stimuli, e.g.a% Ability to wal! in straight line

b) #elayed reaction of a drun!endriver or a driver high on drugcan cause accident.

)*+,*3+()&-.1a% CDE$Fb% G)HI?3J+x9

KLMB]6RNOP

Pupils carry out activities todiscourage smo!ing, drugs ta!ing,and alcohol drin!ing among theirpeersQRMc%M()M*3+B


.0 Analysing the life

processes that animalsundergo

.0 IB

Pupils :

tate that animals e-crete

Byj

tate that animals defecate

Byj

Gives reasons why animals need

to e-crete and defecate

Bj#jST

Pupils observe animals in sciencegarden to conclude that animalsdefecate and e-crete

UV@)XBj#j

Pupils discuss that animals e-creteand defecate to get rid of wasteproducts from their bodiesKLBj#jxj^

Pupils discuss to infer the effect onhealth if animals do not e-crete ordefecate`aBw+j#j

&bserving)X

'ommunicatingYZ[Y\


GrasshopperWX

&ccurP

#efecatej-cretej

pecimensY

$reathebc


tate that animals breathe

Bybc

Pupils loo! at models or livespecimens to see the breathingstructures of :a% $ird

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tate that breathing organ for

different types of animals may bedifferent

B>bcZ

b% Grasshopperc% (rogd% (ishe% 'rabf% "on!ey)XBbcZ[\]Y1a% ^b% WXc% A_d% `

e% abf% cF

$ased on the viewing of videomodels live specimens pupilsconclude that breathing organs foranimals may be differentGH)X6]^L1B+>bcZ

tate that animals reproduce

By

tate that some animals give birth

and some lay eggs

B1de

'lassify animals according to the

ways they reproduce

GHBf

Pupils view video showing animalsgiving birth and chic!s hatching fromeggs)*B

g86

h-.

Pupils discuss to conclude thatanimals reproduceKLvB

Pupils discuss to conclude that someanimals give birth and some lay eggsKLd[eB

Pupils discuss to classify animals intothose that lay eggs and those thatgive birth to their youngGHBI

&bserving)X

'ommunicatingYZ[Y\

'lassifyingf

/eproduce

Give birthd

)atchh

*ay eggse


#escribe the life cycles of different

animals

>Bij

Pupils observe animals such asbutterfly, frog, hamster or chic!enfrom birtheggs to adult. Pupils recordthe change animals may havedifferent life cycles s in si6eform at

&bserving)X

'ommunicatingYZ[Y\

*ife cycleij

tagek.

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'onclude that animals may have

different life cycles

B+>ij

the different stages of the life cycles)XvlmA_S/Bij>k.no

$ased on their observations andrecords pupils discuss to concludethat animals may have different lifecyclesGH)X6B+>

ij

Pupils ma!e a scrap boo! on realanimals as imaginary pet, e.g. tiger,whale, li6ard, pangolin, bat worm,sna!e etc. pupils may write, draw orpaste pictures on their scrap boo! totell about their pets, e.g.a% 2hat pupils have to do to !eep

their pets alive and healthyb% uitable home for their petsc% (oods for their petsd% )ow their pets protect

themselves from enemiese% )ow their pets ta!e care of their

youngf% *ife processes of their petsp]+,Bijqrs/01a% 0kVWRSb% tu$%&c% d% lve% wx8f% ij

#raw specimens andapparatusy#z



.7 Understanding the lifeprocesses that plantsundergo

.7

Pupils :

tate that plants responds to

stimuli

O

Identify the part of plant that

responds to the water

Pupils carry out activities to studyhow plants responds to stimuli, e.g.water, sunlight, touch and gravityO1:#@{F

Pupils observe and record their

&bserving)X

'ommunicatingYZ[Y\

"a!ing inferences

2ater lettuce|

$ryophyllum}~

-tinct

9


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11/33

`aw+

-plain the various ways plants

reproduce

CD

human and certain animals`aw+1BxO

Pupils study live specimensviewvideo to find out the various waysplants reproduce, i.e.a% +hrough seeds e.g. balsam, corn

and durianb% +hrough spores e.g. fern

c% +hrough suc!ers e.g. bananaand pineappled% +hrough stems e.g. hibiscus,

rose and tapiocae% +hrough leaves e.g. begonia

plants and bryophyllumf% +hrough underground stem e.g.

potato, onion, ginger and lily.+,CD1a% DF#

b% Fc% 2d% ni

e% F7@G

f% @gg

plittingI

*ove grass

nsurek

/elationship

,\

(lame of the forest

horea

Learning Area: /. Ani'a)s an! )ants r&tet the'se)ves B#lv



0.1 Understanding thatanimals have specificcharacteristic andbehaviour to protectthemselves from

Pupils :

Identify special characteristics of

animals that protect them fromdanger

Bk%lm

Identify special behaviour of

Pupils touch animals such as gardensnails or millipedes and observe howthey react to danger#6)X0k%lm

Pupils describe what they observe

&bserving)X

'ommunicatingYZ[Y\

"a!ing inferences

'url up

"illipede

'entipede

11


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danger.0.1 B+#

Ok%lm

animals that protect them fromdanger

Bk%lm

#escribe how the special

characteristics and behaviour ofanimals help to protect them from

danger B03lm#

Ok%lmnopq

and give reasons for the animal4sbehaviour, e.g. millipede curls up toprotect itself from dangerGH)X6B/01k%lm

Pupils loo! at live specimen or collectinformation by loo!ing at pictures orviewing video of various animals to

identify the characteristics andbehaviour of animals that protectthem from danger, e.g.a% Pangolins have hard scales to

protect themselves from enemiesb% $ed bugs have bad smell to

repel enemiesc% 'hameleons have the ability to

change s!in colour according tothe surrounding

d% corpions have stings to protectthemselves from enemies

qvGH>f1a% ++FOb% yP^"O

c% +$FR

[d% F+#

]^_?

$ehaviour

)urt

Pangolin

cale#

$ed bug

'hameleon

ting


Pupils discuss and e-plain how thecharacteristics and behaviour ofthese animals protect them fromdangerKLB03#Ok%lm

Pupils present their findings to theclass

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8q


0. Understanding thatanimals have specificcharacteristics andbehaviour to protectthemselves from

e-treme weather.0. Blmt"

##

Identify special characteristics and

behaviour of animals that protectthem from very hot or coldweather

#@B#

#escribe how the special

characteristics and behaviour ofanimals help to protect them fromvery hot or cold weather

Bz#

Pupils view video of animals that livein very hot or cold weather)*+,#@B-.

Pupils list the special characteristicsand behaviour of animals and

describe how these characteristicsand behaviour help to protect themfrom very hot or cold weather, e.g.

a% /hinoceros !eep their bodiescool by wallowing in mud holes

b% Polar bears have thic! fur toenable them to live in very coldweather

c% 'amels have humps on theirbac!s to store food and water toenable them to survive indeserts.

#^Bv#

0k%lm1a% xlmO

b% +kT"

c% #

Pupils present their findings to theclass8q

&bserving)X

'ommunicatingYZ[Y\

"a!ing inferences

]^_?.

/hinoceros

-treme weather"

/egion

@

+hic! fur

pecific characteristic

)umps

2allowing



0.0 Understanding thatanimals have specificcharacteristics andbehaviour to enablethem to survive.

0.0 B+#QO

Pupils : /ecognise the need for animals to

protect themselves from enemiesand e-treme weather conditions

Blvt"

"a!e a model of an imaginary

animals that can survive bothe-treme weather and enemies

Pupils discuss that animals need toprotect themselves from enemies ande-treme weathers conditions toenable them to surviveKL1Blvt"U

Pupils design a model of animaginary animals that can protectitself from its enemy and e-treme

&bserving)X

'ommunicatingYZ[Y\

"a!ing inferences]^_?.

-cessive

-treme

2eather"

enemies

13


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Z$lvt"B

Give reasons why models are built

in such ways

GHZ

weather conditionsGHZD$lv$t"B

Pupils build their models and ustifywhy models are built with certaincharacteristicsB


0.7 Understanding thatplants have specificcharacteristics toprotect themselvesfrom enemies

0.7 +#QOk%lm

Pupils : Identify specific characteristics of

plants that protect them fromenemies

Ok%lm

#escribe how the specific

characteristics of plants helpthem from enemies

03Ok%lm

Pupils loo! at picturesview video ofvarious plants to identify specialcharacteristics that protect theseplants from their enemies)X--.CD

Pupils list the specifics characteristicsof plants#^

Pupils describe how thesecharacteristics of plants help toprotect them from enemies, e.g.a% "imosas close their leaflets

when touchedb% Papaya leaves produce late- to

prevent them from being eatenc% Pineapples plants have thorns to

protect themselvesd% $amboos have very fine hairs

that can cause itchiness0k%01

&bserving)X

'ommunicatingYZ[Y\

'haracteristics

Protectk%

"imosa

*ate-

Prevent

(ine hairs

"ee#s Learning Ob$etives Learning O%t&'es S%ggeste! Learning Ativities Sienti(i S#i))s N&tes*,&ab%)ar+

a% FyO

b% i{Pc% F#S

d% F=+

Pupils present their findings to the

14


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class.8KL


0.; Understanding thatplants have specificcharacteristics toprotect themselves

from dry region0.; lmt#@

Pupils :

Give e-amples of plants found in

very dry region

#^S@

Identify specific characteristics ofplants that protect them frome-cessive loss of water

k%lmJI


characteristics of plants help themto survive in dry region

@03Ok%lm

Pupils view video to identify plantsthat can be found in :a% #ry region)*v>@1a% @

Pupils collect and interpret data toshow how specifics characteristics ofplants help to protect them from :a% -cessive loss of waterqvI>t>@1a% JI

Pupils carry out an activity to showwhich plant can survive in dry region,e.g. the following plants are !eptwithout water for a wee!:a% a potted balsam plantb% a potted chilly plantc% a potted cactus plant

B$S@/0xgTU!j>1a% "b% "#$c% "%

&bserving)X

'ommunicatingYZ[Y\


#ry region@

-cessive

urvive


Give e-amples of plants found in

strong wind area

#^S@

$ased on their findings pupils ma!e aconclusion which plants can survive

in dry regionGH]^L1S@

Pupils view video to identify plantsthat can be found in :b% Area with strong winds)*v>@1b% @

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Identify specific characteristics of

plants that protect them fromstrong winds

3Ot


characteristics of plants helpthem to survive in strong winds

03Ot

Pupils collect and interpret data toshow how specifics characteristics ofplants help to protect them from :b% trong windsqvI>t>@1b% &'

$ased on their findings pupils ma!e aconclusion which plants can survive

in strong windsGH]^L1S@

THEME: 0. Investigating F&re an! Energ+ F#$

Learning Area: . Meas%re'ent (J

"ee# Learning Ob$etives Learning O%t&'es S%ggeste! Learning Ativities Sienti(i S#i))s N&tes*,&ab%)ar+


7.1 Understanding themeasurement of length

7.1 S)*

Pupils :

tate the different ways to

measure length

#^aJS

Pupils discuss the different ways tomeasure length such as using straw,arm, span, string, ruler, andmeasuring tapeKLaJS1c+,-E.#/0.

Pupils discuss the standard unit for

&bserving)X

'ommunicatingYZ[Y\

"easuring and using

"easurementaJ

*engthS

2idth

16


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tate the standard unit for length

in the metric system

#^aJS1p23

'hoose the appropriate

measuring tools to measure length

45aJSY67

/ecord length in metric system

83S1p23O

length in metric system, i.e. mm, cm,m and !mKLaJS1p2319:;::#1

Pupils choose the appropriate toolsand measure in standard units.a% +he length of obects such as

eraser, pencil or boo!b% +he length and height of

teacher4s tablec% +he length and the width of the

classroomd% +he height of their friendse% +he circumference of any part of

their bodies or round obects4^tuaJ71a% ?@Sb% -.AFB#Cc% DES#Cd% FGBe% HIHi

/ecord the measurements in agraphic organiser.

numbersaJ3(J

#efining operationallyK]

Use and handle scienceapparatus and substances3[y#z

tore science apparatusy#z

C

)eightB

'ircumferenceHi

Arm spanL.

Graphic organiserYM

'alculateN

tandard unit1p23



7. Understanding how tocalculate area

7. zO)*

Pupils :

'ompare a s


18/33

tate that area @ length > width

1zO@ S>C

tate the standard unit for area in

the metric system

aJzO1p23

'alculate the area of a given

shape in metric system

GHQTNzO

and count the number of 1cm > 1cmcards used3 1cm > 1cm U-VQ#PQONzO

Pupils discuss the standard unit forarea in metric system, i.e. s


19/33

'alculate the volumes of cubes

and cuboids based on themeasurement ta!en in metricsystem

3Y6aJ1p23ONe#SO

Pupils calculate the volumes of anygiven cubes and cuboids in metricsystem3aJ1p23NO


7.7 Understanding how tomeasure volume ofli


20/33

/ecord the volume measured in

metric units

83aJOY623

Pupils carry out activities to measurethe volumes of li


21/33

+mnoPp3ON;l

Identify tools for measuring time

N;l7

tate the standard unit for time in

the metric system

N;lY61p23

/ecord the measurement using

metric system

31pY623O;l

Identify tools for measuring time

N;l7

3ON;l

Pupils observe the followingprocesses :a% +he swinging of a pendulumb% 2ater drippingc% Pulse)X+,1a% 2qqBb% ssc% tuvB

Pupils discuss why the aboveprocesses can be used to measuretimeKL03eON;l

Pupils discuss the standard unit fortime in metrics system, i.e. second,minute and hourKLN;lY61p231wIr;

Pupils discuss to choose and usedappropriate tools and units to

measure timeKL045P7Y61p23ON;l

aJ3(J



tore science apparatus

y#z

2ater drippings

Pulse ratetu


"easure time using appropriate

tools

3P7N;l

/ecord the time measured in

metric system

GHY61p23B

Pupils measure the time ta!en tocarry out certain activities using thecorrect tools and appropriate units3P7Y61p23ONB

Pupils record the measurement inappropriate in a graphic organiserGHY6N23B

&bserving)X

'ommunicatingYZ[Y\

"easuring and usingnumbersaJ3(J


top watchwx

"easurementaJ

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7.B /ealising the importantof using standard units

7.B Y6aJ23ryzo{

Pupils :

'hoose and use the appropriate

tools to measure the volumes ofliz

Pupils are shown a piece of playdough made earlier by teacher andas! to prepare their own play doughusing the given recipeGH6z

$ased on the given recipe pupilsdiscuss what tools to use formeasuring the ingredients and how tomeasureGHKL3aJ7

Pupils ma!e the play dough bymeasuring the ingredients using themeasuring tools and units that theyhave chosenGH&4aJ7p]z

Pupils feel the te-ture of the dough

and give reasons for any difference intheir dough as compared to the playdough prepared by the teacherzvKL>

&bserving)X

'ommunicatingYZ[Y\

"a!ing inferences

]^_?

"easuring and usingnumbersaJ3(J


'lean science apparatusy

tore science apparatus

y

#z

#oughz

+e-ture

Accuracy

6

Cnead

Ingredient

"i-ture


'onclude the need for using

standard unit

Y623o{

Pupils conclude that standard unitsare needed for accuracy andconsistencyY6aJ236RS

THEME: C. Investigating Materia)s z

Learning Area: 2. Pr&erties &( 'ateria)sz{3

Pupils should learn : Pupils : Pupils are given various obects &bserving "aterial

22


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;.1 understanding theproperties of materials

;.1 z{3

'lassify obects into groups

according to the materials they aremade of

GHzI

Identify materials that conduct

electricity

z

Identify materials that conduct

heat z

Identify materials that float on

water

+Fz

Identify materials that absorb

water

+c$Fz

Identify materials that can be

stretched

+{z

Identify materials that allow light

to pass through

z

made of wood, plastic, metal, glass,or rubber and group them accordingto the materials they are made ofGHzI1iz

Pupils test obects made of wood,plastic, metal, glass, or rubber to findout if there :a% 'onduct electricity.b% 'onduct heat.c% (loat on waterd% Absorb watere% 'an be stretched.f% Allow light to pass through]^L1a% b% c% $Fd% c$Fe% {f% $F

Pupils record their findings in agraphic organiser

)X

'ommunicatingYZ[Y\

'lassifyingI





z

'onductor

Insulator"etal

)eat$

(loat

Absorbc

tretch{


tate what a conductor is

'(

tate what a insulator is

'(

'onclude that a good conductor

of heat is also a good conductorof electricity

1D#

'lassify materials based on their

#iscuss what conductor and insulatorareKL['(

$ased on the graphic organiser,pupils conclude that a good heatconductor is also a good electricconductorL1D#

Pupils carry out activities to testdifferent materials such as wood,

&bserving)X

"aterialz

23


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abilities to allow light to passthrough

GHz$FI

tate what a transparent material

is

tate what a translucent materialis

tate what a opa

*ist uses of transparent,

translucent and opaz3

plastic, metal, glass, or rubber to findout their abilities to allow light to passthrougha$F1iz

$ased on the above activities, pupilsclassify materials into 0 categories,i.e.a% +ransparent materials that allows

most light to pass throughb% +ranslucent materials that allow

some light to pass throughc% &pa>E

Pupils study and discuss the uses oftransparent, translucent and opaz3

'ommunicatingYZ[Y\

'lassifyingI





Allow

+ransparent

+ranslucent

&pa



;. Applying the!nowledge ofproperties of materialsin everyday life

;. z{3

3ryz

Pupils :

uggest way to !eep things cool

k

uggest way to !eep things hot

k

#esign an effective way to !eep

things hot or to !eep things cool

+kk

Pupils observe models or view videoto see the structure of a polystyrenecontainer or thermos flas! tounderstand how they wor!)X)*-.1kY[

Pupils discuss and suggest ways to!eep things cool, e.g. !eeping cooldrin!s for picnicKLvk1

Pupils discuss and suggest ways to!eep things hot, e.g. !eeping hotdrin!s for picnicKLvk1

&bserving)X

'ommunicatingYZ[Y\

"a!ing inferences

]^_?



CeepkT

'old

)ot

24


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Pupils carry out activities to test theirsuggestionse

Pupils discuss to conclude the bestway to !eep things hot or to !eepthings coolkkb



;.0 ynthesising the!nowledge about usesof materials based ontheir properties

;.0 z{3[3

Pupils :

*ist obects and materials that

they are made of

#^hpz

Give reasons why particular

materials are used to ma!e anobect

pzl,\

tate that materials are chosen to

ma!e an obect based on theirproperties

z{3

Pupils study obect and list thematerials that they are made of#^pz

Pupils suggest reasons why particularmaterials are used to ma!e an obect_a3zpR+,ST

Pupils discuss that different materialshave different properties which areta!en into consideration whenchoosing materials to ma!e an obect

e.g. metal and glass are use to ma!ea pair of glasses

&bserving

)X

'ommunicatingYZ[Y\


Properties

{3

"aterialsz

"etal

Glass


#esign an obect for a specific

purpose and give reasons why

certain materials are used to ma!eit

v45z

KL1>z{33/01#3Op]c

Pupils #esign an obect for a specificpurpose using the materials of theirchoice and ustify why they choose

the materialsGHz{3v45+,zST


;.7 Cnowing theimportance of reuse,

Pupils :

Give e-amples of natural

materials

#^$z

Pupils observe and classify obectsaround them into :&bects made of natural materials,i.e. wood, soil, metal, leather, cotton,

&bserving)X

'ommunicating

'onservek

Datural materials

25


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reduce, and recycle ofmaterials

;.7 3B3#o{

Give e-amples of man5made

materials

#^z

tate that man5made materials

come from natural materials

zal$z

Give reasons why materials need

to be conserved

3z'(

fur, rubber and sil!&bects made of man5madematerials, i.e. plastic and syntheticcloth)Xf1$zpR/01iz/P=#zpR/01

Pupils discuss that man5madematerials come from natural materialsKL1zal$z

Pupils conclude that we need toconserve materials because man5made materials and natural materialsare limited and may be used up isthere is no effort to conserve them3z'(15 z#$zJ5 +,zxy

YZ[Y\


$z

"an5made materialsz

/euse3

/ecycle

/educeJ

2oodiz

"etal

'otton

/ubber=


Practise reusing, reducing and

recycling to conserve materials

3JO3z

Pupils carry out activities aboutreusing, reducing and recycling ofmaterials throughout the year3z13B3#

il!

*eather/


5.5 Understanding thatsome materials canrust

;.;

Pupils :

#ifferentiate between a rusty

obects obect and non5rustyobects

Iy>y

Identify obect that can rust

Pupils observe a rusty nail and a nailwithout rust and tell the different)X[w+

Pupils observe obect around theschool and classify obects as :a% /ustyb% Don5rusty

&bserving)X

'ommunicatingYZ[Y\

'lassifyingI[f

/usty

Don5rusty>y

Ironp

26


27/33

y

'onclude that obects made of

iron can rust

^&+py

#esign a fair test to find out what

factors that cause rusting by

deciding what to change, what toobserve, and what to !eep thesame

RT

'arry out the test and record the

observations

)Xv

)XivI1a% yb% >y

Pupils discuss to conclude thatobects made of iron can rustKL1&+py

Pupils carry out activities toinvestigate the factors that causerusting, i.e. presence of air and water

RT1#!"


"a!ing hypotheses]^

'ontrolling variablesK{(

-perimenting

Interpreting data






;. Understanding thatrusting can beprevented

;. `

Pupils :

tate the different ways to prevent

obects from rusting

^CD`

-plain how these ways can

prevent rusting

0`

-plain why it is necessary to

Pupils observe obects around theschool compound and suggestdifferent ways to prevent rusting)Xiv^CD`

-plain how these can ways preventrusting iron from coming into contact

with air and water by coating iron withpaint, oil, grease or non5rustingmaterialsKL1+!p#!"6$`/01e>yz

Pupils discuss the advantages ofpreventing rusting

&bserving)X

'ommunicatingYZ[Y\


Grease

Paint

&il

Advantage

preventing`

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prevent rusting

o{KL

THEME: 3. Investigating The Earth an! The Universe @I#

Learning Area: 4. The S&)ar S+ste'\


.1 Understanding theolar ystem

.1 \

Pupils : *ist the constituents of the olar

ystem

#^\RI

*ist the planets in the olar

ystem in a se


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distance between thearth, the "oon andthe un

. @IÎ#QTl-o

[@In

tate the si6e of the arth relative

to the si6e of the "oon

@I[În

tate the relative distance from

the arth to the un compare tothe relative distance to thedistance from the arth to the"oon

@I[Îl-o

3:IOÎ@In

Pupils discuss to estimate how manytimes the un is bigger than thearth and how many times the arthis bigger than the "oon_?@InB@IÎnB

Pupils gather information to estimate

how far the un is from the arthrelative to the distance of the "oonfrom the arthqv_?@I[-o@I[Î-o

Pupils discuss and conclude that thedistance from the arth to the un is7FF time the distance from the arthto the "oonKL1@I[-oÎ[@I

YZ[Y\ T

Absence of water

Absence of air!"


Pupils stimulatebuild models to showrelative si6e and distance of the unand the "oon from the arthp]@I#Î\]l-o


.0 Appreciating theperfect placement ofthe planet arth in theolar ystem

.0 @I\'3

Pupils :

tate why certain planets are not

conducive for living things

!w+ST

Pupils gather information about theplanets about planets in the olarystemq+,\n!

Pupils discuss how the distance of a

planet from the un affects how hotor cool it isKL1![l-oy9!

Pupils discuss to relate hot or cold aplanet is to its ability to support lifeKL1!9$F

&bserving)X

'ommunicatingYZ[Y\

Predictingà

*iving things

arth@I

un

olar ystem\

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Predict what will happen if the

arth is placed much nearer orfarther from the un

`a10@I@Ion

'onclude that the arth is the only

planet in the olar ystem thathas living things

@I+!

Pupils discuss to predict what willhappen if the arth is placed muchnearer or farther from the un`a1@I@Ion

Pupils discuss other factors thataffect other planet4s ability to supportlive e.g. absence of water andabsence of air

KL1!p/01#!"

THEME: E. Investigating Tehn&)&g+ 7

Learning Area: 5. Tehn&)&g+7P


B.1 Understanding theimportance oftechnology of everydaylife

B.1 7ryzo

Pupils :

tate that there are limitations to

human4s abilities to do things

^$F+

Pupils test their abilities, e.g.a% +ry to memories a telephone

number and then try to memoriesanother ; telephone numberswithout writing them down.

b% +ry to ump as high as possibleand touch the ceiling

c% +ry to read the same writing fromdifferent distance

alm1

a% ;lb% vv$c% >-o_`

Pupils discuss the limits of theirabilitiesKL$F

Pupils view video to see how

&bserving)X

'ommunicatingYZ[Y\


"emories

#evicey

Abilities$F

*imitation

"agnifying glassn

&vercomei?

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Identify device used to overcome

human4s limitations

i?$F77

-plain how certain devices are

used to overcome human4slimitation

770PQi?

technologies are used to overcomehuman4s limitation)*-.17P0i?$F

Pupils discuss and give othere-amples of human4s limitation andways to overcome them, e.g.a% Unable to see the fine details on

an obect. +his can be overcomeby using magnifying glass or

microscope

b) Unable to spea! loud enough forsomeone far away to hear. +hiscan be overcome by usingmicrophone, megaphone ortelephone

c) Unable to wal! for long distance.+his can be overcome by riding abicycle or travelling by car, train,ship or aeroplane


KLvQ#$Fi?/a% n

b% nn5

c% CnNO7


B. Understanding thedevelopment of

technologyB. 7CP

Pupils :

Give e-amples of development of

technology

#^7P#F

Pupils gather information and createfolio about the development oftechnology in the fields of :a% 'ommunication

b% +ransportationc% Agricul tured% 'onstruct ion.g. in communication thedevelopment of technology fromsmo!e signal to drum, telephone,wal!ie5tal!ie, cell phone, andteleconferencingqvp]qrsa% O7P

&bserving)X

'ommunicating

YZ[Y\


'ommunicationO

+ransportation

NO

Agriculture

'onstruction

Innovate

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/ecognise the needs to innovate

or invent devices for thebetterment of man!ind

{PCDy

b% NO7Pc% 7Pd% 7P01O1%


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'onclude that technology can

benefit man!ind if used wisely

7P'm@3

+,7PLy

Pupils ma!e a conclusion from thedebate that technology can benefitman!ind if used wisely1m37x0O

2isely

33

Year Four Science Yearly Plan

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Transcript of Year Four Science Yearly Plan