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YEARLY LESSON PLAN OF SCIENCE FORM 2 2012
THEME 1: MANAGEMENT AND CONTINUITY OF LIFE
Learning Area: 1.0 The World Through Our Senses.
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
1.1Understanding
the sensoryorgans and their
functions.
Carry out activities to makeconnection between the five
senses, the sensory organs and thestimuli.
Discuss what happens in our bodyafter a stimulus is detected.
The students are able to;
ObservingCommunicating
RelatingMaking
conclusionsMaking inferences
Attributing
Being thankful to GodBeing responsible about the
safety of one self, othersand the environment
Being cooperative
2
Identify and relate a sensory
organ to its stimulus,State the pathway fromstimulus to response:
Stimulus Sensory organs Nerves Brain Nerves
Response
1.2Understanding
the sense oftouch.
Carry out activities to study thefollowing:
The students are able to;
ObservingCommunicating
Interpreting data
AnalysingAttributing
Generating ideasEvaluating
Makingconclusions
Being thankful to GodThinking rationally
Being honest and accuratein recording and validating
dataBeing responsible about thesafety of one self, others
and the environment
Being cooperative
3
Identify the structure of the
human skin involved in stimulidetection,State the function of different
receptors pressure, heat, pain,Draw conclusion on the
sensitivity of the skin at
different parts of the bodytowards stimuli.
Structure of the human skininvolved in stimuli detection,Sensitivity of the skin at
different parts of the bodytowards stimuli.
Discuss the sensitivity of the skinin connection to the following
situations:
Receiving an injection,Using Braille.
1.3Understanding
the sense of
smell.
Discuss the structure of the noseand the position of the sensorycells using models, charts,
computer software and otherteaching aids.
The students are able to; Observing
AnalysingAttributingRelating
Makingconclusions
Being thankful to GodThinking rationally
2
Identify the structure of thenose,
Identify the position of thesensory cells in the detection ofsmell.
1.4Understanding
the sense of
taste.
Carry out activities to detect thedifferent areas of the tongue thatrespond to different tastes.
Carry out activities to find howtaste is related to smell.
The students are able to;
ObservingCommunicatingDefining
operationally
Interpreting dataPredicting
Generating ideasAnalysingRelating
Making inferences
PredictingMaking
conclusions
Being honest and accuratein recording and validatingdata
Being responsible about the
safety of one self, othersand the environment
Being cooperativeBeing systematic
3
Identify the different areas ofthe tongue that respond to
different taste,
Relate the sense of taste withthe sense of smell.
1.5Understanding
the sense of
hearing.
Observe and identify the structureof the human ear.
Discuss the function of each partof the ear.
Discuss the hearing mechanism.
The students are able to;
ObservingCommunicatingInterpreting data
AttributingSequencingMaking
conclusions
Being diligent andperseveringBeing thankful to God
Daring to try
2
Identify the structure of thehuman ear,
Explain the function of thedifferent parts of the ear,Describe how we hear.
1.6Understanding
the sense ofsight.
Examine the cows eye or modelof a human eye.
The students are able to;
ObservingCommunicating
Making inferences
Makingconclusions
Being systematicBeing confident and
independent
2
Identify the structure of the
human eye,
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
Collect information on structureand function of each part of the
eye.
Discuss how we see.
Explain the functions ofdifferent parts of the eye,
Describe how we see.
1.7Understanding
light and sight.
Carry out activities to study: The students are able to;
ObservingCommunicating
Interpreting data
Making inferencesMaking
hypothesesAttributingPredicting
Generating ideasAnalysing
Makingconclusions
Being systematicDaring to try
Being fair and justBeing honest and accuratein recording and validating
dataBeing cooperative
Having critical andanalytical thinkingAppreciating the
contribution of science andtechnology
Thankful to God
5
Reflection of light,Refraction of light between
two mediums of differentdensity.
Describe the properties of lighti.e. reflection and refraction,
State the various defects ofvision,
Explain ways to correct visiondefects,State and give examples of the
limitations of sight,Connect stereoscopic and
monocular visions with thesurvival of animals,Identify the appropriate device
to overcome the limitations ofsight.
Collect information about thetypes of defects of vision and the
contribution/use of technology torectify them.
Carry out activities to show whatshort sightedness and long
sightedness are and how tocorrect them.
Discuss what astigmatism is andthe way to correct it.
Carry out activities to investigatethe following:
Optical illusion,Blind-spot.
Discuss the connection betweenstereoscopic vision andmonocular vision with the
survival of animals.
Gather information about the
device to overcome the limitationof sight.
1.8Understanding
sound and
hearing.
Carry out activities to investigate: The students are able to;
ObservingCommunicatingMaking inferences
Interpreting dataPredicting
Experimenting
Making inferencesRelatingAttributing
Comparing andcontrasting
EvaluatingMakingconclusions
Being diligent andperseveringBeing systematic
Being objectiveBeing cooperative
Being fair and just
3
The production of sound,The need of medium for
sound to travel,The reflection and absorptionof sound.
Describe the properties ofsound,
Explain the reflection andabsorption of sound,Explain the defects of hearing,
Explain ways of rectifying thedefects in hearing,
State the limitations of hearing,State the device used toovercome the limitations of
hearing,Explain stereophonic hearing.
Collect information about
The defects of hearing,
Ways to rectify the defects ofhearing.
Discuss the limitations of hearing
and ways of improving it.
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
Carry out activities to investigate
the need for stereophonic hearingin determining the direction ofsound.
1.9Understandingthe stimuli and
responses inplants.
Carry out experiments toinvestigate and identify: The students are able to;
MakinghypothesesControlling
variablesObservingCommunicating
Experimenting
ObservingAnalysingEvaluating
AttributingMakinghypotheses
RelatingMaking
conclusions
Having an interest andcuriosity towards theenvironment
Realising that science is ameans to understand natureAppreciating the balance of
natureBeing systematic
2
State the stimuli that causeresponse in plants,
Identify the parts of plantssensitive to specific stimulus,Relate the response in plants to
their survival.
Stimuli detected by plants,
The parts of the plantssensitive to specific stimulus.
Discuss in what ways theresponse of plants towards stimuliare important for their survival.
THEME 1: MANAGEMENT AND CONTINUITY OF LIFE
Learning Area: 2.0 Nutrition
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
2.1Analysing the
classes of food.
Discuss the classes of foodi.e. carbohydrate, protein, fats,
vitamins, minerals, fibre andwater and state their functions.
Carry out activities to test forstarch (iodine solution), glucose(Benedict solution), protein
(Millons reagent) and fats(alcohol-emulsion test).
The students are able to;
ObservingCommunicating
Interpreting data
AttributingClassifying
Comparing andcontrastingAnalysing
RelatingPredictingMaking decision
Makinggeneralisation
Appreciating and practisingclean healthy living
Appreciating the balance ofnatureBeing objective
2
Explain through examples theclasses of food,
State the function of each classof food,
Test for starch, glucose, proteinand fats.
2.2
Evaluating theimportance of abalanced diet.
Discuss: The students are able to;
Observing
CommunicatingMaking inferencesInterpreting dataClassifying
Attributing
Making inferencesMakingconclusionsAnalysing
Being diligent and
perseveringBeing responsible about thesafety of oneself, others andthe environment
Having critical andanalytical thinking
Being flexible and open-minded
3
What a balanced diet is,The factors that determine a
persons balanced diet:age, size, sex, job, climate,
state of health.
State what a balanced diet is,State the factors that must be
considered when planning abalanced diet,
Explain how the factors affect abalanced diet,State the quantity of energy in
each gram of carbohydrate,protein and fats,
Collect food wrappers that show
calorific value of food and makea list to show the calorific valuefor each type of food.
Discuss to estimate the calories
of food taken in a meal.
Plan a balanced diet for a day.
(breakfast, lunch and dinner)
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
2.3Understanding
the digestivesystem in man.
Discuss that digestion is thebreakdown of large food
molecules into smaller solublemolecules that can be readily
absorbed by the body.
Identify parts of the digestive
system and the flow of foodparticles in the alimentary canal
using model/chart/CD ROM.
Discuss the functions of the
various organs in the digestivesystem and the enzymes found.
Carry out activities to show theaction of the enzyme in the saliva
on starch.
The students are able to;
ObservingCommunicating
Definingoperationally
Interpreting dataMakinghypotheses
Controllingvariables
ExperimentingMaking inferences
RelatingAttributing
Makingconclusions
MakinghypothesesMaking inferences
Being diligent andpersevering
Being responsible about thesafety of oneself, others and
the environmentHaving critical andanalytical thinking
Being flexible and open-minded
5
Explain what digestion is,
Identify the parts of thedigestive system,Describe the flow of food
particles in the alimentarycanal,
State the functions of theorgansin the digestive system,
Describe the process ofdigestion
in the alimentary canal,List the end products ofdigestion of carbohydrate,
protein and fats.
2.4
Understandingthe process ofabsorption of
digested food.
Discuss the process of absorption
of the products of digestion in thesmall intestine.
Carry out an experiment to showthe absorption of glucose through
a Visking tube.
The students are able to;
Making
hypothesesExperimentingControlling
variablesCommunicating
Interpreting data
Making
hypothesesRelatingMaking inferences
Making analogiesMaking
conclusions
Being diligent and
perseveringBeing responsible about thesafety of oneself, others and
the environmentHaving critical and
analytical thinkingBeing flexible and open-minded
Daring to try
2
Explain the process ofabsorption of the products ofdigestion,
Make inference about theabsorption of glucose through aVisking tube.
2.5Understanding
the reabsorptionof water and
defecation.
Discuss the reabsorption of waterby the large intestine and the
process of defecation.
Discuss the importance of goodeating habits to avoidconstipation.
The students are able to;
Makinghypotheses
CommunicatingInterpreting data
RelatingAnalysing
PrioritisingEvaluating
Making decision
Realising that science is ameans to understand nature
Appreciating and practisingclean and healthy living
Having critical andanalytical thinkingBeing flexible and open-
minded
3
State how water is reabsorbed
in the large intestine,Explain defecation,Relate the problem of
defecation with eating habits.
2.6Put into practice
the habits ofhealthy eating.
Plan and carry out a healthyeating habit.
Discuss the following topics :
The students are able to;
Makinghypotheses
CommunicatingInterpreting data
Comparing andcontrasting
AnalysingMaking decision
PrioritisingGenerating ideasVisualising
Conceptualising
Realising that science is ameans to understand nature
Appreciating and practisingclean and healthy living
Having critical andanalytical thinkingBeing flexible and open-
mindedBeing kind-heated andcaring
Thinking rationally
5
Justify the importance of eating
nutritious food,Put in practice good eatinghabits,
Justify the generous distributionof food to the underprivileged /
needy,Relate the dining culture ofdifferent people conforming to
sensitivities and religiousbeliefs.
Practicing good eating habits
i.e. eating nutritious food andeating in moderation,
The generous distribution offood to the underprivileged /needy,
Cultural practices in diningconforming to sensitivities
and religious beliefs.
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THEME 3: MAN AND THE VARIETY OF LIVING THINGS
Learning Area: 3.0 Biodiversity
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
3.1Understanding
variety of livingorganisms and
theirclassification.
Discuss the diversity in thegeneral characteristics of living
organisms.
Collect and classify variousplants and animals into a systembased on common characteristics.
The students are able to;
ObservingClassifying
CommunicatingDefining
operationally
Grouping andclassifying
EvaluatingRelating
Makingconclusions
Having an interest andcuriosity towards the
environmentAppreciating the balance of
natureHaving critical andanalytical thinking
Being flexible and open-minded
Being systematicThinking rationally
5
Explain the diversity of living
organisms in a habitat,Classify various animals basedon common characteristics,
Classify various plants basedon common characteristics,
Explain the importance ofbiodiversity to the environment.
Animal: Invertebrate,vertebrate, mammal, fish,
bird, amphibian, reptile.
Plant: Flowering plant,nonflowering plant,
monocotyledon,dicotyledonous.Build a concept map on
living organisms based on theclassification above.
Discuss the importance ofmaintaining the biological
diversity as one of the countrysnatural heritage.
THEME 3: MAN AND THE VARIETY OF LIVING THINGS
Learning Area: 4.0 Interdependence among Living Organisms and the Environment
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
4.1Analysing theinterdependence
among living
organisms.
Carry out a field work to studyspecies, habitat, population,community in an ecosystem.
Carry out a discussion oninterdependence among living
organisms and the environmentto create a balanced ecosystem.
The students are able to;
ObservingCommunicatingInterpreting data
AttributingAnalysingMakingconclusions
Having an interest andcuriosity towards theenvironmentRealising that science is a
means to understand natureAppreciating the balance of
natureBeing systematicBeing responsible about the
safety of oneself, others andthe environmentHaving critical and
analytical thinkingThinking rationally
3
State what species, population
and community are,State what habitat and
ecosystem are,Identify various habitats in oneecosystem,
Explain through examples theinterdependence among living
organisms and the environmentto create a balanced ecosystem.
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
4.2Evaluating the
interactionbetween living
organisms.
Collect and interpret data on thetypes of interactions between
living organisms as follows:
The students are able to;
ObservingCommunicating
Interpreting data
AttributingAnalysing
Makingconclusions
Having an interest andcuriosity towards the
environmentRealising that science is a
means to understand natureAppreciating the balance ofnature
Being systematicBeing responsible about the
safety of oneself, others andthe environmentHaving critical and
analytical thinkingThinking rationally
2
List the types of interactions
between living organisms,Explain with examples theinteractions between living
organisms,Justify the importance of
interaction between livingorganisms and the environment,Explain through examples the
advantages and disadvantagesof biological control in
regulating the number of pest incertain areas.
Prey-predator,Symbiosis: commensalisms,
mutualism and parasitisme.g. remora and shark,algae and fungi, tape worm
and man,Competition.
Conduct an activity to show theimportance of the interaction
between organisms and theenvironment.
Discuss the advantages ofbiological control in regulating
the numbers of pests in certainareas.
4.3
Synthesisingfood web.
Collect and interpret data on the
producer, consumer, decomposerand pyramid number.
Construct a food web from a fewfood chains and identify the
producer, consumer anddecomposer.
Discuss the energy flow in thefood web constructed.
Conduct a game to show theeffects of an increase or decrease
in the number of organisms in apyramid number. Discuss theconsequences if a component of
living organisms in an ecosystemis missing.
The students are able to;
Observing
CommunicatingInterpreting data
Attributing
AnalysingMakingconclusions
Having an interest and
curiosity towards theenvironmentRealising that science is a
means to understand natureAppreciating the balance of
natureBeing systematicBeing responsible about the
safety of oneself, others andthe environment
Having critical andanalytical thinkingThinking rationally
5
Explain what producers,
consumers and decomposersare,
Combine a few food chains toconstruct a food web,Identify the producer, consumer
and decomposer in a food web,Construct a pyramid number
from a food chain,Relate the food web and the
pyramid number to energy flow,
Predict the consequences if acertain component of living
organisms in the ecosystem aremissing.
4.4
Analysingphotosynthesis.
Carry out discussion on what
photosynthesis is.
Carry out experiments todetermine the factors needed for
photosynthesis i.e. carbon
dioxide, water, light andchlorophyll.
Discuss the importance ofphotosynthesis in maintaining a
balanced ecosystem.
The students are able to;
Observing
Making inferencesInterpreting data
Communicating
Relating
PredictingProblem solving
Having interest and
curiosity towards theenvironment
Realising that science is ameans to understand natureBeing diligent and
perseveringHaving critical and
analytical thinkingAppreciating thecontribution of science and
technology
5
State what photosynthesis is,State the factors required for
photosynthesis,
State the products ofphotosynthesis,
Control the variables that arerequired for photosynthesis,Explain the role of
photosynthesis in maintaining abalanced ecosystem.
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Being systematic
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
Discuss the carbon and oxygencycles.
Daring to tryThinking rationally
4.5Evaluating theimportance of
conservation andpreservation of
livingorganisms.
Collect and interpret data on theconservation and preservation ofliving organisms.
Carry out a field work in a
natural forest reserve (wetlands,highland forest or tropical rainforest) or an animal sanctuary to
study the conservation andpreservation of living organisms.
Carry out a discussion on howthe improvement in science and
technology helps in theconservation and preservation of
living organisms.
Run a campaign to stress on the
importance of conservation andpreservation / Carry out a roleplay involving the parties
concerned in solving problemsrelated to the conservation and
preservation of living organisms.
The students are able to;
ObservingMakinghypotheses
Interpreting dataCommunicating
Comparing andcontrastingExperimenting
Controllingvariables
Makingconclusions
Comparing andcontrastingAttributing
AnalysingRelating
Making inferencesGenerating ideasMaking
conclusions
Having interest andcuriosity towards theenvironment
Being diligent andpersevering
Being responsible about thesafety of oneself, others andenvironment
Realising that science is ameans to understand nature
Being systematicBeing confident andindependent
Thinking rationally
5
Explain what conservation andpreservation are,
Explain the steps taken topreserve and conserve livingorganisms,
Justify the importance ofconservation and preservation
of living organisms,Support activities organised by
various parties to preserve andconserve the living organisms.
4.6
Evaluating therole of man in
maintaining thebalance in
nature.
Carry out a brainstorming session
to discuss the environmentalissues affecting the balance innature and how to solve it.
Carry out a discussion to justifythat man needs stable and
productive ecosystem to ascertaina harmonious life.
The students are able to;
Controlling
variablesExperimentingCommunicatingMaking inferences
Interpreting data
Making
hypothesesMaking inferencesSequencingRelating
Makingconclusions
Being diligent and
perseveringBeing responsible about thesafety of oneself, others andenvironment
Realising that science is ameans to understand nature
Being systematicBeing confident andindependent
Thinking rationally
3
Explain the effects of humanactivities on the balance in
nature,Describe how man solves
problems related toenvironment,Justify that human need a table,
productive and balancedecosystem.
THEME 4: MATTER IN NATURE
Learning Area: 5.0 Water and Solution
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
5.1Analysing the
physical
characteristics ofwater.
Carry out activities to determinethe following:
The students are able to;
ObservingMeasuring andusing number
Communicating
RelatingAttributingMaking inferences
Makingconclusions
Having an interest andcuriosity towards theenvironment
Being honest and accuratein recording and validatingdata
5
State the meaning of thefreezing point of water,
State the meaning of the boiling
The freezing point of water,
The boiling point of water.
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
Carry out an activity to observethe effects of impurities on the
physical characteristics of water.
point of water,Describe the physicalcharacteristics of water,
Explain through examples theeffects of impurities on the
physical characteristics ofwater.
Making inferencesDefiningoperationally
Interpreting data
Daring to tryBeing confident andindependent
Thinking rationally
5.2
Analysing thecomposition of
water.
Carry out electrolysis to
determine the ratio of hydrogento oxygen in a molecule of water.
The students are able to;
Observing
Measuring andusing numberCommunicating
Making inferencesDefining
operationallyInterpreting data
Relating
AttributingMaking inferencesMaking
conclusions
Having an interest and
curiosity towards theenvironmentBeing honest and accurate
in recording and validatingdata
Daring to tryBeing confident andindependent
Thinking rationally
2
Determine the composition of
water,Test the presence of hydrogen
and oxygen.
5.3Analysing the
process ofevaporation of
water.
Carry out experiments to studythe factors affecting the rate of
evaporation of wateri.e. humidity, the temperature ofthe surrounding, surface area and
the movement of air.
Discuss the factors affecting therate of evaporation in relation to
the Kinetic Theory.
Discuss the similarities and
differences between evaporationand boiling.
Gather information onevaporation process and its
application in daily life.i.e. drying of clothes,
preservation of agricultural
products and processing of food.
The students are able to;
Controllingvariables
ExperimentingCommunicatingMaking inferences
Interpreting data
Makinghypotheses
Making inferencesSequencingRelating
Makingconclusions
Being diligent andpersevering
Being responsible about thesafety of oneself, others andenvironment
Realising that science is ameans to understand nature
Being systematicBeing confident and
independentThinking rationally
5
Explain what evaporation is,
Explain through examples thefactors that affect the rate ofevaporation of water with
reference to the Kinetic Theory,Compare and contrast betweenevaporation and boiling,
Describe the application of the
evaporation of water in dailylife.
5.4 Discuss the diffe rences be tween The students are able to; Observing Compar ing and Having interest and 5
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Analysingsolution and
solubility.
solute, solvent and solution.
Carry out activities to prepare adilute solution, a concentrated
solution and a saturated solution.
Discuss the similarities and
differences between dilutesolution, concentrated solution
and saturated solution.
Makinghypotheses
Interpreting dataCommunicating
Comparing andcontrastingExperimenting
Controllingvariables
Makingconclusions
contrastingAttributing
AnalysingRelating
Making inferencesGenerating ideasMaking
conclusions
curiosity towards theenvironment
Being diligent andpersevering
Being responsible about thesafety of oneself, others andenvironment
Realising that science is ameans to understand nature
Being systematicBeing confident andindependent
Thinking rationally
Explain what solute, solventand solution are,
Contrast and comparebetween dilute solution,
concentrated and saturatedsolution,Explain what suspension is,
Explain what solubility is,Explain the factors affecting
the solubility of solutes inwater,
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
Carry out activities to illustratethe differences between a
solution and a suspension.
Carry out experiments to
determine the factors affectingthe solubility of a solute.
Explain the importance ofwater as a universal solvent in
life,Give examples on the uses oforganic solvents in our
everyday life.
Nature of solvent,
Nature of solute,Temperature.
Carry out experiments todetermine the factors affecting
the rate of dissolving:
Temperature,Rate of stirring,
Size of solute particle.
Discuss the importance of water
as a universal solvent in life.
Gather information on the
application of organic solvents indaily life.
5.5
Analysing acidand alkali.
Carry out activities to study: The students are able to;
Observing
CommunicatingInterpreting data
Making inferencesMeasuring andusing number
Experimenting
Generating ideas
Comparing andcontrasting
RelatingAnalysingMaking
generationsGrouping andclassifying
AttributingEvaluation
Makingconclusions
Having interest and
curiosity towards theenvironment
Being diligent andperseveringBeing responsible about the
safety of oneself, others andenvironmentRealising that science is a
means to understand natureBeing systematic
Being confident andindependentAppreciating the
5
The properties of acid interms of pH value, taste,corrosive nature, effect on
litmus paper, reaction withmetals such as magnesium
and zinc,The characteristics of alkaliin terms of pH value, taste,
corrosive nature, effect onlitmus paper,
Carry out a discussion todefine acid and alkalioperationally.
Identify the properties of acid,identify the properties of alkali,State that acid and alkali only
show their properties in thepresence of water,
Explain through examples thedefinition of acid and alkali,Identify the substances which
are acidic or alkaline ineveryday life,
State the uses of acid andalkali in daily life,Explain the meaning of
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neutralisation,Write an equation in words to
describe the neutralisationprocess,
Explain through examples theuses of neutralisation in dailylife.
contribution of science andtechnology
Thinking rationally
Carry out activities to determine
the acidic and alkaline substancesin daily life.
Gather information on the usageof acid and alkali in everyday life
such as in agriculture andindustry.
Discuss on the meaning ofneutralisation.
Carry out an activity to show
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
neutralisation using the
hydrochloric acid and sodiumhydroxide of the sameconcentration.
Discuss the application of
neutralisation in daily lifee.g. using shampoo andconditioner and, insect bite.
5.6Analysing the
methods of
waterpurification.
Make a visit to a waterpurification site.
Brainstorming on the following:
The students are able to;
ObservingCommunicatingInterpreting data
RelatingAnalysingComparing and
contrastingPredicting
Having interest andcuriosity towards theenvironment
Realising that science is ameans to understand natureHaving critical and
analytical thinkingAppreciating the
contribution of science andtechnologyBeing systematic
Being confident andindependent
Thinking rationally
5
List the natural sources ofwater,
State the reasons for waterpurification,Describe the various types of
water purification,Compare the strengths and
weaknesses of the various typesof water purification.
Natural resources of water,
The reasons for waterpurification.
Discuss the various types ofwater purification such asfiltration, boiling, chlorination
and distillation.
Carry out activities to study thevarious types of water
purification such as filtration,
boiling and distillation.
Pupils present their findings todiscuss the strengths andweaknesses of the various types
of water purification.
5.7 Make a visit to a water The students are able to; Observing Interpreting data Having interest and 2
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Analysing thewater supply
system.
processing plant to study thewater supply system and stages
involved in water purification.
Discuss the ways to save water.
Do a project on how much water
the average household uses.
CommunicatingMaking inferences
Interpreting data
Making inferencesMaking
conclusionsRelating
Generating ideasAnalysing
curiosity towards theenvironment
Realising that science is ameans to understand nature
Having critical andanalytical thinkingAppreciating the
contribution of science andtechnology
Describe how the water supplysystem works,
Explain ways to save water.
5.8Understandingthe preservation
of water quali ty .
Collect and interpret data ontypes of water pollutantswhich include:
Industrial waste such aschemical and radioactiveresidues,
The students are able to;Give examples of water
pollutants,
Explain the effect of waterpollution on living things,
ObservingCommunicatingMaking inferences
Interpreting data
AnalysingInterpreting dataPredicting
MakingconclusionsRelating
Having interest andcuriosity towards theenvironment
Realising that science is ameans to understand nature
3
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
Domestic waste such asgarbage and sewage,
Chemicals from theagricultural activities such as
fertilisers and pesticides,Siltation caused by
constructions anddeforestation,Accidental spillage from
tankers.
Explain ways to control waterpollution,
Explain ways to preserve waterand its quality.
Having critical andanalytical thinking
Appreciating thecontribution of science and
technologyBeing systematic
Thinking rationally
Conduct discussion on the effect
of water pollution on livingthings.
Generate ideas on ways to controlwater pollution.
Discuss ways to conserve andpreserve water and its quality.
Run a campaign on Love OurRivers.
THEME 4: MATTER IN NATURE
Learning Area: 6.0 Air Pressure
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
6.1Understandingair pressure.
Carry out an activity to discussthe kinetic theory of gases.
Carry out an activity to show that
air exerts pressure.
Carry out activities to show thefactors affecting air pressure,
i.e. volume and temperature.
The students are able to;
ObservingInterpreting dataCommunicating
Experimenting
Making inferencesMakingconclusions
VisualisingAnalysingAttributing
Relating
PredictingMakingconclusions
Having interest andcuriosity towards theenvironment
Realising that science is a
means to understand natureBeing diligent andperseveringHaving critical and
analytical thinkingAppreciating thecontribution of science and
technologyDaring to try
Thinking rationally
2
Explain the existence of airpressure with reference to the
Kinetic Theory,
Explain the factors affecting airpressure.
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
6.2Applying the
principle of airpressure in daily
life.
Collect and interpret data onappliances that use the principle
of air pressure.
Gather information and discussthe application of air pressure in
syringe, siphon, spraying pumpand drinking straw.
Discuss ways of using theprinciple of air pressure to solvedaily problems such as blockage
in sinks and pouring condensedmilk from a can.
Gather information on how a gastank containing gas under high
pressure works.
Discuss the safety precautions
taken when using gas under high
pressure.
The students are able to;
ObservingMaking inferences
Interpreting dataCommunicating
RelatingPredicting
Problem solving
Having interest andcuriosity towards the
environmentRealising that science is a
means to understand natureBeing diligent and
perseveringHaving critical andanalytical thinking
Appreciating thecontribution of science andtechnology
Being systematicDaring to try
Thinking rationally
3
Explain with examples things
that use the principle of airpressure,Generate ideas to solve
problems using the principle ofair pressure,
Relate the safety measurestaken when using gas underhigh pressure.
THEME 5: FORCE AND MOTION
Learning Area: 7.0 Dynamics
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
7.1Understanding
force.
Carry out activities to showpushing and pulling are forces.
Carry out activities to show the
effects of force (changes inshape, position, speed and
direction).
Carry out activities to showdifferent types of forces(frictional, gravitational,
electrostatic and magnetic force).
The students are able to;
ObservationCommunicatingMaking inferences
Interpreting data
Comparing andcontrasting
Measuring andusing numbers
AttributingGenerating ideasVisualising
Analysing
RelatingMaking
conclusions
Having interest andcuriosity towards theenvironment
Realising that science is a
means to understand natureBeing diligent and
perseveringHaving critical and
analytical thinkingAppreciating thecontribution of science and
technologyBeing systematic
Daring to tryThinking rationally
3
State that a force is a push or apull,
Explain the effects of forces,
Explain the various types offorces.
7.2
Understandingthe measurement
of force.
Discuss the unit of force and the
principle of a spring balance.
Carry out activity to measure the
The students are able to;
Observation
CommunicatingInterpreting data
Making inferences
Makingconclusions
Having interest and
curiosity towards theenvironmentBeing honest and accurate
2
State the unit of force,
Explain how a spring balanceworks,
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
principle of a spring balance.
Carry out activity to measure themagnitude of force.
Measure the magnitude offorce.
in recording and validatingdata
Being diligent andpersevering
Having critical andanalytical thinking
Appreciating the balance ofnatureBeing systematic
Thinking rationally
7.3Application of
frictional force.
Discuss with examples to showthe existence of frictional force.
Carry out activities to identify thedirection of frictional force and
measure the magnitude of theforce.
Carry out an experiment to showhow different types of surfaces
affect the magnitude of frictional
force.
Gather information and discussthe advantages and disadvantages
of friction.
Carry out activities on ways to
The students are able to;
Makinghypotheses
ControllingvariablesInterpreting data
ExperimentingCommunicating
Makinghypotheses
SequencingRelatingGenerating ideas
AttributingAnalysing
Makingconclusions
Having interest andcuriosity towards the
environmentBeing honest and accuratein recording and validating
dataBeing diligent and
perseveringRealising that science is ameans to understand nature
Appreciating the
contribution of science andtechnology
Having critical andanalytical thinking
Appreciating the balance ofnatureBeing systematic
Thinking rationally
5
Explain with example theexistence of frictional force,
State the direction and themagnitude of frictional force,
Carry out an experiment toshow how different types ofsurfaces affect frictional force,
Explain the advantages anddisadvantages of friction,
Explain ways to increase
friction,Explain ways to reduce friction,
Explain with examples theapplication of friction in dailylife.
Increase friction,Reduce friction.
Discuss the application ofincreasing and decreasing frictionin our daily life.
7.4
Application ofwork.
Discuss with examples to show
work is done when an object ismoved by a force.
Carry out activities to determine
the work done by using:
Work (J)
= Force (N) x Distance (m)
The students are able to;
Communicating
Measuring andusing numbers
Interpreting data
Analysing
Makingconclusions
Having interest and
curiosity towards theenvironment
Being honest and accuratein recording and validating
dataBeing diligent and
persevering
Having critical andanalytical thinking
Appreciating the balance ofnatureBeing systematic
Thinking rationally
5
Explain with examples howwork is done,
State the unit of work,Calculate the work done.
7.5Application of
power.
Carry out activities to determinepower by using:
The students are able to;
CommunicatingMeasuring and
using numbers
Makingconclusions
Having interest andcuriosity towards the
environment
3
State the meaning of power,
State the unit of power,
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Calculate power on the work Interpreting data Realising that science is a
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
Power (W) = Work (J)
Time (s)
done.
means to understand the
natureHaving critical and
analytical thinkingThinking rationally
7.6
Analysing theimportance offorce in life.
Create an activity e.g. drawing a
poster, sketching or acting toshow how life would be withoutforce.
The students are able to;
Communicating
Measuring andusing numbersInterpreting data
Attributing
Comparing andcontrastingAnalysing
RelatingMakingconclusions
Having interest and
curiosity towards theenvironmentRealising that science is a
means to understand thenatureHaving critical and
analytical thinkingBeing systematic
Thinking rationally
2
Describe how life will be if
force does not exist.
THEME 5: FORCE AND MOTION
Learning Area: 8.0 Support and Movement
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
8.1Understanding
the supportsystems inanimals.
Gather information and discussthe various support systems in
The students are able to;
ObservingInterpreting data
Communicating
AttributingComparing and
contrastingAnalysingRelating
Makingconclusions
Being honest and accuratein recording and validating
dataRealising that science is ameans to understand nature
Appreciating the balance ofnature
Having critical andanalytical thinkingBeing thankful to God
Being systematicThinking rationally
5
Explain the support system in
vertebrates and the varioussupport systems ininvertebrates,
Compare and contrast thesupport system between landand aquatic vertebrates,
Compare and contrast thesupport system between land
and aquatic invertebrates.
Land and aquatic vertebrates,Land and aquaticinvertebrates.
Carry out discussions on thefollowing:
Similarities and differencesbetween support systems inland and aquatic vertebrates,
Similarities and differencesbetween support systems in
land and aquaticinvertebrates.
8.2
Understandingthe supportsystems in
plants.
Carry out field work to study
various support systems of plants.
Carry out activities to classify
plants based on their supportsystems.
The students are able to;
Observing
Interpreting dataCommunicatingMaking inferences
Generating ideas
Making inferencesMakingconclusions
Being honest and accurate
in recording and validatingdataRealising that science is a
means to understand natureAppreciating the balance ofnature
Having critical and
analytical thinking
3
Explain the various support
systems in woody andnonwoody plants,
Classify plants based on theirsupport systems.
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Being thankful to GodBeing systematic
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WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
8.3Appreciating the
support systemin living things.
Discuss issues e.g. The students are able to;
ObservingInterpreting data
Communicating
AttributingComparing and
contrastingAnalysing
RelatingMaking
conclusions
Being honest and accuratein recording and validating
dataRealising that science is a
means to understand natureAppreciating the balance of
natureHaving critical andanalytical thinking
Being thankful to GodBeing systematicThinking rationally
2
Inability of whales to move
back to sea after beingwashed ashore,A crippled person using
crutches for support.
Justify the importance of the
support system to living things.
THEME 6: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
Learning Area: 9.0 Stability
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIES
LEARNING OUTCOMESSCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODS
REMARKS
SPS CCTS
9.1Understanding
that the centre of
gravity affectsstability.
Carry out activities to find thepoint of equilibrium in regularand irregular shapes.
Carry out an experiment to findout how the centre of gravity
effects the stability of an objectby manipulating the
The students are able to;
ObservingCommunicatingMaking inferences
PredictingInterpreting data
ControllingvariablesExperimenting
Makinghypotheses
MakinghypothesesRelating
AnalysingAttributing
PredictingMakingconclusions
Being honest and accuratein recording and validatingdata
Being diligent andpersevering
Realising that science is ameans to understand natureAppreciating the
contribution of science andtechnology
Having critical andanalytical thinkingBeing objective
Being systematic
Thinking rationallyBeing confident an
independent
5
Determine the point ofequilibrium in regular and
irregular shapes,Relate the point ofequilibrium as the centre
of gravity of objects,Relate the centre of gravity to
the stability of objects.
Height,
Base area.
Discuss the relationship between
the centre of gravity and stability.
9.2Appreciating the
importance ofstability.
Carry out a brainstorming sessionon ways to improve stability.
Carry out activities like doing
projects or playing games tobuild models by applying theconcept of stability.
The students are able to;
ObservingCommunicating
Interpreting data
ClassifyingAnalysing
Makingconclusions
Being honest and accuratein recording and validating
dataAppreciating the
contribution of science andtechnologyHaving critical and
analytical thinkingBeing flexible and open-
mindedBeing systematicThinking rationally
5
Suggest ways to improve
the stability of objectsaround them,Explain with examples the
application of stability in life.
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THEME 6: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
Learning Area: 10.0 Simple Machine
WEEKLEARNING
OBJECTIVES
SUGGESTERED LEARNING
ACTIVITIESLEARNING OUTCOMES
SCIENCE SKILLS SCIENTIFIC ATTITUDES
AND NOBLE VALUES
NO OF
PERIODSREMARKS
SPS CCTS
10.1
Analysing
levers.
Discuss how a small effort can
overcome a large load with the
use of a lever.
Make an observation on devicesthat use the principles of levers.Identify the load, force and
fulcrum, and then classify thesystems into first, second and
third class levers. Discuss howhumans apply the principles oflevers to help them overcome
large load.
Discuss that the momentof force= force x perpendicular distance
from the pivot to force.
Carry out an activity to show therelationship between moment andthe product of force and distance.
Solving problems related tolevers using the following
formulae:Load (N) x distance of the
load from fulcrum (m) =Force (N) x distance ofthe force from the fulcrum
(m)
The students are able to;
Observing
Experimenting
Communicating
Relating
Making inferences
PredictingAnalysing
Generating ideasMakingconclusions
Having an interest and
curiosity towards the
environmentBeing honest and accurate
in recording and validatingdataBeing diligent and
perseveringRealising that science is a
means to understand natureAppreciating thecontribution of science and
technologyHaving critical and
analytical thinkingBeing objectiveBeing cooperative
Thinking rationally
5
List things around them
that use the principle ofthe lever,
State what a lever can do,Identify load, force andfulcrum in the lever,
Classify levers,Explain what is meant by themoment of a force,
Solve problems related tolevers.
10.2Appreciating the
innovativeefforts in the
design ofmachine to
simplify work.
Carry out a project to build adevice using the principle of a
lever.
The students are able to;
ObservingExperimenting
Communicating
SynthesisingConceptualising
Problem solvingMaking decisions
Having an interest andcuriosity towards the
environmentRealising that science is a
means to understand natureAppreciating thecontribution of science and
technologyHaving critical and
analytical thinkingBeing objectiveThinking rationally
5
Design or improvise a devicethat uses the principle of alever.
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