Grade 1 Science.doc

8/16/2019 Grade 1 Science.doc

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REVISED PRIMARY SCIENCE CURRICULUM GUIDE

GRADE / LEVEL 1

Unit 1:Human Body – Parts of the body and their roles for healthy living

Toi! "#$%!ti&% Cont%nt M%t'od/St(at%)i%* Mat%(ia+* E&a+uation Int%)(ation,no-+%d)% S.i++* Attitud%

External parts ofthe body.

Identify andname atleast tenexternal

parts of the body.

Observeandrecognisetheexternal

parts ofthe body.

Displayrespect forone’s body,its partsand that ofothers.(voidto!chingthe body

parts ofanother

person"itho!this#herapproval.$

External body parts incl!de thehead, eye, ear,nose, mo!th, lip,nec% sho!lder,chest, bac%,

b!ttoc%, hip, penis, v!lva, arm,elbo", "rist, hand,

finger, leg, %nee,an%le, foot, toe.

&. Individ!al p!pils identifyand name external parts ofthe body.

'. On a large o!tline dra"ingof the h!man body p!pils

placea$ pict!re of corresponding

body part.

b$ label#name of body part.c$ pict!re "ith label#name of

body part.

. P!pils !se songs#games"ith actions asreinforcement e.g. Song )*+ead, sho!lders, %nees

and toes. P!pils to!ch the different

parts

Game) *-imple -!nilsays

P!t yo!r hands in the air,

to!ch yo!r toes, etc.P!pils display actions.

/argeo!tlinedra"ingof theh!man

body.

Pict!res,labels and

names of body parts.

P!pilsidentify andname atleast ten

body parts.On o!tlinedra"ing ofthe h!man

body did

p!pils place pict!re andcorrespond0inglabel#nameof body part.

rt and1raft0dra"ing ofh!man body./ang!agerts 0 -ongs

/ang!agerts 0-ongs.

PhysicalEd!cation 0+and0eyecoordination

thro!ghsongs and

games.

2an!ary '33

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GRADE / LEVEL 1



External parts ofthe body.

-tate ho"many ofeach of theexternal

parts onehas.

1o!ntho"many ofeach oftheexternal

parts onehas

4ecordho"many ofthese

parts onehas

Displayrespect forone’s bodyand its

parts.(voidto!chingthe body

parts of

another person"itho!this#herapproval.$

5e have)One) head, nose,

mo!th,nec%, chest,

bac%, penis,v!lva,

6"o) eyes, ears,lips,sho!lders,

b!ttoc%s,hips, arms,elbo"s,"rists,hands, legs,%nees,an%les, feet.

6en) fingers, toes

&. P!pils identify external parts of the body and sayho" many of each he#shehas.

'. 7sing pict!res andlabels#names of body partsfrom previo!s lessons,

p!pils match parts "ithflash cards of n!mbers.

. P!pils gro!p body parts"ith respect to ho" manythey have.

8. P!pils ma%e dra"ings ofthemselves.

(9ote) 9o need to dra"reprod!ctive organs.$

Pict!res,labels#names of

body parts:lashcards,each "ithonen!mber)&,

' and &3.

;erify that p!pils canmatch each

body part"ithcorrespond0ing flashcard.

1hec%dra"ingsfor correctn!mber of

body parts.


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GRADE / LEVEL 1



7ses ofExternalParts ofthe =ody.


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GRADE / LEVEL 1



?ood+ealthPractices

Disting!ish bet"eenhealthy and!nhealthyfoods.

7nderstand

theimportance

of exercise.

1omm!nicateinforma0tionabo!tfoodsthro!ghoral

presenta0

tion andart.

4ecord

exercise perform0

ed over a

period oftime

Develophealthyeatinghabits.

Develop a

"illingnessto perform

exercises.

:r!its, vegetables,mil% and "ater aresome healthy foods.:ried foods s!ch aschips, s"eets andaerated drin%s are!nhealthy if !sedoften.

-ome exercises are

"al%ing, r!nning, @!mping, s%ipping,

stretching, bending,

@ogging.Exercises ma%e o!rlimbs move freely

and develop properly.

&. P!pils bring samples oftheir favo!rite foods.

'. 6eacher provides samplesof some healthy and!nhealthy foods.

. P!pils sho" class theirfavo!rite food and classsays "hether food ishealthy or !nhealthy.

8. P!pils ma%e dra"ings, models or collages of

foods that ma%e !p a balanced meal.

(6his "ill be doneindivid!ally or in gro!ps.$

&. P!pils perform a series of

exercises o!tside theclassroom.

'. 1lass disc!ss benefits of

exercising.. P!pils ma%e simple

dra"ings of themselves

exercising.8. P!pils record in table

form exercises performedd!ring a "ee% as follo"s)

-amplesof foods.

paper,cardboard,

pict!res of foods.

-%ipping

0ropes=alls

hoops, etc

P!pilsidentifysomehealthy and!nhealthyfoods.6eacherchec%sdra"ings,

models orcollages offoods made

by p!pils.

6eacherchec%s

dra"ings

done by p!pils andtable

sho"ingexercises

performed by p!pils.

+ealth and:amily /ifeEd!cation –+ealthy+abits.

rt and1raft –

dra"ing,model andcollagema%ing.

PhysicalEd!cation –

simple body

exercises.

rt 0dra"ing

2an!ary '33

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GRADE / LEVEL 1



?ood

+ealthPractices.

7nderstand

the val!e ofat least fivegood health

practices.

Develop a

"illingnessto displaygood health

practices.

+ealthy activities and

habits are needed forgood health. -omegood health practicesare)0 eating balanced

meals0 breathing clean air 0 playing safely

0 performingexercises

0 %eeping the

environmentclean and safe.

0 thin%ing positively

0 getting adeA!aterest

0 visiting doctor anddentist reg!larly.

Day Exercise Performed .. . .

Developed as s!mmary

from previo!s lesson&. P!pils state the healthy

activities and habits.'. P!pils and teacher disc!ss

same d!ring classdisc!ssion.

4eference) Exploring careers in

1+I/D 14E by


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GRADE / LEVEL 1

Unit :Anima+ ,in)dom – 6he variety, feat!res and life processes of animals


1ommonnimalsin theEnviron0ment

4ecognisethat there isa "idevariety ofanimals.

Identify andname atleast five

animals.

Observeandrecord"hichanimalsare in theenviron0ment.

ppreciatethatanimalsother thanman arefo!nd intheenviron0ment.

Develop arespect foranimal life

byavoidingin@!ry orharm to

them.

-ome commonanimals are. man,dog, cat, co", horse,

bird, fish, ant, fly,"orm.6h!s, there is a "idevariety of animals inthe environment.

Lesson 1: ;isit to -chool BarddeA!ate preparation m!st bemade for the visit.&. 6eacher sho!ld visit the

area (school yard$ at leastone day earlier.

'. 1lass sho!ld be dividedinto small gro!ps beforethey are ta%en on visit.

. P!pils observe animals andcollect a specimen pergro!p "here possible andsafe and in appropriatecontainers.

8. 1ollected specimens ofanimals are displayed inclass and f!rther

observations ma%e.

Lesson 2:

&. 6eacher leads p!pils intoma%ing concl!sions s!chas.

a$ 5hich "as the mostcommon animalC

b$ 5hich "as the leastcommon animalC

EA!ip0ment forfield tripincl!dingclear

plastic bags, @ars,t"eeers,gloves,

magnify0ing glass,tags.

-pecimenscollected.

Pict!res of animals

Did p!pilsfollo"instr!ctionsC

Did p!pilscollectspecimensC

Did p!pils

en@oy"or%ing ingro!psC

5hich "asthe mostcommon

animalC5hich "asthe leastcommonanimalC

-chool BardEcology0observingcomponentsof theenvironment


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GRADE / LEVEL 1



ExternalParts ofnimals.

4ecognisethat theexternal

parts ofanimals may

be similar or different.

Observetheexternal

parts orfeat!resofanimals.

ppreciatethatanimals

differ intheirexternalfeat!res.

6he external or o!ter parts of animalsincl!de the head,

limbs and bodycoverings. 6he limbsincl!de the arm, leg,fins and tail, "hilethe body coveringsincl!de s%in, hair, f!rand scales.

'. 6eacher and p!pils provide and observe pict!res of some otheranimals

&. P!pils observe animalscollected d!ring visit toschool yard.

'. 5here possible p!pilsand teacher bring pets toschool and observe theirexternal parts. (Pets co!ldincl!de bird, cat, p!ppy,fish$

0 Safety and health precautions must be

observed.)

. 6eacher and p!pils

provide and observe

pict!res of some commonanimals.

8. P!pils ma%e simple

dra"ings of at least t"odifferent animals – their pet

and another.

-pecimensfrom visitto school

yard Pets.

Pict!res of animals.

6ext boo%

– -ciencero!nd

7s –

=oo% '.

P!pils namefiveanimals.

P!pils nameat least five

external parts ofanimals.

P!pils stateat least threesimilaritiesand three

differences bet"een the

external

parts ofanimals

rt –dra"ing ofanimals

/ang!agert –reciting a

poem.

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GRADE / LEVEL 1


Toi! "#$%!ti&% Cont%nt M%t'od/St(at%)i%* Mat%(ia+* E&a+uation Int%)(ation

,no-+%d)% S.i++* Attitud%

-ome/ifeProcesses

ofnimals

-tate fo!r of the fiveobvio!s life

processes of animals.

. P!pils state at leastthree similarities and threedifferences bet"een theexternal parts of the t"oanimals.

. Information shared to"hole class.F. -t!dents read poem on

animals, 4ef . Science Around Us, =oo% ' Page&.

(This topic lends itself to

project work. As such it ma!take a"out one month to

complete.#

+ere is a s!ggested seA!ence

of activities.

&. Decide "hich animals "ill

be observed eg. :ish, bird,rabbit, chic%, insect, "orm,etc.

1lear,trans0

parent

containeras an

aA!ari!m

e.g.cor%ed 'or – litre

aerated plastic bottle#@ar.

5hat dideach animaldoC

Did it feed,

move,

breathe, etcCDid itincrease in

sieC

gric!lt!ral-cience –4earing of

animals.

rt –

dra"ing ofanimals.

2an!ary '33

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GRADE / LEVEL 1



Observeanimalscarryingo!t somelife

processes

'. -et !p home for animalse.g. aA!ari!m, cage, pen.

. P!pils "or% in pairs,each day they "ill feed,observe animals and cleantheir homes.

8. P!pils recordobservationsin the form of a table.

>. P!pils shareobservations "ith the "hole

class. 6his co!ld ta%e theform of a "hole lesson.

. -t!dents ma%e simpledra"ings of the animalsthey cared.

9O6E) -ome animals mayreA!ire attention

d!ring "ee%ends

1age for birdchic%,rabbit.

:ood foranimals.

Did p!pilsta%e

preca!tionsin handlingand caringfor animalsC

2an!ary '33

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GRADE / LEVEL 1

Unit :P+ant ,in)dom – 6he variety, feat!res and life processes of plants


?ermin0ation of aseed.

-tate that aseedgerminatesinto aseedling.

min!teseach day..

Lesson $) -!mmarisingobservations as aclass.

Lesson 1&. P!pils set !p germination

apparat!s as follo"s)0 !se transparent plastic

or glass @ar eg. @am orn!t b!tter.

0 line the inside of the @ar

"ith abo!t three layersof absorbent paper eg.ne"spaper or ne"s

print paper.0 po!r "ater into @ar to a

depth of abo!t ' cmhigh.

-eeds – bora, bean,corn,

paddy.

Plastic#glass @areg. @am or

n!t b!tter.

9e"s0 paper orne"s print

paper.

5ater

5ere p!pilsable to set!p thegerminationapparat!sC

Did p!pilsma%e

pla!sible orrealistic

predictionsC

gric!lt!re%itchengardening.

4icefarming0broadcast

of soa%ed paddy.

2an!ary '33

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GRADE / LEVEL 1



0 place a '0day oldsoa%ed seed bet"een

paper and inner s!rface

of @ar at a height ofabo!t ' cm above the

"ater level.

0 leave @ar "here it can beobserved.

'. P!pils ma%e predictions

of "hat "ill happen tothe seed.

2an!ary '33

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GRADE /LEVEL 1



%oem) T'% S%%d In the heart of a seed

b!ried deep, so deep. dear, little plant layfast asleep.*5a%e said thes!nshine and peep to

the light.*5a%e said the

voice of the raindrops

bright.6he little plant heard,and it rose to see.

5hat a "onderf!lo!tside, the "orldmay be.

Lesson 2:-pread over at least &3 days of > min!tes each day.

&. P!pils observe germinatingseed.

'. 6eacher as%s p!pils abo!ttheir observations andverify same "ith them.

Lesson $:&. In gro!ps of abo!t 8, p!pils compare their seedlings

"ith respect to)0 changes in appearance

of seed.0 shape, colo!r and sie

of parts of theseedlings.

'. ?ro!ps share observations

in class disc!ssion andcompare them "ith the

predictions made in

/esson &.. P!pils pretend to be seeds

and dramatise theirgermination.

?erminat0ing seeds.

?erminat0ing seeds.

;erifyobservationsmade by

p!pils.

Did p!pilsobserve"hathappened tothe seedC5hat "as

the p!rposeof the paper

in the @arC

1an p!pilsrecognise

the main parts of aseedlingC

.

2an!ary '33

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GRADE / LEVEL 1



1ommonPlants inthe

Environ0ment.

4ecognisethat there isa "ide

variety of plants.

Identify andname atleast five

plants.

Observeandrecord

"hich plants are

in the

environ0ment.

Interpretdata.

Develop arespect for

plant life.

Display

interest in

plants.

6here is a "idevariety of plants inthe environment.

Plants are !s!allygreen and they vary

in sie. -mall plants

are called herbs eg.thyme, celery, bora,grass.

=igger or taller plantsare called trees eg.


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GRADE / LEVEL 1




(&nl! one set of samples per group.#

>. 1ollected samples aredisplayed in classroom andobserved f!rther.

. 1lass disc!ssion onsamples collected. P!pils.to concl!de)

a$ 5hich "as the mostcommon plantC

b$ 5hich "as the leastcommon plantC

Lesson 25or%ing in same gro!ps for/esson &, p!pils ma%e collage

of samples collected.

1ard0 board,

paper,gl!e.

Did the p!pilsdisplayrespect for

plant lifeC

Did thecollage

reflect thevariety in

the samplesC

Did the p!pils en@oy

ma%ing thecollageC

rt J 1raft – ma%ing

collages.

2an!ary '33&8


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GRADE/LEVEL 1




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GRADE / LEVEL 1




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GRADE / LEVEL 1

Unit 2:En&i(onm%nt – 1omponents of the environment and their inter0relations



6hings inthes!rro!nd0ings

Differ0

ences bet"een

living

and non0livingthings.

Identify andname things"hich arefo!nd in thes!rro!nd0ingsincl!dingthe home.

Identify and

name themain

differences

bet"eenliving andnon0living

things.

?ro!pingthingsfo!nd inthes!rro!nd0ings

Observ0

ingactivities

that

distin0g!ishliving

thingsfromnon0livingthings.


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GRADE / LEVEL 1

Unit 2: En&i(onm%nt 0 – 1omponents of the environment and their inter0relations



/ivingand non0livingthings.

Identifythings asliving ornon0living.

?ro!pingthings

based onobserva0tions.

ll things can begro!ped as living ornon0living.

/iving things havelife "hich non0livingthings do not havelife.

O!r s!rro!ndings aremade !p of living andnon0living things.

6he living things are plants and animals.

9on0living thingsincl!de the soil, "ater

and air.

O!r s!rro!ndings arealso called o!r

environment.

&. 7sing evidence orinformation from previo!slesson p!pils "ill decide"hether the thing # ob@ect is

living or non0living.'. 6eacher verifies p!pils

ans"ers.. 6eacher s!ms !p the main

parts of the s!rro!ndings

and introd!ces the termenvironment as anothername for the s!rro!ndings.

6hose!sed in

previo!slesson.

Did p!pilshavediffic!lty ingro!pingthingsC

P!pils toname thet"o main

gro!ps ofthings.

P!pilsexplain "hatis meant bythe termss!rro!nd0

ings andenviron0

ment.

-chool BardEcology.

2an!ary '33

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GRADE / LEVEL 1

Unit 3: 4%at'%(0 – 6ypes, :eat!res and Effects of the 5eather



5eather6ypes

5eather

-ymbols

4ecognisedifferent"eathertypes

Observeactions"eathertypes and

pict!ressho"ingsame.

7se

symbolsto re0 present

different"eatherscondit0ions.

6he common "eather conditions incl!des!nny, clo!dy, rainy,and "indy.

5eather conditions

can be represented bydifferent symbols eg.

-!nny

1lo!dy

&. P!pils observe thro!gh"indo"#door the "eathercondition of the day.

'. 6eacher provides pict!resdepicting different "eatherconditions.

. P!pils match flash cards"ith names of "eatherconditions and

corresponding pict!res.8. P!pils ma%e a mobilesho"ing different types of"eather eg. Pict!res of s!n,

clo!ds, rain drops, etc.,hanging from it.

&. P!pils match each symbol

"ith "eather condition i.e. pict!res and flash cards.'. 6eacher verifies p!pils’

responses.

Hom%-o(. ) 4ead "eatherforecast in ne"spaper, listen

Pict!res of different"eatherconditions

:lashcards "ithnames of

"eatherconditions

-eparate

flash cards"ithsymbols

and"eatherconditions

9e"s0 papers

+o"acc!rate"ere p!pilsobservationsof act!al"eatherC

5ere p!pilsable to

interpret pict!reC

5asmatching ofcards "ith

pict!reseasy or

diffic!ltC

5ere p!pils

able tomatchsymbol "ith

"eatherconditionC

-ocial-t!dies – the"eather.

-ocial-t!dies –"eather

conditions

2an!ary '33

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GRADE / LEVEL 1





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GRADE / LEVEL 1




5ise !seor1onserva0tion of5ater

Identify anddisc!sssome simple"ays by"hich "ater can be !sed"isely orconserved.

Developthe attit!deto !sereso!rces"isely.

5ater is very !sef!land can be scarce atsome times. s s!ch,"e sho!ld !se it"isely or conserve it.

5e can prevent"astage by doing thefollo"ing)

a$ Do not leave tapsdripping. b$ 6!rn of taps "hen

not in !se.c$ D!ring bathing,

t!rn off sho"er"hen soapings%in.

d$ 1ollect rain "aterfor everyday !se.

e$ Do not poll!te or

d!mp ref!se in"ater so!rce.

&. P!pils identify "ays to !se"ater "isely and give briefexplanations.

'. P!pils react to ans"ers.. 6eacher provides other

ans"ers as necessary.

Pict!ressho"ing!ses madeof "ater.

Pict!ressho"ing"ater

being

"asted.

&. Did p!pils’ans"ersreflect

practicalsit!ationsC

'. P!pilssho!ld state

at least three"ays by"hich "ater can beconserved.

. Did p!pils find

lessoninterestingC

+ealth and:amily /ifeEd!cationandEnviron0mental-cience0"ise andeffective !se

of reso!rces.

2an!ary '33

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GRADE / LEVEL 1

Unit 5: Mat%(ia+*0 – Properties and changes in the states of matter



-ome6ypes of


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GRADE / LEVEL 1




-ome1ommon1olo!rs

-ome1ommon

-hapes

4ecogniseand namesomecommoncolo!rs

4ecogniseand name

some

commonshapes.

-ome commoncolo!rs are red,yello", bl!e, green,orange, p!rple, "hiteand blac%.

-ome commonshapesare circle,

sA!are, rectangle,

triangle, cylinder, andcone.

&. 6eacher and p!pils provide paper and ob@ects ofdifferent colo!rs.

'. P!pils match colo!rs "ithflash cards having thenames of the colo!rs.

. 1olo!red ob@ects and papercan be compared "ithcrayons, mar%ers, "ater

colo!r paints and po"dered paints.

&. P!pils examine and play"ith c!t o!ts of common

shapes and similar –

templates.'. P!pils match shapes "ithflash cards bearing name of

corresponding shape.. 7sing paper, cardboard and

templates, p!pils c!t o!treg!lar shapes s!ch a

1olo!red papercolo!redob@ectflash card"ithnames ofcolo!rscrayons

mar%ers"atercolo!r

paints po"dered paints.

1!t o!tsof

different

shapes:lashcards "ith

names ofshapesPapercardboard6emplates

5ere p!pilsable torecognisecolo!rsC

5ere p!pilsfamiliar

"ith the

shapesC

5ere p!pils

able toidentifyshapes intheclassroom

rt J 1raft0ma%ingdra"ings!singcolo!ringmaterials.


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2an!ary '33


GRADE / LEVEL 1




.circles, sA!are, rectangle,etc.

8. 6eacher gets p!pils toidentify different shapes intheir classroom.

>. s home"or%, p!pils canidentify different shapes athome.

. s a follo" !p to the previo!s lesson p!pilscolo!r the differentshapes !sing a differentcolo!r for each one.

-oildshapesandmodelsfrom PEIPreso!rces%it.

.

2an!ary '33

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GRADE / LEVEL 1

Unit 6: Ea(t' and Sa!% – 1omponents of the solar system and their inter0relations



ppear0ance ofthe -%yin theDay andat 9ight.

1ompare theappearanceof the s%y inthe day andat night.

Observetheappear0ance ofthe s%y inthe dayand atnight.

Developattit!de toobservesafety

preca!tions

5e see the s!n d!ringthe day. t certaintimes of the month"e also see the moond!ring the day.

5e see the moon andstars at night.

&. P!pils observe theappearance of the s%yd!ring the day.

Caution: Pui+* *'ou+d #%

ad&i*%d not to +oo. di(%!t+y

at t'% *un a* t'i* !an dama)%

t'%i( %y%*7

'. P!pils report their

observations and thencompare them "ithobservations made at night.

. P!pils ma%e simpledra"ings of the appearanceof the s%y d!ring the dayand at night.

Pict!ressho"ingappear0ance ofthe s%y atday and atnight.

Did p!pilsfollo"safety

preca!tionC

9ame t"o0things seenin the s%yd!ring the

day and t"othings seenin the s%y atnight.

1hec%dra"ingsmade.

rt – simpledra"ing.

2an!ary '33

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GRADE / LEVEL 1

Unit 8: En%()y0 – :orms of energy, their so!rces and effects



-ome1ommonctions.

Energy

for the=ody

Identify andname someactions thath!mans

perform.

7nderstand

ho" theh!man bodygets energy.

Demon0strateactionsthath!mans

perform.

-ome actions that "e perform are tal%ing,singing, eating,sleeping, "al%ing,r!nning, @!mping,

playing, etc.

5e get energy form

the food "e eat anddrin%. 6hey are

bro%en do"n byoxygen gas to releasethe energy.

Note) By %nd o9 unit ui+**'ou+d ma.% a *ma++

#oo.+%t *'o-in)

a!tion*/a!ti&iti%* t'at

u*% %n%()y

&. P!pils name actions performed by h!mans anddemonstrate each one.

'. P!pils demonstrate activitysongs eg.

*6o!ching head, sho!lders,%nees and toes.

. P!pils examine pict!res and identify actions being

performed.8. P!pils ma%e simple

dra"ings sho"ing differentactions.

&. P!pils say ho" they feel

after a meal and thencompare this "ith ho" they

feel at the end of the school day or after playing.

Pict!ressho"ingh!mans

perform0ingdifferentactions.

Pict!res

from previo!slessons.

P!pilssho!ld namefo!r actionsthey

perform.

5ere p!pilsable toidentifyactionssho"n in

pict!resC

5ere p!pils

able to say"here theenergycomesfromC

PhysicalEd!cation0

bodymovementand exercise.

rt – simpledra"ings.

+ealth and:amily /ife

Ed!cation –eating right.

2an!ary '33

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GRADE / LEVEL 1

Unit 8: En%()y0 – :orms of energy, their so!rces and effects



-ome:orms ofEnergy

4ecogniselight andheat as t"oforms ofenergygiven off by

a lighted b!lb.

Introd!ce

the termenergy.

Predicttypes ofenergygiven off

by alighted

b!lb.

lighted b!lb givesoff light and heat./ight and heat aret"o forms of energy.

Energy is the ability

to do "or%.

'. 6eacher as%s p!pils if they%no" energy is releasedfrom food.

. 6eacher explains that inrespiration the oxygen gasthat "e breathe in helps to

brea%do"n the food torelease energy.

&. 6eacher and p!pils providelo"0voltage light so!rcess!ch as pen torch, torch0

lights, batteries, "ires, b!lbs.

'. P!pils predict "hich forms

of energy are give off by alighted b!lb.

. P!pils observe light so!rces and to!ch o!tside of b!lbs

to sense heat.

Pen torchtorch light&.>;

batteries&.>;

b!lbs

connect0ing "ire.

5ere p!pilsable to set!p the lightso!rcesC

Did p!pils

predict"hich t"o

forms ofenergy "ill

be given off by a lighted

b!lbC

P!pils say"hat isenergy.

2an!ary '33

'F


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GRADE / LEVEL 1

Unit : ;o(!%*:0 – 6ypes of forces and their effects



5ays of


29/29

'H

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