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MiniSTry Of PriMary anD SeCOnDary eDuCaTiOn

juniOrSCienCe anD TeCHnOlOgy

SyllaBuS (graDe 3-7)

(2015 - 2022)

Curriculum Development and Technical Services, P.O. Box MP 133, Mount Pleasant, Harare

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Science & Tech JUNIOR_backup 01-10-16.qxp_Layout 1 13/10/2016 1:27 PM Page 1

ii

Science and Technology, Junior (Grade 3 - 7) Syllabus

ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education wishes to acknowledge the followingfor their valued contributions in the production of this syllabus:

l Panelists for Science and Technology

l Representatives of the Ministry of Higher and Tertiary Education Science and Technology Development

l Zimbabwe School Examinations Council (ZIMSEC)

l University of Zimbabwe – Department of Science and Mathematics Education

l Great Zimbabwe University – Department of Teacher Development

l Publishers

l UNICEF and UNESCO.

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iii


TABLE OF CONTENTS1.0 PREAMBLE......................................................................................................1

1.1 Introduction ...........................................................................................11.2 Rationale...............................................................................................11.3 Summary of Content.............................................................................11.4 Assumptions .........................................................................................11.5 Cross-Cutting Themes..........................................................................1

2.0 PRESENTATION OF SYLLABUS...................................................................1

3.0 AIMS.................................................................................................................2

4.0 OBJECTIVES ...................................................................................................2

5.0 METHODOLOGY AND TIME ALLOCATION...................................................25.1 Methodology .........................................................................................25.2 Time allocation......................................................................................3

6.0 TOPICS.............................................................................................................3

7.0 SCOPE AND SEQUENCE................................................................................4

8.0 COMPETENCE MATRIX ................................................................................13

9.0 ASSESSMENT .............................................................................................100

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1


1.0 PREAMBLE

1.1 IntroductionThe Science and Technology learning area (S&T)is a five-year primary school course that provideslearners with opportunities for cognitive andpractical experiences that help them understand,interpret and offer practical and meaningfulscientific solutions to their natural world. It is anintegrated learning area which seeks to makelearners aware of themselves, their relationshipwith the biophysical environment and prepare themfor their future within a rapidly changingtechnological society. Science and Technologyintends to develop initiative, creative, innovative,and inquisitive learners. The learning area fostersan appreciation of the design and the use of toolsto solve real life problems. The syllabus will followa spiral approach that will lead learners todemonstrate a positive relationship with scienceand technology. The learning phase will seelearners being assessed through continuousassessment and summative examination.

1.2 Rationalel Through Science and Technology learnersbecome innovative and adaptable as theyselect, use relevant scientific facts andtechnologies, process information and createtangible functional products.

l Science and Technology enables learners toidentify and solve problems through creativedesign thinking, planning and modeling. Thisis facilitated by working with different media,materials, scientific facts and tools. Thelearning area inculcates the notion ofunhu/ubuntu/vumunhu in the learners as they process ideas.

1.3 Summary of ContentThis syllabus is intended to provide a foundationalcourse in science and technology which fosters thedevelopment of Intellectual and manipulative skills.It is also designed to introduce learners tofundamental concepts and technological skills inMathematics, Science, Health, Technical Graphics,

Art Textiles, Metal, Wood, Building and FoodTechnology.

1.4 AssumptionsIt is assumed that learners have:l innate desire to explore and experimentl exposure to some scientific and technologicaltools and materials

l certain experiences in various scientific andtechnological practices some scientific andtechnological skills for indigenous knowledgesystems

l ability to make decisions for themselvesl potential to manipulate objects practical workl an ability to communicate and work with othersto achieve a common goal

1.5 Cross-Cutting Themes Science and Technology as a learning area willencompass Teamwork as learners interact andcollaborate in the learning processl Safety in using scientific equipment andapparatus as well as the design process

l Health issuesl Food securityl Technologyl Environmental issuesl Disaster risk managementl Enterprisel Sexuality, HIV and AIDSl Heritage

2.0 PRESENTATION OFSYLLABUSThe Junior Science and Technology Syllabus is asingle document covering grades 3 to 7. It containsscope and sequence table for all junior grades. Thesyllabus also comprises a detailed competencymatrices which guides the learning and teachingprocess.


2


3.0 AIMSThe syllabus aims to help learners to:

3.1 appreciate the role and impact of S&T as theyapply to self, work and society

3.2 select and use a wide range of materials andcomponents in the environment

3.3 develop the creative, technical and practicalexpertise to participate in a scientific andtechnological world

3.4 demonstrate innate talent that lead to originalityand innovativeness

3.5 enhance scientific and technological designs,through the use of Information andCommunicationTechnology

3.6 manipulate materials and equipment to enhancecreativity

3.7 develop critical evaluation skills in technical,aesthetic, economic, environmental, social andcultural contexts

3.8 explore opportunities that promote a sense of self-reliance, enterprising and communitydevelopment

4.0 OBJECTIVESBy the end of the learning area learners shouldbe able to:

4.1 identify tools and materials used in science andtechnology

4.2 design and modify technological devices usinglocal and other materials

4.3 select, use and store appropriately scientific andtechnological tools when designing andconstructing artefacts

4.4 apply scientific and technological concepts andskills for environmental sustainability

4.5 investigate how people, environment andeconomic issues influence and are influenced byScience and Technology

4.6 explore scientific and technological ideas todevelop innovations through ICT

4.7 apply indigenous knowledge systems andunderstand Scientific and Technological concepts.

4.8 relate moral and ethical approaches to the use ofscientific principles and technology(Unhu/Ubuntu/Vumunhu)

4.9 debate consequences of the outcomes ofscientific and technological processes

4.10 collect and record relevant data and informationthrough scientific research

4.11 demonstrate enterprise skills that are relevant tothe market,recognising constraints of time, costand accessibility of resources

4.12 demonstrate an appreciation of the role ofdesigners, craftsmen, scientists and technologistsin industry and society

4.13 explain the scientific relationship between plants,animals and their environment

5.0 METHODOLOGY AND TIME ALLOCATION5.1 Methodology This syllabus is based upon a learner centredparticipatory approach with emphasis on hands-on-, multi-sensory, problem identification and problemsolving. These attributes encourage, sharingcuriosity and promote logical and practical learning.Learner centred approach encourages learner tolearner exchange of scientific ideas, experiences,knowledge, skills and attitudes. Innovativenessand inventiveness are strongly recommended in theteaching and learning of Science and Technology.The following are the suggested methods:l Educational Toursl Demonstrationsl Experimentationl Science and technical exhibitionsl Simulations


3


l Resource personsl Case-studyl Project work/researchl Games (quiz, drama, storytelling)l Gallery walkl Debates

NB. The above suggested methods should be enhanced by the application of orthodidactic principles and multi-sensory approaches to teaching. These include tactility, concreteness, individualisation, self-activity, totality and wholeness. Teachers are encouraged to address the learners’ residual senses.

5.2 TIME ALLOCATION

Five 30 minute periods per week, of 2 double lessons and 1 single lesson , should be allocated for adequate coverageof concepts.

6.0 TOPICS6.1 Health and Safety

6.2 Materials and Structures

6.3 Energy and Fuels

5.4 Electricity and Electronics

6.5 Forces and Magnets

6.6 Design and Technology

6.7 Water

6.8 Weather and Climate

6.9 Soil, plants and animals

6.10 Landforms and Maps

6.11 Sustainable Resource Management


4


7.0SCOP

E AN

D SEQU

ENCE

7.1

HEALTH AND

SAFETY

TOPI

C GR

ADE

3 GR

ADE

4 GR

ADE

5 GR

ADE

6 GR

ADE

7 Hu

man

Bod

y p

erso

nal h

ygie

ne

De

ntal

care

Di

gest

ive

syst

em

Hum

an re

prod

uctiv

e sy

stem

Th

e re

spira

tory

syst

em

Th

e cir

cula

tory

syst

em.

Nutr

ition

sour

ces o

f foo

d

impo

rtan

ce o

f fo

od to

the

body

Bal

ance

d Di

et

Im

prop

er e

atin

g ha

bits

/eat

ing

diso

rder

s

Defic

ienc

y di

seas

es

Pr

even

tion

and

man

agem

ent o

f de

ficie

ncy

dise

ases

M

etho

ds o

f foo

d pr

eser

vatio

n

Bene

fits o

f ind

igen

ous f

oods

an

d he

rbs.

Ef

fect

s of g

enet

ically

m

odifi

ed fo

ods -

Gen

etica

lly

Mod

ified

Org

anism

s (GM

O)

Di

seas

es a

nd

prev

entio

n d

iseas

e ca

usin

g or

gani

sms

dia

rrho

ea

the

Ora

l Re

hydr

atio

n So

lutio

n (O

RS)

Par

asiti

c dise

ases

P

reve

ntio

n an

d co

ntro

l of

para

sitic

dise

ases

Har

mfu

l gut

w

orm

s S

exua

lly

tran

smitt

ed

infe

ctio

ns (S

TIs)

P

reve

ntio

n of

ST

Is

Chi

ld k

iller

dise

ases

Natu

ral i

mm

une

syst

em

Acq

uire

d Im

mun

e De

ficie

ncy

Synd

rom

e (H

IV/A

IDS)

des

troy

s th

e im

mun

e sy

stem

P

reve

ntio

n an

d liv

ing

posit

ivel

y w

ith

HIV/

AIDS

Ep

idem

ic di

seas

es

Pr

even

tion

and

cont

rol o

f ep

idem

ic di

seas

es

Pr

even

tion

and

man

agem

ent o

f chr

onic

dise

ases

(can

cer,

hype

rten

sion,

dia

bete

s)


5



6

Science and Technology, Junior (Grade 3 - 7) Syllabus7.2 MATERIALS AND

STRUC

TURES


7

Science and Technology, Junior (Grade 3 - 7) Syllabus7.3 ENERGY AND

FUELS


TO

PIC

GRAD

E 3

GRAD

E 4

GRAD

E 5

GRAD

E 6

GRAD

E 7

Elec

trici

ty a

nd

Elec

tron

ics

Elec

tron

ic de

vice

s TV

R

adio

C

ellp

hone

A

larm

s To

ys

Sens

or li

ghts

C

ompu

ter

Sou

rces

of

e

lect

ricity

E

lect

rical

co

nduc

tors

and

in

sula

tors

S

afet

y pr

ecau

tions

Flo

w o

f ele

ctric

cu

rren

t E

lect

rical

circ

uits

Ci

rcui

ts fo

r ho

useh

old

elec

trici

ty

- a.

c and

d.c

-

elec

tron

ic de

vice

s

Co

mpo

nent

s of

elec

tron

ic de

vice

s -

Tran

sisto

rs

- Di

odes

-

Indu

ctor

s -

Resis

tors

D

esig

ning

el

ectr

onic

devi

ces

Mod

els o

f el

ectr

onic

devi

ces

7.

5 FO

RCES

AND

MAG

NETS

GR

ADE

3 GR

ADE

4 GR

ADE

5 GR

ADE

6 GR

ADE

7

Mag

nets

Mag

netic

mat

eria

ls

N

on m

agne

tic

mat

eria

ls

M

agne

tic fi

eld

M

agne

tic fo

rce

Us

es o

f mag

nets

Fr

ictio

nal f

orce

Smoo

th a

nd ro

ugh

surfa

ces

Fl

uids

and

frict

ion

U

sefu

l and

des

truc

tive

effe

cts o

f fric

tion

G

ravi

ty

Fa

lling

obj

ects

Grav

itatio

nal f

orce

For

ce m

ultip

liers

Pulle

ys

Le

vers

Gear

s

8

Science and Technology, Junior (Grade 3 - 7) Syllabus7.4

ELECTRICITY AN

D ELECTRON

ICS

7.5

FORC

ES AND

MAG

NETS


9

Science and Technology, Junior (Grade 3 - 7) Syllabus7.6 DESIGN

AND

TECHN

OLOG

Y

7.7 WATER


10

Science and Technology, Junior (Grade 3 - 7) Syllabus7.8 WEATHER AND

CLIMATE


11

Science and Technology, Junior (Grade 3 - 7) Syllabus7.9 SO

IL, PLANTS AN

D AN

IMALS


7.11 SUSTAINAB

LE RESOU

RCE MAN

AGEM

ENT

12


LAND

FORM

S AN

D MAPS


13


GRAD

E 3

8.0

COMPETENC

Y MATRIX

8.1

TOPIC 1: HEALTH AN

D SAFETY


14



15


KEY

CONC

EPTS

O

BJEC

TIVE

S Le

arne

rs sh

ould

be

able

to:

CONT

ENT

(ATT

ITUD

ES, S

KILL

S AN

D KN

OW

LEDG

E)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

orga

nism

s -

Bins

-

Dete

rgen

ts

d

iscus

s the

caus

es o

f dia

rrho

ea

sug

gest

way

s of p

reve

ntin

g di

arrh

oea

des

crib

e pr

epar

atio

n of

ORS

tr

eatm

ent

Di

arrh

oea

Th

e Or

al

Rehy

drat

ion

Solu

tion

(ORS

)

St

atin

g th

e ca

uses

of d

iarr

hea

De

scrib

ing

how

to p

reve

nt

diar

rhea

Prac

tisin

g pr

oper

hyg

iene

Dem

onst

ratin

g pr

oper

te

chni

que

of w

ashi

ng h

ands

Prep

arin

g O

RS

Sa

fety

s

tate

acc

iden

ts th

at o

ccur

in th

e la

bora

tory

i

dent

ify o

bjec

ts th

at ca

use

accid

ents

in th

e la

bora

tory

d

escr

ibe

subs

tanc

es th

at ca

use

accid

ents

in th

e la

bora

tory

l

ist la

bora

tory

safe

ty ru

les

Acc

iden

ts

Saf

ety

in th

e la

bora

tory

De

scrib

ing

accid

ents

that

ha

ppen

in th

e la

bora

tory

D

iscus

sing

obje

cts a

nd

subs

tanc

es th

at ca

use

accid

ents

in

the

labo

rato

ry

Vie

win

g vi

deos

on

prev

entin

g la

bora

tory

acc

iden

ts

Sugg

estin

g w

ays o

f pre

vent

ing

accid

ents

in th

e la

bora

tory

Pr

int m

edia

Elec

tron

ic m

edia

Reco

mm

ende

d te

xtbo

oks

La

bora

tory


16

Science and Technology, Junior (Grade 3 - 7) Syllabus8.2 TOPIC 2: MATERIALS AND

STRUC

TURES


17

Science and Technology, Junior (Grade 3 - 7) Syllabus8.3 TOPIC 3: ENERG

Y AN

D FUELS


18

Science and Technology, Junior (Grade 3 - 7) Syllabus8.4 TOPIC 4: ELECTRICITY AND

ELECTRO

NICS


19



20

Science and Technology, Junior (Grade 3 - 7) Syllabus8.5 TOPIC 5 : DESIGN AN

D TECH

NOLOGY

KEY

CONC

EPTS

O

BJEC

TIVE

S Le

arne

rs sh

ould

be

able

to

:

CONT

ENT

(ATT

ITUD

ES,

SKIL

LS A

ND K

NOW

LEDG

E)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

Elem

ents

of D

esig

n

appr

ecia

te e

lem

ents

of

des

ign

m

anip

ulat

e m

ater

ials

such

as

clay

or p

apie

r m

arch

é to

mak

e ar

tefa

cts

Ele

men

ts o

f des

ign

- Fo

rm

- Ba

lanc

e -

Colo

ur

- Lin

es

- Te

xtur

e M

odel

s fro

m m

ater

ials

such

as p

aper

Mar

ché

and

clay

De

cora

tions

De

scrib

ing

elem

ents

of

desig

n

Dem

onst

ratin

g el

emen

ts o

f des

ign

De

signi

ng o

bjec

ts o

r ar

tefa

cts u

sing

clay

bodi

es

M

akin

g m

odel

s fro

m

mat

eria

ls su

ch a

s cla

y bo

dies

and

pap

er

Mar

ché

De

cora

ting

obje

cts

prod

uced

Pa

per M

arch

é

Clay

Wat

er

Fl

our/

glue

Pain

t

Bead

s

Bott

le to

ps

Se

eds

Pe

tals

St

icks

El

ectr

onic

med

ia


21

Science and Technology, Junior (Grade 3 - 7) Syllabus8.6 TOPIC 6: WATER


22



23

Science and Technology, Junior (Grade 3 - 7) Syllabus8.7 TOPIC 7: WEATHER AND

CLIMATE


24

Science and Technology, Junior (Grade 3 - 7) Syllabus8.8 TOPIC 8: SOIL, PLANTS AN

D AN

IMALS

KE

Y CO

NCEP

TS

OBJ

ECTI

VES

Lear

ners

shou

ld b

e ab

le

to:

CONT

ENT

(ATT

ITUD

ES

SKIL

LS A

ND K

NOW

LEDG

E)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

Soil

des

crib

e so

il fo

rmat

ion

ide

ntify

soil

type

s fou

nd

in th

e lo

cal

envi

ronm

ent

dist

ingu

ish so

il ty

pes

expl

ain

soil

prop

ertie

s d

emon

stra

te h

ow to

m

ake

a cla

y bo

dy

cre

ate

mod

els f

rom

clay

bo

dy

Soi

l for

mat

ion

Ty

pes o

f soi

l -

Sand

-

Clay

-

Loam

S

oil p

rope

rtie

s -

Drai

nage

-

Aera

tion

- Te

xtur

e co

lour

pott

ery

-pre

parin

g cla

y bo

dies

-m

odel

ing

Id

entif

ying

mat

eria

ls fo

und

in th

e so

il

Dem

onst

ratin

g br

eaki

ng d

own

of

rock

s to

form

soil

part

icles

Disc

ussin

g de

cay

of

plan

ts a

nd a

nim

als

Han

d le

ns

Roc

ks/s

tone

s S

oil s

ampl

es

Tra

y

Soil

Tr

ansp

aren

t bot

tles

Re

com

men

ded

text

book

s

Prin

t med

ia

co

ntai

ners

wat

er

Col

lect

ing

soil

type

s C

ompa

ring

soil

type

s N

amin

g so

il ty

pes

soil

type

s

feel

ing

diffe

rent

sa

mpl

es o

f soi

ls

desc

ribin

g so

il pr

oper

ties

in

vest

igat

ing

wha

t ha

ppen

s to

wat

er

whe

n po

ured

into

di

ffere

nt ty

pes o

f soi

l

mixi

ng so

il an

d w

ater

to

mak

e a

clay

body


25


KEY

CONC

EPTS

O

BJEC

TIVE

S Le

arne

rs sh

ould

be

able

to

:

CONT

ENT

(ATT

ITUD

ES

SKIL

LS A

ND K

NOW

LEDG

E)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

us

ing

clay

body

to

crea

te m

odel

s of

obje

cts

Plan

ts

ide

ntify

pla

nt p

arts

r

elat

e pl

ant p

arts

to

thei

r fun

ctio

ns

Pl

ant p

arts

-

Leav

es

- St

ems

- Ro

ots

- Fl

ower

s -

Frui

ts

- le

aves

-

stem

s

Co

nduc

ting

an

Educ

atio

nal t

our t

o ob

serv

e pl

ant p

arts

Disc

ussin

g th

e fu

nctio

ns o

f pla

nt

part

s

Draw

ing

the

plan

t st

ruct

ure

show

ing

the

part

s

Lo

cal e

nviro

nmen

t

Tree

s

Gras

ses

Re

sour

ce p

erso

n

Reco

mm

ende

d te

xtbo

oks

Func

tions

of p

lant

pa

rts

Anim

als

cla

ssify

ani

mal

s o

utlin

e ch

arac

teris

tics

of in

vert

ebra

tes

sta

te e

xam

ples

of

inve

rteb

rate

s i

dent

ify u

sefu

l and

ha

rmfu

l ins

ects

Ani

mal

kin

gdom

in

vert

ebra

tes

Cha

ract

erist

ics o

f In

vert

ebra

tes

Use

ful a

nd h

arm

ful

inse

cts

Bee

s- p

rodu

ce n

ecta

r P

ollin

atio

n D

rago

n fly

-det

erm

ine

river

hea

lth

Hou

se fl

y- d

iarr

hoea

M

osqu

ito-M

alar

ia

Na

min

g an

imal

s

Grou

ping

ani

mal

s ac

cord

ing

to th

eir

char

acte

ristic

s

Listin

g ch

arac

teris

tics

of in

vert

ebra

tes

Lis

ting

exam

ples

of

inve

rteb

rate

ani

mal

s

Nam

ing

usef

ul a

nd

harm

ful i

nsec

ts

Di

scus

sing

usef

ul a

nd

harm

ful i

nsec

ts

Pr

int m

edia

Reco

mm

ende

d te

xtbo

oks

El

ectr

onic

med

ia

In

sect

s

Mag

nify

ing

lens

Mus

eum


26

Science and Technology, Junior (Grade 3 - 7) Syllabus8.9 TOPIC 9: LAN

DFOR

MS AN

D MAPS


27


TOPIC 10: SUSTAINAB

LE RESOU

RCE MAN

AGEM

ENT

Sust

aina

ble

Reso

urce

M

anag

emen

t i

dent

ify re

sour

ces

cla

ssify

reso

urce

s

Natu

ral R

esou

rces

: - W

ild li

fe

- For

est

- Riv

er

-

Land

- M

iner

als

M

an-m

ade

reso

urce

s

- Da

ms,

Road

s,

rubb

er a

nd P

last

ic

Na

min

g re

sour

ces

Id

entif

ying

loca

l re

sour

ces

Ca

tego

risin

g re

sour

ces

into

man

-mad

e an

d na

tura

l

Prin

t med

ia

Sch

ool y

ard

Rec

omm

ende

d te

xtbo

oks

Nat

ure

Rese

rves

stat

e so

urce

s of w

aste

- So

urce

s of w

aste

-

Elec

tron

ic ga

dget

s -

Hous

ehol

d -

Indu

stria

l -

Plan

t and

ani

mal

w

aste

lis

ting

the

sour

ces o

f w

aste

Iden

tifyi

ng e

xam

ples

of

was

te

Lo

cal E

nviro

nmen

t


28


GRAD

E 4

8.1 TOPIC 1: HEALTH AN

D SAFETY

KEY

CONC

EPTS

O

BJEC

TIVE

S Le

arne

rs sh

ould

be

able

to

:

CONT

ENT

(ATT

ITUD

ES,

SKIL

LS A

ND

KNO

WLE

DGE)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

Hum

an B

ody

id

entif

y di

ffere

nt ty

pes

of te

eth

and

thei

r fu

nctio

ns.

de

scrib

e ca

uses

and

pr

even

tion

of to

oth

deca

y

Typ

es o

f tee

th

Fun

ctio

ns o

f tee

th

Too

th D

ecay

and

pr

even

tion

Ob

serv

ing

diffe

rent

ty

pes o

f tee

th

Dr

awin

g th

e di

ffere

nt

type

s of t

eeth

Nam

ing

diffe

rent

type

s of

teet

h

Disc

ussin

g te

eth

func

tion

St

atin

g sig

ns o

f too

th

deca

y

Dem

onst

ratin

g to

oth

deca

y

Sugg

estin

g w

ays o

f pr

even

ting

toot

h de

cay

R

esou

rce

pers

on (l

ocal

hea

lth

offi

cer)

P

rint M

edia

Ele

ctro

nic m

edia

Mod

el o

f Hum

an T

eeth

.

Reco

mm

ende

d te

xtbo

oks

Diet

iden

tify

food

nut

rient

s

desc

ribe

food

nu

trie

nts a

nd th

eir

func

tions

in th

e bo

dy

ex

plai

n ba

lanc

ed d

iet

lis

t dise

ases

caus

ed b

y

Bal

ance

d di

et

- Ca

rboh

ydra

tes

- Pr

otei

ns

- Fa

ts

- M

iner

al sa

lts

- Vi

tam

ins

Lis

ting

nutr

ient

s fou

nd in

fo

od

Co

llect

ing

pict

ures

of

food

and

pac

kage

s

Clas

sifyi

ng fo

od

acco

rdin

g to

the

Prin

t med

ia

Rec

omm

ende

d te

xtbo

oks

Foo

d ite

ms

Ele

ctro

nic m

edia

R

esou

rce

pers

on


29


KEY

CONC

EPTS

O

BJEC

TIVE

S Le

arne

rs sh

ould

be

able

to

:

CONT

ENT

(ATT

ITUD

ES,

SKIL

LS A

ND

KNO

WLE

DGE)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

lack

of c

erta

in

nutr

ient

s -

Fibr

e -

Wat

er

De

ficie

ncy

dise

ases

-

Kwas

hior

kor

- Go

itre

- Sc

urvy

nutr

ient

s the

y po

sses

s

Dem

onst

ratin

g a

bala

nced

die

t

Disc

ussin

g de

ficie

ncy

dise

ases

and

thei

r sy

mpt

oms

id

entif

ying

peo

ple

suffe

ring

from

food

de

ficie

ncy

dise

ases

from

pi

ctur

es

Di

seas

es a

nd p

reve

ntio

n

iden

tify

two

para

sitic

dise

ases

disc

uss t

he si

gns a

nd

sym

ptom

s of p

aras

itic

dise

ases

stat

e br

eedi

ng p

lace

s fo

r par

asite

s

disc

uss p

reve

ntiv

e m

easu

res

Par

asiti

c dise

ases

-

Mal

aria

-

Bilh

arzia

P

reve

ntio

n an

d co

ntro

l of p

aras

itic

dise

ases

Di

scus

sing

prev

alen

t pa

rasit

ic di

seas

es in

Zi

mba

bwe

Loca

ting

maj

or re

gion

s af

fect

ed b

y m

alar

ia a

nd

bilh

arzia

in Z

imba

bwe

Stat

ing

cond

ition

s und

er

whi

ch p

aras

ites b

reed

Dem

onst

ratin

g w

ays o

f pr

even

ting

and

cont

rolli

ng th

e sp

read

of

the

para

sitic

dise

ases

Rec

omm

ende

d te

xtbo

oks

Prin

t med

ia

Ele

ctro

nic m

edia

L

ocal

env

ironm

ent

Res

ourc

e pe

rson

Safe

ty a

t sch

ool a

nd in

th

e Co

mm

unity

iden

tify

poss

ible

ac

ciden

ts th

at ca

n oc

cur a

t hom

e an

d at

Saf

ety

at:

- Ho

me

- Sc

hool

Lis

ting

poss

ible

acc

iden

ts

that

can

occu

r at h

ome

and

at sc

hool

Fire

ext

ingu

isher

s P

rote

ctiv

e clo

thin

g/ap

para

tus

Firs

t Aid

Kit


30



31


STRUC

TURES


32



33


Y AN

D FUELS

KEY

CONC

EPTS

O

BJEC

TIVE

S Le

arne

rs sh

ould

be

able

to

:

CONT

ENT

(ATT

ITUD

ES,

SKIL

LS A

ND K

NOW

LEDG

E)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

Ener

gy

ide

ntify

form

s of e

nerg

y d

escr

ibe

form

s of

ener

gy

dem

onst

rate

kin

etic

and

pote

ntia

l ene

rgy

in

actio

n

For

ms o

f ene

rgy

- He

at

- Lig

ht

- So

und

Disc

ussin

g us

es o

f en

ergy

D

escr

ibin

g fo

rms o

f en

ergy

Ba

tter

ies,

heat

ers,

sola

r coo

ker

So

lar p

anel

Prin

t med

ia

El

ectr

onic

med

ia

- Ki

netic

-

Pote

ntia

l

Ill

ustr

atin

g ki

netic

and

po

tent

ial e

nerg

y su

ch

as b

all k

ickin

g an

d ap

ple

falli

ng.

Fu

el

di

scus

s con

ditio

ns

nece

ssar

y fo

r fue

ls to

bu

rn(c

ombu

stio

n)

id

entif

y fu

el h

azar

ds

su

gges

t saf

ety

prec

autio

ns

Oxy

gen

Fu

el h

azar

ds

- Sa

fety

pre

caut

ions

Ex

perim

entin

g to

show

th

e co

nditi

on

nece

ssar

y fo

r fue

ls to

bu

rn

Di

scus

sing

fue

l ha

zard

s

Pr

int m

edia

W

ood

Ca

ndle

Beak

er

El

ectr

onic

med

ia

Re

com

men

ded

text

book

s

Brai

nsto

rmin

g on

sa

fety

pre

caut

ions


34


ELECTRO

NICS

KEY

CONC

EPTS

O

BJEC

TIVE

S Le

arne

rs sh

ould

be

able

to:

CONT

ENT

(ATT

ITUD

ES,

SKIL

LS A

ND K

NOW

LEDG

E)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

Elec

trici

ty

rec

ogni

se so

urce

s of e

lect

ricity

in

Zim

babw

e i

dent

ify d

ange

rs o

f ele

ctric

ity

sug

gest

safe

ty p

reca

utio

ns

whe

n us

ing

elec

trici

ty

ide

ntify

cond

ucto

rs a

nd

insu

lato

rs

Sou

rces

of e

lect

ricity

S

afet

y pr

ecau

tions

-d

ange

rs

-pre

caut

ions

E

lect

ric co

nduc

tors

and

in

sula

tors

Id

entif

ying

sour

ces o

f el

ectr

icity

Loca

ting

sour

ces o

f el

ectr

icity

in Z

imba

bwe

from

the

map

Disc

ussin

g da

nger

s of

elec

trici

ty

Id

entif

ying

dan

ger

war

ning

sign

s

Colle

ctin

g m

ater

ials

Ca

rryi

ng o

ut a

n ex

perim

ent t

o id

entif

y co

nduc

tors

and

in

sula

tors

Nam

ing

cond

ucto

rs

and

insu

lato

rs

M

ap o

f Zim

babw

e

Reco

mm

ende

d te

xt b

ooks

Prin

t med

ia

Re

sour

ce p

erso

n

Dang

er w

arni

ng si

gns

Al

umin

ium

Copp

er

Iro

n

Stee

l

Plas

tic

W

ood

W

ool

Gl

ass

El

ectr

ic cir

cuit

Ba

tter

ies

Bu

lbs

Ci

rcui

t boa

rd

El

ectr

ical w

ires

El

ectr

ic m

edia


35

Science and Technology, Junior (Grade 3 - 7) Syllabus8.5 TOPIC 5 : DESIGN AN

D TECH

NOLOGY


36



37



38


CLIMATE


39



40


D AN

IMALS


41


KEY

CONC

EPTS

O

BJEC

TIVE

S Le

arne

rs sh

ould

be

able

to:

CONT

ENT

(ATT

ITUD

ES,

SKIL

LS A

ND K

NOW

LEDG

E)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

- Vi

tam

ins

- M

iner

als

- Fa

ts

- Pr

otei

ns

- Car

bohy

drat

es

- fib

re

- wat

er

food

gro

up

Tray

s

Reco

mm

ende

d te

xtbo

oks

Re

sour

ce p

erso

ns

Pr

int m

edia

Anim

als

id

entif

y ch

arac

teris

tics o

f ve

rteb

rate

s

class

ify v

erte

brat

es in

to fi

ve

grou

ps

de

scrib

e th

e ex

tern

al fe

atur

es o

f ea

ch g

roup

of v

erte

brat

es

st

ate

exam

ples

of v

erte

brat

es in

ea

ch g

roup

iden

tify

vert

ebra

tes a

ccor

ding

to

thei

r hab

itats

An

imal

kin

gdom

Ve

rteb

rate

s

Char

acte

ristic

s of

vert

ebra

tes

Fi

ve g

roup

s of

vert

ebra

tes

- fish

- a

mph

ibia

ns

- rep

tiles

- b

irds

- mam

mal

s

Exte

rnal

feat

ures

of

each

gro

up o

f ve

rteb

rate

s

Co

nduc

ting

educ

atio

nal t

ours

to

view

ver

tebr

ates

De

scrib

e ch

arac

teris

tics o

f ve

rteb

rate

s

Cate

goris

ing

vert

ebra

tes i

nto

five

grou

ps.

De

scrib

ing

exte

rnal

fe

atur

es o

f ani

mal

s in

the

diffe

rent

gro

ups

Lis

ting

exam

ples

of

anim

als i

n ea

ch g

roup

.

Clas

sifyi

ng v

erte

brat

es

acco

rdin

g to

thei

r ha

bita

ts.

Vi

ewin

g vi

deos

Prin

t med

ia

Rec

omm

ende

d te

xtbo

oks

El

ectr

onic

med

ia F

arm

M

useu

m

Re

sour

ce p

erso

n

Fish

pon

d

Gam

e Pa

rk


42

Science and Technology, Junior (Grade 3 - 7) Syllabus8.9 TOPIC 9: LAN

DFOR

MS AN

D MAPS

KE

Y CO

NCEP

TS

OBJ

ECTI

VES

Lear

ners

shou

ld b

e ab

le to

: CO

NTEN

T (A

TTIT

UDES

, SK

ILLS

AND

KNO

WLE

DGE)

SU

GGES

TED

NOTE

S AN

D AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

Land

form

s and

M

aps

id

entif

y na

tura

l and

man

-mad

e la

ndfo

rms

dist

ingu

ish b

etw

een

natu

ral a

nd

man

-mad

e la

ndfo

rms

La

ndfo

rms

-nat

ural

-m

an-m

ade

Vie

win

g vi

deos

and

na

min

g la

ndfo

rms

Cla

ssify

ing

land

form

s as

nat

ural

or m

an-

mad

e

Co

llect

ing

mat

eria

ls fo

r con

stru

ctio

n of

m

odel

s

Desig

ning

and

Co

nstr

uctin

g th

e la

ndfo

rm m

odel

s

Exhi

bitin

g la

ndfo

rm

mod

els

Lo

cal e

nviro

nmen

t

Pebb

les

Pa

pier

-mâr

ché

Sa

nd so

il R

ecom

men

ded

text

book

s R

esou

rce

pers

on

Prin

t med

ia

Aer

ial p

hoto

grap

hs

El

ectr

onic

med

ia

So

il

Ti

ns

Gr

ass

Pa

per

Cla

ssify

ing

natu

ral a

nd

man

-mad

e la

ndfo

rms

Vie

win

g vi

deos

on

land

form

s D

iscus

sing

the

impo

rtan

ce o

f la

ndfo

rms


43

Science and Technology, Junior (Grade 3 - 7) Syllabus8.10 TOP

IC 10: SUSTAINAB

LE RESOU

RCE MAN

AGEM

ENT


44


GRAD

E 5


D SAFETY


45



46



47


STRUC

TURES


48



49


Y AN

D FUELS

KEY

CONC

EPTS

O

BJEC

TIVE

S Le

arne

rs sh

ould

be

able

to

:

CONT

ENT

(ATT

ITUD

ES,

SKIL

LS A

ND

KNO

WLE

DGE)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

Ener

gy

sta

te w

ays o

f ha

rnes

sing

sola

r en

ergy

dem

onst

rate

that

di

ffere

nt su

rface

s re

flect

ligh

t in

dist

inct

w

ays

ev

alua

te u

ses o

f sol

ar

ener

gy

de

mon

stra

te th

e fo

rmat

ion

of im

ages

d

escr

ibe

mat

eria

ls

th

at b

urn

givi

ng o

ut

heat

ene

rgy

in th

e lo

cal e

nviro

nmen

t

dem

onst

rate

that

he

at is

pro

duce

d th

roug

h fri

ctio

n

reco

gnize

that

the

sun

is a

maj

or so

urce

of

hea

t ene

rgy

de

scrib

e w

ays i

n w

hich

hea

t can

be

dest

ruct

ive

Sola

r ene

rgy

- M

ater

ials:

hea

t ab

sorb

ing

mat

eria

ls -

Elec

trici

ty g

ener

atio

n

- Us

es o

f sol

ar e

nerg

y

Mod

els o

f sol

ar

a

pplia

nces

Lig

ht e

nerg

y -

Refle

ctio

n -

Imag

es

He

at e

nerg

y -

Sour

ces o

f hea

t -

Uses

of h

eat

- Da

nger

s of h

eat

Dry

ing

food

stuf

fs to

sh

ow h

ow m

ater

ials

abso

rb so

lar e

nerg

y Ex

posin

g va

rious

m

ater

ials

to th

e su

n Co

nnec

ting

a so

lar

pow

ered

circ

uit

Iden

tifyi

ng so

lar

appl

ianc

es in

the

envi

ronm

ent

Dire

ctin

g lig

ht o

n di

ffere

nt su

rface

s R

ecor

ding

and

an

alyz

ing

obse

rvat

ions

Ex

plai

ning

how

imag

es

are

form

ed

Gen

erat

ing

heat

th

roug

h fri

ctio

n D

emon

stra

ting

the

uses

of

hea

t suc

h as

cook

ing

dryi

ng, w

arm

ing,

iro

ning

V

iew

ing

vide

os sh

owin

g th

e da

nger

s of h

eat

Va

rious

mat

eria

ls su

ch

as: m

etal

s, bl

ack

cloth

, w

hite

clot

h, p

last

ics,

woo

d, so

lar p

anel

s, so

lar

inve

rtor

and

ston

es

El

ectr

onic

med

ia

So

lar a

pplia

nces

Play

ing

mirr

or

W

ater

Tarm

ac

M

etal

s

Win

dow

pan

es

Lig

ht so

urce

s

Refle

ctiv

e su

rface

s

Mat

ches

Sun

Stov

es/c

andl

es/w

ood

Re

leva

nt v

ideo

s

Prin

t med

ia


50



51


ELECTRO

NICS


52

Science and Technology, Junior (Grade 3 - 7) Syllabus8.5 TOPIC 5: FOR

CES AN

D MAG

NETS


53

Science and Technology, Junior (Grade 3 - 7) Syllabus8.6 TOPIC 6: DESIGN AN

D TECH

NOLOGY


54



55


CLIMATE


56


KEY

CONC

EPTS

O

BJEC

TIVE

S Le

arne

rs sh

ould

be

able

to

:

CONT

ENT

(ATT

ITUD

ES,

SKIL

LS A

ND K

NOW

LEDG

E)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

and

disa

dvan

tage

s of

seas

onal

chan

ges o

n hu

man

act

iviti

es.

Sugg

estin

g m

itiga

tory

m

easu

res t

o co

unte

ract

th

e ne

gativ

e im

pact

s of

seas

onal

chan

ges

to

hum

an a

ctiv

ities

W

eath

er a

nd C

limat

e Ha

zard

s

deve

lop

an

appr

ecia

tion

of

how

hum

an

activ

ities

co

ntrib

ute

to

glob

al w

arm

ing.

di

scus

s glo

bal

war

min

g an

d cli

mat

e ch

ange

Caus

es o

f glo

bal

war

min

g an

d cli

mat

e ch

ange

-

Ozon

e la

yer d

eple

tion

- In

crea

sed

tem

pera

ture

s

- Em

issio

n of

gas

es fr

om

hum

an a

ctiv

ities

e.g

. de

fore

stat

ion,

use

of

aero

sols,

foss

il fu

els,

refri

gera

tion,

Illus

trat

ing

how

the

ozon

e la

yer f

unct

ions

to

envi

ronm

ent

Wat

chin

g a

Vide

o on

ca

uses

of g

loba

l war

min

g an

d cli

mat

e ch

ange

Id

entif

ying

caus

es o

f gl

obal

war

min

g

Disc

ussin

g ho

w g

loba

l w

arm

ing

caus

es cl

imat

e ch

ange

Lo

cal E

nviro

nmen

t

Elec

tron

ic m

edia

Prin

t med

ia


57


D AN

IMALS


58



59


KEY

CONC

EPTS

O

BJEC

TIVE

S Le

arne

rs sh

ould

be

able

to

:

CONT

ENT

(ATT

ITUD

ES,

SKIL

LS A

ND

KNO

WLE

DGE)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

met

hods

of p

lant

re

prod

uctio

n O

bser

ving

tran

spor

tatio

n of

po

llen

grai

ns

List

ing

the

agen

ts o

f po

llina

tion

Anim

als

expl

ain

anim

al

repr

oduc

tion

iden

tify

adva

ntag

es a

nd

disa

dvan

tage

s of

exte

rnal

and

inte

rnal

fe

rtili

zatio

n

Ani

mal

repr

oduc

tion

- Ex

tern

al

fert

iliza

tion

- In

tern

al

fert

iliza

tion

List

ing

the

vario

us a

nim

als

Disc

ussin

g ho

w a

nim

als

repr

oduc

e G

roup

ing

anim

als a

ccor

ding

to

met

hods

of f

ertil

izatio

n W

atch

ing

vide

os a

nd

pict

ures

on

anim

al

repr

oduc

tion

Disc

ussin

g th

e ad

vant

ages

an

d di

sadv

anta

ges o

f ex

tern

al a

nd in

tern

al

fert

ilisa

tion

Prin

t med

ia

Elec

tron

ic m

edia

A

nim

al h

abita

t R

ecom

men

ded

text

book

s


60


IC 10: LAN

DFOR

MS AN

D MAPS

KEY

CONC

EPTS

O

BJEC

TIVE

S Le

arne

rs sh

ould

be

able

to

:

CONT

ENT

(ATT

ITUD

ES,

SKIL

LS A

ND K

NOW

LEDG

E)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

Land

form

s and

Map

s ex

plai

n us

es o

f diff

eren

t la

ndfo

rms f

ound

in th

e en

viro

nmen

t

Us

es o

f lan

dfor

ms

- so

cio-c

ultu

ral s

uch

as:

rain

mak

ing

cere

mon

ies,

boun

darie

s and

he

ritag

e -

econ

omic

such

as:

tour

ism, s

port

ing,

fis

hing

, hun

ting,

em

ploy

men

t cre

atio

n -

aest

hetic

val

ue

- ha

bita

ts fo

r var

ious

an

imal

s

Iden

tifyi

ng im

port

ant

land

form

s in

Zim

babw

e di

scus

sing

the

uses

of

land

form

s co

nduc

ting

educ

atio

nal

tour

s to

vario

us

land

form

s

Nat

ural

and

man

-mad

e la

ndfo

rms

Elec

tron

ic m

edia

Re

com

men

ded

text

book

s Pr

int m

edia


61


IC 11: SUSTAINAB

LE RESOU

RCE MAN

AGEM

ENT

KE

Y CO

NCEP

TS

OBJ

ECTI

VES

Lear

ners

shou

ld b

e ab

le to

: CO

NTEN

T (A

TTIT

UDES

, SK

ILLS

AND

KNO

WLE

DGE)

SU

GGES

TED

NOTE

S AN

D AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S Su

stai

nabl

e Re

sour

ce

Man

agem

ent

anal

yse

why

reso

urce

use

sh

ould

be

man

aged

st

ate

way

s of s

usta

inab

le

use

of re

new

able

re

sour

ces

criti

c the

use

of n

on-

rene

wab

le re

sour

ces

Sust

aina

ble

use

of

reso

urce

s -

Rene

wab

le

- No

n-re

new

able

-

Good

pra

ctice

s -

Prot

ecte

d sp

ecie

s -

Ente

rpris

ing

Sugg

estin

g ho

w re

new

able

re

sour

ces c

an b

e su

stai

nabl

y us

ed

Disc

ussin

g w

ays o

f su

stai

nabl

y us

ing

non-

rene

wab

le re

sour

ces

Pla

nts

Gam

e pa

rks

Reso

urce

per

sons

fro

m C

ampf

ire

Sta

tuto

ry b

odie

s lik

e EM

A, Z

ambe

zi Ri

ver A

utho

rity

dem

onst

rate

goo

d pr

actic

es o

n re

sour

ce

man

agem

ent

iden

tify

prot

ecte

d sp

ecie

s st

ate

how

com

mun

ities

ca

n ge

nera

te in

com

e th

roug

h su

stai

nabl

e us

e of

re

sour

ces

Nam

ing

prot

ecte

d pl

ants

an

d an

imal

s in

Zim

babw

e

Educ

atio

nal t

ourin

g of

go

od p

ract

ices i

n re

sour

ce

man

agem

ent

Vi

ewin

g vi

deos

on

good

pr

actic

es o

n su

stai

nabl

e us

e of

reso

urce

s

Ele

ctro

nic m

edia

P

rint m

edia

Pi

ctur

es o

f wild

an

imal

s St

atut

ory

Inst

rum

ents

ex

plai

n ho

w lo

cally

av

aila

ble

natu

ral

reso

urce

s are

use

d su

stai

nabl

y

asse

ss th

e im

port

ance

of

mai

ntai

ning

gam

e pa

rks

ou

tline

the

cons

eque

nces

of

unsu

stai

nabl

e us

e of

Sust

aina

ble

use

of lo

cally

av

aila

ble

reso

urce

s -

Rene

wab

le

- No

n-re

new

able

-

Good

pra

ctice

s -

Prot

ecte

d sp

ecie

s En

terp

risin

g

Ev

alua

ting

the

bene

fits o

f m

aint

aini

ng g

ame

park

s.

Disc

ussin

g th

e

cons

eque

nces

of

unsu

stai

nabl

e us

e of

na

tura

l res

ourc

es

Desig

ning

a p

roje

ct o

n su

stai

nabl

y ge

nera

ting

inco

me

from

nat

ural

re

sour

ces


62



63


GRAD

E 6


D SAFETY


64



65


STRUC

TURES


66



67



68


Y AN

D FUELS


69



70


ELECTRO

NICS

KEY

CONC

EPTS

O

BJEC

TIVE

S Le

arne

rs sh

ould

be

able

to

:

CONT

ENT

(ATT

ITUD

ES,

SKIL

LS A

ND K

NOW

LEDG

E)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

Elec

trici

ty a

nd E

lect

roni

cs

de

scrib

e al

tern

atin

g cu

rren

t (a.

c) a

nd d

irect

cu

rren

t (d.

c)

id

entif

y th

e ad

vant

ages

an

d di

sadv

anta

ges o

f tr

ansm

ittin

g cu

rren

t as

alte

rnat

ing

curr

ent o

r di

rect

curr

ent

m

ake

mod

els o

f el

ectr

onic

devi

ces

- a.

c and

d.c

-

Mod

els o

f ele

ctro

nic

devi

ces

Ex

plai

ning

the

a.c a

nd

d.c

Di

scus

sing

adva

ntag

es

and

disa

dvan

tage

s of

a.c a

nd d

.c cu

rren

t

Conn

ectin

g de

vice

s to

pow

er so

urce

Mak

ing

mod

els o

f el

ectr

onic

devi

ces

El

ectr

onic

devi

ces

Pr

int m

edia

ICT

tool

s

Pow

er so

urce

Elec

tron

ic co

mpo

nent

s


71


CES AN

D MAG

NETS


72

Science and Technology, Junior (Grade 3 - 7) Syllabus8.6 TOPIC 6: DESIGN AN

D TECH

NOLOGY


73



74


KEY

CONC

EPTS

O

BJEC

TIVE

S Le

arne

rs sh

ould

be

able

to

:

CONT

ENT

(ATT

ITUD

ES,

SKIL

LS A

ND K

NOW

LEDG

E)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

hum

an a

ctiv

ities

on

the

wat

er cy

cle

sugg

est w

ays t

o re

duce

ef

fect

s of h

uman

ac

tiviti

es o

n th

e w

ater

cy

cle

- po

llutio

n,

- sil

tatio

n,

- se

ttle

men

t, -

Way

s to

redu

ce e

ffect

s of

hu

man

act

iviti

es

such

as:

-

affo

rest

atio

n,

- da

mm

ing,

-

cloud

seed

ing

of h

uman

act

iviti

es o

n th

e w

ater

cycle

in th

e lo

cal e

nviro

nmen

t

Brai

nsto

rmin

g on

way

s to

redu

ce th

e ef

fect

s of

hum

an a

ctiv

ities

on

wat

er cy

cler W

atch

ing

anim

atio

n vi

deos

on

wat

er cy

cle

W

ater

and

the

Envi

ronm

ent

iden

tify

orga

nism

s liv

ing

in w

ater

di

scus

s how

pla

nts a

nd

anim

als u

se w

ater

ex

plai

n th

e ro

le o

f pla

nts

and

anim

als i

n th

e w

ater

cy

cle

W

ater

as a

n ec

osys

tem

Wat

er a

s a h

abita

t

Impo

rtan

ce o

f wat

er to

lif

e

Role

of p

lant

s and

an

imal

s in

the

wat

er

cycle

Ob

serv

ing

plan

ts a

nd

anim

als l

ivin

g in

wat

er

De

scrib

ing

how

pla

nts

and

anim

als u

se w

ater

fo

r sur

viva

l

Illus

trat

ing

how

pla

nts

and

anim

als h

elp

in th

e w

ater

cycle

Wat

chin

g vi

deo

anim

atio

ns o

n lif

e in

w

ater

W

ater

bod

y in

the

loca

l en

viro

nmen

t

Prin

t med

ia

El

ectr

onic

med

ia

Re

com

men

ded

text

book

s


75


CLIMATE


76



77


D AN

IMALS

KE

Y CO

NCEP

TS

OBJ

ECTI

VES

Lear

ners

shou

ld b

e ab

le

to:

CONT

ENT

(ATT

ITUD

ES,

SKIL

LS A

ND

KNO

WLE

DGE)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

Soil

de

scrib

e so

il er

osio

n

iden

tify

agen

ts o

f soi

l er

osio

n

Iden

tify

type

s of s

oil

eros

ion

ex

plai

n th

e ef

fect

s of

soil

eros

ion

ex

plai

n ef

fect

s of

grad

ient

on

soil

eros

ion

So

il er

osio

n -

Agen

ts o

f soi

l

eros

ion

-

Type

s of s

oil

er

osio

n su

ch a

s:

shee

t, gu

lley,

rill

- Ef

fect

s of s

oil

er

osio

n

Di

scus

sing

soil

eros

ion

Na

min

g ag

ents

of s

oil e

rosio

n

Visit

ing

erod

ed si

tes

Sc

anni

ng th

e en

viro

nmen

t fo

r effe

cts o

f soi

l ero

sion

Ex

perim

entin

g w

ith d

iffer

ent

grad

ient

to o

bser

ve so

il er

osio

n

M

akin

g co

ntou

rs/t

erra

cing

Pl

antin

g tr

ees a

nd g

rass

such

as

vet

ver g

rass

Prot

ectin

g va

rious

terr

ains

ag

ains

t ero

sion

En

viro

nmen

t

Wat

er

Ro

cks

Pl

ants

Soil

Pr

int m

edia

Woo

den

plan

es/s

teel

rods

Cont

aine

rs

Ga

rden

tool

s

Elec

tron

ic m

edia

dem

onst

rate

way

s of

miti

gatin

g so

il er

osio

n

Soil

cons

erva

tion

- Co

ntou

r rid

ges

- Af

fore

stat

ion

- Pa

ddoc

king

-

Impr

oved

farm

ing

met

hods

Pl

ants

desc

ribe

germ

inat

ion

id

entif

y co

nditi

ons

nece

ssar

y fo

r ge

rmin

atio

n

de

mon

stra

te

germ

inat

ion

in

Ge

rmin

atio

n

Cond

ition

s nec

essa

ry

for g

erm

inat

ion

-

Wat

er

- Ox

ygen

-

Nutr

ient

s -

Suita

ble

tem

pera

ture

Disc

ussin

g ge

rmin

atio

n

Se

ttin

g up

an

expe

rimen

t to

dete

rmin

e co

nditi

ons f

or

germ

inat

ion

Iden

tifyi

ng co

nditi

ons

nece

ssar

y fo

r ger

min

atio

n

Sett

ing

expe

rimen

ts to

Be

an a

nd m

aize

se

eds

Co

tton

woo

l

Beak

ers

W

ater

Soil


78



79


IC 10:

LAND

FORM

S AN

D MAPS


80


IC 11: SUSTAINAB

LE RESOU

RCES MAN

AGEM

ENT


81


GRAD

E 7


D SAFETY


82



83



84



85


STRUC

TURES


86


Y AN

D FUELS


87



88

Science and Technology, Junior (Grade 3 - 7) Syllabus8.4 TOPIC 4: ELECTRO

NICS


KE

Y CO

NCEP

TS

OBJ

ECTI

VES

Lear

ners

shou

ld b

e ab

le to

: CO

NTEN

T (A

TTIT

UDES

, SK

ILLS

AND

KN

OW

LEDG

E)

SUGG

ESTE

D NO

TES

AND

ACTI

VITI

ES

SUGG

ESTE

D RE

SOUR

CES

Grav

ity

de

duce

that

ther

e is

a fo

rce

attr

actin

g ob

ject

s to

fall

re

cogn

ise th

at g

ravi

tatio

nal

forc

e ac

ts a

t a d

istan

ce li

ke

mag

nets

reco

gnise

that

som

e m

echa

nism

s allo

w a

smal

l for

ce

to h

ave

a gr

eate

r effe

ct

de

sign

and

mak

e a

pulle

y sy

stem

Gr

avita

tiona

l fo

rce

Fo

rce

at a

di

stan

ce

Ap

plica

tion

of

grav

itatio

nal

forc

e

Forc

e

syst

ems

Pu

lleys

Leve

rs

Ge

ars

De

mon

stra

ting

how

wat

er fl

ows b

y gr

avity

Lett

ing

lifte

d ob

ject

s dro

p

Disc

ussin

g w

hy o

bjec

ts fa

ll do

wn

Re

latin

g th

e fa

lling

of o

bjec

ts to

a

forc

e

Iden

tifyi

ng si

tuat

ions

whe

re p

ulle

ys,

leve

rs a

nd g

ears

are

use

d

Dem

onst

ratin

g th

e us

e of

pul

leys

, le

vers

and

gea

rs

Ex

plai

ning

how

the

leve

r, pu

lley

or

gear

redu

ces

effo

rt

De

signi

ng a

nd m

akin

g a

pulle

y sy

stem

Ob

ject

s

Strin

gs

Pu

lleys

Leve

rs

Ro

ds

8.6

TOPI

C 6:

DES

IGN

AND

TECH

NOLO

GY

KE

Y CO

NCEP

TS

OBJ

ECTI

VES

Lear

ners

shou

ld b

e ab

le to

: CO

NTEN

T (A

TTIT

UDES

, SK

ILLS

AND

KNO

WLE

DGE)

SU

GGES

TED

NOTE

S AN

D AC

TIVI

TIES

SU

GGES

TED

RESO

URCE

S

Desig

n an

d Te

chno

logy

cons

truc

t fun

ctio

nal t

ools

of

thei

r ow

n ch

oice

inco

rpor

atin

g th

e el

emen

ts a

nd p

rincip

les o

f de

sign

El

emen

ts o

f des

ign

Fu

nctio

nal t

ools

Sk

etch

ing

mod

els

De

signi

ng fu

nctio

nal

tool

s

Exhi

bitin

g th

eir f

inish

ed

mod

els

Pr

int m

edia

Elec

tron

ic m

edia

Reco

mm

ende

d te

xtbo

oks

89


CES AN

D MAG

NETS

8.6 TOPIC 6: DESIGN AN

D TECH

NOLOGY


90



91



92


CLIMATE


93



94


D AN

IMALS


95



96



97


IC 10: LAN

DFOR

MS AN

D MAPS


98


IC 11: SUSTAINAB

LE RESOU

RCE MAN

AGEM

ENT


99



100


9.0 ASSESSMENT

(a) ASSESSMENT OBJECTIVES

By the end of the course candidates will be expected to:

l identify tools and materials used in science and technologyl select, use and take care of scientific and technological tools and materials in thedesign and construction of artefacts

l apply indigenous scientific and technological concepts and skills for environmentalsustainability

l use local materials to design and modify some technological devicel relate how people, environment and economic issues influence and are influenced byscience and technology

l Anticipate consequences of the outcomes of scientific and technological processes l collect and record and analyse data and information in an appropriate way l demonstrate enterprise skills that are relevant to their market, recognising constraints oftime, cost and accessibility of resources

l demonstrate an appreciation of the role of designers, craftsmen, scientists andtechnologists in industry in the society

l explain the scientific relationship and interdependence between people and their environment

l Use ICT tools to develop innovationsl Make reasoned arguments from given scientific data and information

(b) Scheme of AssessmentThe syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements,accommodations and modifications must be visible in both continuous and summativeassessments to enable candidates with special needs to access assessments.

ASSESSMENTThe Science and Technology Syllabus will be assessed through a separate section in thegeneral paper and shall constitute 25%. The syllabus embraces both Continuous andsummative assessments.


101


ASSESSMENT MODEL

CONTINUOUS ASSESSMENT (30%)Profiling, Test and Practical Assignments are administered and collated from Grade Three through to Grade Seven.Projects, through research and designs start at Grade Five. All the marks contribute to the final mark. All theassessment instruments are developed at district level and standardised nationally.

Assessment of learner performace in S & T

25%

FINAL MARK

100%

Final marks from other general paper components

Continuous Assessment

35%

Continuous Assessment Summative Assessment

Continuous Assessment Mark

30%

Continuous Assessment

35%

Examination Mark

70%

Pro!ling

Pro!ling

ExitPro!le

Projects

(%)Tests

(%)MCQ

30%Structured

test

40%

PracticalAssignments

(%)


102


SUMMATIVE ASSESSMENT (70%)The setting and designing of test items in S & T is guided and informed by the skills weighting chart and thespecification grid.

Skills Weighting Chart

Knowledge and Comprehension 40%

Application 30%

Deductive Reasoning(analysis, evaluation and creative) 30%

Topic Skill 1 40% Skill 2 30% Skill 3 30% Total 100%

Healthy and Safety 2 2 2 6Water 2 2 2 6Weather and Climate 2 2 2 6Materials and Structures 2 1 1 4Forces and Magnets 1 1 1 3Design and Technology 2 1 1 4Energy and Fuels 2 1 1 4Electronics 1 1 1 3Soil, Plants and Animals 2 2 2 6Landforms and Maps 2 1 1 4Sustainable Resource Management 2 1 1 4TOTAL 20 15 15 50

DESCRIPTION OF THE SUMMATIVE ASSESSMENT STRUCTURE

The Summative assessment comprises two components as follows:

Paper 1.1hr 30 minutes (50 marks) 30%There are 50 multiple-choice questions and candidates are required to answer all.

Paper 2. 1hr 30minutes (50 marks) 40%Paper 2 comprises of Section A and B. Section A with approximately 30 questions is compulsoryand carries 30 Marks. Section B is a choice section which carries 20 marks. A candidate is ex-pected to choose 4 out of 6 questions. Each question carries 5 marks.


Date post:	28-Jun-2020
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