BST Unified Schemes of Work for upper Primary School Lagos State. Primary 4 Basic Science and Technology Scheme of work – Schemeofwork
BASIC SCIENCE AND TECHNOLOGY PRIMARY 4 FIRST TERM
WEEK 1
TOPIC: Revision of Basic 3 work
WEEK 2
TOPIC
BST (BASIC SCIENCE/BASIC TECHNOLOGY) – Changes in nature (1)
Meaning of change
Examples of change
Classification of Change.
-Difference between Temporary and Permanent change
LEARNING OBJECTIVES
By the end of the lesson, pupils’ should be able to:
- Explain the concept ‘change’;
- Observe and describe some
- Examples of changes around them.
- Consider the effects of changes around them
- Give examples of temporary and permanent change;
- Differentiate between temporary and permanent change.
LEARNING ACTIVITIES
- Pupils as a class discuss what change means to them.
- Pupils in small groups observe and describe changes taking place in their surroundings such as the construction of new roads, sprouting of grasses in rainy season etc.
- Class watches some demonstrations of temporary and permanent change such as burning of candle, burning of paper, wetting of cloth, inflating a balloon etc. while the pupils record their observations and a volunteer from each group shares their observations with the class.
- -Pupils in small groups classify the different changes observed in either permanent or temporary change.
- -Pupil’s in small groups write out the differences between temporary and permanent change
EMBEDDED CORE SKILLS
- Critical thinking and problem solving
- communication and collaboration
- leadership and personal development
LEARNING RESOURCES
Audio – visual resources:
A poster showing changes occurring in home and school surrounding.
Water, candle, matches, wood, pieces of paper, container, pieces of cloth, ice, balloon etc.
Web resources:
WEEK 3
TOPIC: BASIC SCIENCE/BASIC TECHNOLOGY
BST CHANGES IN PLANTS AND ANIMALS (I)
•Changes in plants.
•Conditions for changes in plants
LEARNING ACTIVITIES
Pupils in pairs enumerate examples of plants.
-Discuss in small groups and write down the examples of changes in plants e.g. change in leaf colour, leaf fall etc.
-Pupils describe the changes that occur in plants from seed to seedling period observing the ported plants displayed
– Class brainstorms on the reasons for the changes in plants.
-Pupils in pairs itemize the conditions for changes to occur in plants. __—
EMBEDDED CORE SKILLS
Critical thinking and problem solving communication and collaboration leadership and personal development
LEARNING RESOURCES
Audio- visual resources: Bean seeds, potted plants, glass jar or empty cans, water, soil.
Web resources:
https://youtube.com/xDSFIRunlrU
Athleticscoachingweebly.com
BST (BASIC SCIENCE/BASIC TECHNOLOGY) – CHANGES IN PLANTS AND ANIMALS 01
-Changes in animals. Animals and their young ones. •Reasons for changes in animals. By the end of the lesson, pupils should be able to: Class watches video clips of various animals and their young ones. -Class engages in a discussion on the changes that occur in animals. •Pupils take turns to go round to see the pasted diagrams of animals and their young ones. -Pupils in small groups write down the reasons for the changes in animals observed. (I) Pupils in pairs exchange baton with team mate (ii) Communication and collaboration. (iii) Digital literacy Locate and launch Microsoft Power Point Audio Visual Web resource WEEK 5 TOPIC: -Lifecycle of insects. By the end of the lesson, pupils should be able to: Audio- visual resources: Charts on different types of insects. Charts on the life cycle of some insects e.g. house fly and cockroach Video clip. Web resources: WEEK 6 TOPIC -Meaning of Weather -Factors affecting weather By the end of the lesson, pupils should be able to: State the meaning of weather; Analyze the factors affecting the weather; Relate weather conditions to changes in factors affecting the weather; sun, cloud, wind, temperature, etc. -Class observes the atmosphere and brainstorm to generate the meaning of weather. -Pupils in small groups analyze the factors affecting weather and the leader share the ideas with the class -Class watches two videos of weather for forecast for same location and write down the changes in weather reported between the two videos. -Pupils in small groups discuss the reasons for changes in weather Audio- visual resources: A chart showing the weather conditions Web resources: WEEK 7 WEEK 8 TOPIC -Weather Instruments. -Weather symbols. -Weather records. -Making a weather instrument By the end of the lesson, pupils should be able to: Gallery walk -Pupils take turns to go round to see the pasted diagrams of weather instruments and symbols. -Pupils in pairs write out simple weather symbols. -Class’ visits a meteorological station or invite a meteorologist to the class to explain how weather instruments are used Pupils in small groups make an improvised weather instruments. -Pupils in pairs discuss the values of weather symbols and how they apply to their environment Audio-visual Charts Thermometer WEEK 9 TOPIC -Weather instruments. -Weather symbols. -Weather records. -Making a weather instrument By the end of the lesson, pupils should be able to: Gallery walk -Pupils take turns to go round to see the pasted diagrams of weather instalments and symbols. -Pupils in.pairs write out simple weather symbols. -Class ‘visits a meteorological station or invite a meteorologist to the class to explain how weather instruments are used. -Pupils in small groups make an improvised weather instruments. -Pupils in pairs discuss the values of weather symbols and how they apply to their environment Critical thinking and problem solving Creativity and imagination Communication and collaboration leadership and personal development Audio-visual Charts WEEK 10 TOPIC -Differentiating water from other liquids -Evaporation •Condensation •Freezing By the end of the lesson, pupils should be able to: -Pupils should think and write the differences between water and other liquids n their environment Pupils should think and write down the changes that would be observed than water is heated to explain the concept ‘evaporation”. •Pupils in small groups write down what would be observed when steam condenses and when water freezes, and the leader of each group presents to the class. •Pupils in small groups take turns to walk round and observe water and other liquids displayed and differentiate between evaporation, condensation, and freezing. Critical thinking and problem solving Communication and collaboration Leadership and personal development Auto visual Hot food, water Web resources WEEK 11 WEEK 12 LAGOS STATE MINISTRY OF EDUCATION UNIFIED SCHEMES OF WORK FOR PRIMARY SCHOOLS BST Unified Schemes of Work for upper Primary School Lagos State. Primary 4 Basic Science and Technology Scheme of work – Schemeofwork WEEK 1 WEEK 2 TOPIC: -Meaning of soil. -Types of soil -Soil Constituents. -Uses of soil By the end of the lesson, pupils should be able to: -Class discusses the meaning of soil. -Pupils in pairs classify the types of problem soil and a member of each group makes presentations. -Pupils in pairs analyze soil constituents -Class discusses the various uses of soil Critical thinking and problem solving Communication and collaboration Leadership and personal development Creativity and imagination Audio- visual Water, soil (loamy soil, clay soil, sandy soil) Charts pattern WEEK 3 TOPIC Soil preparation. -Planting and nurturing of plants. By the end of the lesson, pupils should be able to: Class brainstorms on soil preparation. Pupils in small groups describe and write out how crops are planted and nurtured. Pupils as pairs practice planting and nurturing Critical thinking and problem solving communication and collaboration leadership and personal development Audio visual: Pictures of cultivation Hoes Cutlass Seeds; beans, maize seed, rice etc Audio visual: WEEK 4 TOPIC: -Soil preparation. •Planting and nurturing of plants. By the end of the lesson, pupils should be able to: Class brainstorms on soil preparation. Critical thinking and problem solving Communication and collaboration Leadership and personal development Audio- visual “resources: Picture of cultivated, land, hoes, cutlass, flowers, bean/maize seeds, empty can, soil and manure etc. Web resources: https://study.com/academv/lesson/soil-lesson-plan.html (I) http://www.google.com/sea (ii) YouTube chartered institute Audio Visual – Chart – Poster WEEK 5 TOPIC •Definition of mixture •Examples of common mixtures: Cereal and milk, flour and butter, cream and sugar, coffee and cream, honey and tea. •Examples of other mixtures: Dirt and water, sand, water and gravel, smoke and fog. Reason for mixtures: formation of new things and materials By the end of the lesson, pupils should be able to: -Class discuss the meaning of mixture. -Class brainstorms on the common examples of mixtures. -Pupils in small groups discuss other examples of mixtures and a volunteer of each group share their ideas with the larger class. -Pupils create new things by mixing different substances. Critical thinking and problem solving Communication and collaboration Leadership and personal development. Creativity and imagination •Class discusses the meaning of mixture. Audio – visual resources: Cereal, milk, flour, butter, cream, sugar, coffee, cream, honey, tea, gravel, water colour. Etc. Web resources: www.examples.com dictionary.com Audio – visual Charts, picture, mats, whistle. WEEK 6 TOPIC -Definition of technology -Importance of technology By the end of the lesson, pupils should be able to: Pupils discuss what technology is to them -Pupils think, write down, and share the most important technology they know. -Pupils in small groups discuss and write out the importance of technology. Critical thinking and problem solving, Communication and collaboration Leadership and personal development Collaboration and Communication Audio visual resources Chart and pictures Technological product like Bulbs, phones, computer. Web resources; Audiovisual – WEEK 7 TOPIC: MID – TERM BREAK WEEK 8 TOPIC: By the end of the lesson, pupils should be able to: Pupils in small group walk round the class to see some products of technology. -Pupils in pairs list out some examples of technological products. -Pupils take turn to go round to see the pictures of some inventors and the technology they invented. -Pupils in small groups discuss and write down the importance of new technology Critical thinking and problem solving Creativity and imagination Communication and collaboration Leadership and personal development Audio visual Chart and pictures Technological product like Bulbs, phones, computer, gas cocker, air condition etc. WEEK 9 TOPIC -Materials for measuring liquids. -Metric units for measuring liquids: cm, mm. -Measuring the volume of liquids -improvise a measuring cylinder By the end of the lesson, pupils should be able to: Creativity and imagination Critical thinking Communication and collaboration Audio visual Measuring cylinders of different sizes Water, other liquids, jam jars, funnel, rulers, strips of paper, pen, notebooks, coke bottles, jucie drinks pack. Web resources: https://www.cambridge.org/nq/files/8215/3632/9915/97811Q8670784AR 4.pdf httD://www.google.com www.masterclass.com Artide37 Audio Visual – Chart – Picture – Mats – Open Space WEEK 10 TOPIC – Materials for measuring solids and time. -Metric units for measuring solids and time -Measuring solids and time. By the end of the lesson, pupils should be able to: -Pupils identify the materials used for measuring solids and time e.g. Weighing scale, clock. -Pupils discuss the metric units of weight and time (e.g. gram, kilogram, tone, sec, mins, and hr.). -Pupils In small group measure solids and time accurately in turns by using weighing scale, clock, wrist watch etc. and record their measurement correctly. Pupils in small groups discuss and write down the Importance of measuring accurately. One person from each group should snare with the class. Audio- visual resources: Measuring cylinders of different sizes, rice, other solids, empty plastics, rulers, strips of paper, pens, notebooks, weighing scale, dock Web resources https://www.cambridge.org/ng/files/8215/3632/9915/9781108670784AR 4.pdf http://www.google.com/sea www.cdc.gov/resource www.britanica.com Audio Visual – Sample of Food Items – Charts – More graph WEEK 11 TOPIC -Concept of shape construction -Materials for shape construction (paper, metal and wood) -Construction of shapes using paper. By the end of the lesson, pupils should be able to: -Class brainstorm on how shapes are formed. – give examples of some shapes. -Pupils In small groups analyze the different materials used for shape construction. A volunteer makes presentations for each group. -Class watch a video clip or study a chart on the construction of shapes. -Pupils in small groups construct different shapes using cardboard sheet Critical thinking and problem solving Creativity and Imagination Communication and collaboration Leadership and personal development Audio- visual resources: Empty cartoons, Chisel, Snips, scissors, scissors, pliers, hammer, paper, cardboard, gum/ glue Web resources: Audio Visual – Charts – Picture – Flash Cards WEEK 12 WEEK 13 LAGOS STATE MINISTRY OF EDUCATION UNIFIED SCHEMES OF WORK FOR PRIMARY SCHOOLS WEEK 1 TOPIC: READINESS TEST AND REVISION OF SECOND TERM’S WORK WEEK 2 TOPIC: -Tools used in shape construction such as Cutting tool. – Shape constructions methods: folding, bending By the end of the lesson, pupils should be able to: -Pupils in small groups take a walk round the class to view the tools displayed. -Class discuss the different methods of shape construction. -Class watch a video clip or study a chart on how to construct an object using metal or woods. -Pupils in small groups construct objects using any of the methods Critical thinking and problem solving Creativity and imagination Communication and collaboration Leadership and personal development Audio visual resources Chisel, sheets of metal, scissors, plier, wood hammer etc. Web Resources Video Site. WEEK 3 TOPIC: By the end of the lesson, pupils should be able to: -Class discuss the term building. -Pupils in small groups discuss why we need buildings and share with the class. -Pupils in small groups discuss different materials they know that are used for building. -Pupils in pairs discuss and classify buildings as related to their purposes. Critical thinking and problem solving Communication and collaboration Leadership and personal development Audio- visual resources Charts/pictures of buildings of different kinds, Sand, rocks Web Resources Audio visual WEEK 4 TOPIC: •Meaning of a vehicle •Different types of vehicle. •External parts of vehicle, •Use and disadvantages of vehicles. By the end of the lesson, pupils should be able to: -Class engage in discussion on the meaning of a vehicle •Pupils take turns to go round to see the toy vehicles, vehicle in the school compound or vehicle on a Chart to identify different types vehicles •Pupils in small groups write out of the parts of a vehicle and presents to the class. -Pupils think and write down the importance of vehicles in their daily lives. -Class discuss the uses and disadvantages of vehicles. -Pupils in pairs mould a vehicle with cardboard and label it. Pupils as a class list the skill in volleyball game. Creativity and imagination Critical thinking Communication and collaboration Audio visual/ resources Charts, picture of vehicles Toy vehicles Vehicles in the school compound. Sheets of cardboard. Gum/glue Scissors Web resources: httDs://images.aDD.qoo.ql/x9MBCoPKmHHervLb7 httDs://www.ooogle.com/sea www.strfinghtandPOwerforVB.com Audio Visual – Picture -Charts – Whistle – Stop watches – Volley ball -Nets- Cones – Marker WEEK 5 TOPIC -Concepts of energy. -Forms of energy. -Uses of energy -Sources of energy e.g. sun, tides, waves, fuel, water. By the end of the lesson, pupils should be able to: -Pupils brainstorm the meaning of energy. -Pupils in small groups describe and discuss various forms of energy and a volunteer present to the class. -Pupils in pairs to write down the uses of energy and share with the class. -Pupils take turns to go round to see the pasted diagrams of the sources of energy and identify them by name. Communication and collaboration Critical thinking and problem solving Leadership and personal development Audio-visual resources: Relevant Charts and pictures. Candle, torch light gas, oil, charcoal, kerosene, solar panel in surrounding, radio. Web Resources: https://study.com./academy/lesson/forms-of-energy-lesson for-kids.html www.youtube.com www.allamericanswim.com Audio Visual – Chart- Pictures WEEK 6 TOPIC •Classes of food •Uses of food •Adequate diet (Balanced diet) By the end of the lesson, pupils should be able to: -Pupils give examples of food they know. -Pupils take turns to go round to see the different raw foods provided and classify them. -Pupils in small groups discuss what adequate diet (balanced diet) is. -Pupils think and write down the importance of a balanced diet to them Critical thinking Communication and collaboration Creativity and imagination Audio- visual resources: Charts/ pictures of the classes of food and the examples of food under each class. Raw food items like beans, gam, Rice, oil etc. fruits, water. Web resources: https://www.legit.ng/1163909-classes -food-examples-functions.html Audio Visual WEEK 7 WEEK 8 TOPIC: -Meaning of harmful foods. -Examples of harmful foods -Bad feeding -Unbalanced diet By the end of the lesson, pupils should be able to: -Class brainstorms on the meaning of harmful foods. -Pupils give examples of food that are harmful that they know. -Pupils in small groups discuss what bad feeding is and the leaders take turn to present their ideas. -Pupils think and write down the effects of an unbalanced diet Audio visual Charts, picture of agricultural food Raw food items like beans, rice etc. Audio Visual – Charts – Picture -Pesters WEEK 9 TOPIC -Meaning of digestion Digestive organs (mouth, tongue, stomach, small intestine, big intestine) Digestion of food By the end of the lesson, pupils should be able to: Critical thinking and problem soiling Communication and collaboration Leadership and personal development Collaboration and Communication Audio visual resource Pictures of digestive systems Video or animation of digestive system Audiovisual – Picture, Chart – Poster WEEK 10 TOPIC -The tongue. -The lips By the end of the lesson, pupils should be able to: Pupils touch their tongues and lips to recognize them. Each pupil should chow part of their snacks to locate the different parts on the tongue and justify their uses. -Pupils In small groups take turn round the class to observe the charts of tongue and lips and then draw it out. Creativity and imagination Communication and collaboration Critical thinking and problem solving Leadership and personal development Audio- visual resources: Charts/ pictures of the tongue and the lips. Mirror Web resources: www.classroomkidshealth .org/ www.gatewayfoundation.org Audio Visual – Pictures – Charts – Posters WEEK 11 TOPIC By the end of the lesson, pupils should be able to: -Pupils touch their teeth. -Each pupil chew part of their snacks to locate the position of each type of teeth in their mouth and justify the uses. -Pupils in small groups take turn round the class to observe the charts of tooth. -Pupils in pairs draw and label the tooth and display it in the class Creativity and imagination Communication and collaboration Critical thinking and problem solving Audio – visual resources: Charts/ pictures of the mouth, the teeth and the lips. Mirror Web resources: -classroom, arts, teeth. Pdf academicoup.com Audio Visual – Pictures – Charts – Flash cards – Posters WEEK 12 REVISION WEEK 13 EXAMINATIONLEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): CHANGES IN PLANTS AND ANIMALS (III)
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY) :OUR WEATHER (I)
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
TOPIC: MID-TERM BREAK
BST (BASIC SCIENCE/BASIC TECHNOLOGY) : OUR WEATHER (II)
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): OUR WEATHER (II)
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY) : WATER
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
TOPIC: Revision
TOPIC: Examination
BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK PRIMARY 4 SECOND TERM
TOPIC: Readiness lest and Revision of first term’s work
BST (BASIC SCIENCE/BASIC TECHNOLOGY): SOIL
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY) -SOIL (II): GROWING OF PLANTS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY) – SOIL (II): GROWING OF PLANTS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): MIXTURE
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): TECHNOLOGY (I)
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): TECHNOLOGY (II)
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): MEASUREMENT (MEASURING LIQUIDS).
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): MEASUREMENT – (MEASURING SOLIDS AND TIME)
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): SHAPE CONSTRUCTION WITH PAPER (I)
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
TOPIC: REVISION
TOPIC: EXAMINATION
BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK PRIMARY 4 THIRD TERM SCHEME
BST (BASIC SCIENCE/BASIC TECHNOLOGY): SHAPE CONSTRUCTION WITH WOOD OR METAL
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): TYPES OF BUILDING
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): VEHICLES
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): FORMS OF ENERGY
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): FOOD (CLASSES AND USES)
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
TOPIC: MID TERM BREAK
BST (BASIC SCIENCE/BASIC TECHNOLOGY): Harmful foods
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): THE DIGESTIVE SYSTEM:
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): HUMAN BODY (THE MOUTH)
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
BST (BASIC SCIENCE/BASIC TECHNOLOGY): HUMAN BODY (THE TEETH)
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
