BST: Basic Science Curriculum for Lower Primary School 1 to 3 (NERDC)

28 Min Read
Basic Science Curriculum schemeofwork.com

Level 1 – 3 NERDC Basic Science Curriculum for Lower Primary. Our environment, Soil, Air and Water, Color (identification) – Schemeofwork.com 

Table of Contents
Basic Science Curriculum for Primary 1Teacher’s ActivitiesStudent’s ActivitiesTeaching & Learning Material       Evaluation GuideTopic: Soil, Air and WaterTeacher’s Activities        Student’s ActivitiesTeaching & Learning Material  Evaluation GuideTopic: Color (identification)   Teacher’s ActivitiesStudent’s ActivitiesTeaching & Learning Material  Evaluation GuideBasic Science Curriculum for Primary 2ContentsTeacher’s Activities        Student’s ActivitiesTeaching & Learning Material  Evaluation GuideTopic: Soil TypesTeacher’s Activities        Student’s ActivitiesTeaching & Learning Material  Evaluation GuideTopic:  Air  Teacher’s ActivitiesStudent’s ActivitiesTeaching & Learning MaterialEvaluation GuideTopic: WaterTeacher’s Activities        Student’s ActivitiesTeaching & Learning Material  Evaluation GuideTopic:  ColorsTeacher’s Activities        Teaching & Learning Material  Evaluation GuideTHEME 2: LIVING AND NON LIVING THINGSContentsTeacher’s Activities        Student’s ActivitiesTeaching & Learning MaterialEvaluation GuideTopic: AnimalsContentsTeacher’s ActivitiesStudent’s ActivitiesTeaching & Learning Material  Evaluation GuideBasic Science Curriculum for Primary 3ContentsTeacher’s Activities        Student’s ActivitiesTeaching & Learning Material  Evaluation GuideTopic: Measurement of TimeTeacher’s ActivitiesStudent’s ActivitiesTeaching & Learning Material  Evaluation GuideTopic: soil  Teacher’s Activities           Student’s ActivitiesTeaching & Learning Material  Evaluation GuideTopic: Air in motionTeacher’s ActivitiesStudent’s ActivitiesTeaching & Learning Material  Evaluation GuideTopic: Quality and Uses of WaterContentsTeacher’s ActivitiesStudent’s ActivitiesTeaching & Learning Material  Evaluation GuideTHEME 2: LIVING AND NON LIVING THINGSTeacher’s ActivitiesStudent’s ActivitiesTeaching & Learning Material  Evaluation GuideTopic: animals Teacher’s ActivitiesStudent’s ActivitiesTeaching & Learning Material  Evaluation Guide

Basic Science Curriculum for Primary 1

THEME 1: LEARNING ABOUT OUR ENVIRONMENT

Week 1

Topic: Exploring your environment           

Performance objectives

  1. Observe and identify things in and around the classroom, school and home
  2. Identify types of roads around the school and roads outside the school
  3. Demonstrate walking along the road and crossing the road safely

Contents

  1. Things in and around the classroom, school and home
  2. Types of roads within and outside the school
  3. Walking along the road and crossing the road

Teacher’s Activities

  1. Takes pupils on a study walk around and outside the school
  2. Demonstrates walking safely along the road and crossing the road
  3. Encourages pupils to observe and list things in the home

Student’s Activities

  1. Pupils observe and list things in the school environment
  2. Draw some of the things around the school
  3. Demonstrate working safely along the road

Teaching & Learning Material       

  1. Objects in the classroom, around the school and home
  2. Charts and models
  3. Drawing materials

Evaluation Guide

  1. Identify things in and around the classroom, school and home
  2. Sketch any two things identified in and around the classroom, school and home
  3. Demonstrate how to walk and cross a road safely

Week 2

Topic: Soil, Air and Water

Performance objectives

  1. Identify other parts of their surroundings – soil, air and water
  2. Demonstrate that air exists
  3. Create air current by blowing with the mouth or using paper fan
  4. Demonstrate that air occupies space using balloons
  5. List the common sources of water

Contents

  1. Other parts of the surrounding( e.g. soil, water, air)

Teacher’s Activities        

  1. Guides pupils to identify soil, air and water as other components of the surrounding
  2. Demonstrates the existence of air using paper or hand fan
  3. Demonstrates that air occupies space by inflating balloons
  4. Takes pupils on a tour of nearby water sources

Student’s Activities

  1. Touch and feel soil in the playground
  2. Create air currents by blowing with the mouth or using hand or paper fan.
  3.  Inflate balloons, polythene bags etc.
  4. Mention sources of water
  5. Recite a poem about water

Teaching & Learning Material  

  1. Soil
  2. Newspaper
  3. Paper fan
  4. Hand fan
  5. Balloons
  6. Polythene bags
  7. Water
  8. Pictures of sources of water

Evaluation Guide

  1. Identify other parts of their surroundings
  2. Show that air exists
  3. Demonstrate that air occupies space
  4. Name five common sources of water

Year 1 NERDC Basic Science Curriculum Primary 1Schemeofwork.com

Week 3

Topic: Color (identification)   

Performance objectives

  1. Identify different colors
  2. Collect materials of different colors
  3. Observe road traffic light and identify their colors
  4. State the function of each road traffic light sign
  5. Identify road markings and their colors

Contents

  1. Colors of objects
  2. Road traffic light signs
  3. Road markings

Teacher’s Activities

  1. Uses the color chart to guide pupils to identify colors
  2. Gives pupils different materials to identify different colors
  3. Separates color using Lego materials with different colors for modelling
  4. Draws road traffic signs for pupils to observe
  5. Takes pupils to observe various road traffic signs in their location
  6. Supervises pupils in drawing and painting of road traffic signs

Student’s Activities

  1. Identify colors of objects provided by teacher
  2. Observe road traffic signs
  3. Match the colors of road traffic light with their functions

Teaching & Learning Material  

  1. Flowers
  2. Leaves
  3. Color
  4. Containers of various colors
  5. Lego sets/bricks

Evaluation Guide

  1. Identify five colors
  2. Identify various road traffic lights by their colors and functions
  3. Identify some road traffic markings and their colors
  4. Draw and color road traffic lights

Basic Science Curriculum for Primary 2

THEME 1: LEARNING ABOUT OUR ENVIRONMENT

Week 1

Topic: THE SENSES

Performance objectives

  1. Observe and name colors, shapes and sizes of common object
  2. Identify various sounds made by objects, animals and persons
  3. Detect various odors of fruits, food, shoes, dirty socks; etc.
  4. Detect taste of sweet, sour, salty and bitter food items
  5. Identify objects by touching and feeling
  6. Describe how correct ways of using the road by each of the users

Contents

  1. Seeing: with eyes, Colors, shapes and sizes of objects in classroom, school and home
  2. Hearing: with ears, Listening to sounds of objects, animals, persons, and imitating sounds
  3. Smelling: with nose. Detecting various odors
  4. Taste: with tongue. Detecting various food items that are sweet, sour, salty and bitter
  5. Touching: with fingers. Detecting various objects by touch, feeling its shape, texture, pressure and temperature
  6. Road users’ e. g children, cars, Bicycles, animals, etc.

Teacher’s Activities        

  1. Provides and helps pupils to Identify:
    • Different colors
    • Different shapes
    • Different sizes
  2. Aides pupils to use colored pencils and identify color
  3. Makes pupils to listen to and identify various sounds
  4. Guides pupils to recognize something (fruits, food, etc.) with characteristic smell
  5. Assists to detect distinctive taste of sweet, sour, salty and bitter tastes
  6. Provides sweet, sour, salty and bitter items to pupils
  7. Provides items of different textures, shapes, temperature under pressure
  8. Assist pupils to identify road users and how to use roads correctly by the user

Student’s Activities

  1. Work with colored pencils and crayons
  2. Collect and identify objects of different shapes and sizes
  3. Identify various sounds
  4. Produce different sounds from their mouth and throat
  5. Describe pleasant and unpleasant smell
  6. Taste sweet, sour, salty and bitter item
  7. Feel or touch their cheeks and heads, tissue paper, touch different types of paper/cardboards
  8. Touch cold and warm objects or water
  9. Identify road users and describe correct ways of using the roads

Teaching & Learning Material  

  1. Colored pencils and crayon
  2. Wooden blocks of different sizes, shapes and colors
  3. Charts and models
  4. School bell, flute, other wind instrument
  5. Recorded sounds of birds, frog, cat, etc.
  6. Fruits-banana, oranges, mangoes
  7. Flower, shoes, dirty socks, etc.
  8. Sugar, honey, salt, bitter leaf/kola
  9. Tissue paper
  10. Rough and smooth cardboard
  11. Cold/hot, warm water
  12. Video and Charts on road usage
  13. Pictures of different types of roads

Evaluation Guide

  1. Identify and match objects based on colors, shape, and size
  2. Identify and describe sounds made by different objects, animals and persons
  3. Associate odors with specific pleasant and unpleasant smell
  4. State the taste of different substances
  5. Distinguish between rough and coarse objects, cold and hot, etc.
  6. Name three road users
  7. Describe various ways of using the road

Week 2

Topic: Soil Types

Performance objectives

1          Mention different types of soil

2          Observe and describe the physical properties of soil types

Contents

1          Types of soil

–           Clay

–           Sandy

–           Loamy

2          Properties of soil types

Teacher’s Activities        

1          Identifies suitable sites in the school compound from where different soil types can be collected

2          Takes pupils to the identified sites in the school to collect soil samples

3          Guides pupils to name the different soil types

4          Guides pupils to observe and describe the color, texture and particles size of the soil samples

Student’s Activities

1          Collect soil samples in the school or home environment

2          Observe and describe the color, texture and particles size of the soil samples

3          Place some soil samples in a container, add water and stir

4          Mold with wet sand and clay

5          Compare clay soil and sandy soil

Teaching & Learning Material  

1          Samples of garden soil (clay, loamy and sandy soils)

2          Hand lens

3          Sieve

4          Filter paper

5          Containers

6          Funnel

7          Water

8          Hoe or shovel

Evaluation Guide

1          Identify and name soil types as: loamy, clay and sandy soil

2          Describe the physical properties of the soil types

Week 3

Topic:  Air  

Performance objectives

            1          Observe and identify things that float in air

            2          Make things float in air

Contents

  1. Floating in the air
  2. Things that float in air (paper kites, blown balloons, etc.)

Teacher’s Activities

  1. Guides pupils to name things that float in air
  2. Guides pupils to make paper kites
  3. Score the kites that pupils make

Student’s Activities

  1. Throw things into the air and identify those that float, and those that do not
  2. Make and fly paper kites

Teaching & Learning Material

  1. Balloons
  2. Old newspapers
  3. Thread
  4. Gum
  5. Sticks
  6. Strings
  7. Stones
  8. Pencils

Evaluation Guide

  1. Name five things that float in air
  2. Make and fly paper kites

Week 4

Topic: Water

Performance objectives

1          Identify things that float or sink in water

2          Demonstrate how to make objects float or sink in water

Contents

  1. Floating and sinking in water

Teacher’s Activities        

1          Guides pupils to identify Objects that:

–           Float in water

–           Sink in water

2          Demonstrates to pupils some ways of making objects:

–           Float in water e.g. stone placed on inflated balloon, human being swimming with the aid of a life jacket or calabash,

–           Sinking in water (e.g. tying a stone to a feather, cork, etc.

3          Initiates and guides class discussion on other ways of making things float or sink in water.

Student’s Activities

1          Name things that float in water

2          Observe the demonstrations

3          Make things to float in water

4          Make things to sink in water

Teaching & Learning Material  

1          Balloons

2          Dry wood

3          Meter rule

4          Piece of iron 5 Stone

6          Thread

7          Feathers

8          Cork

9          Picture of people in swimming pools using life jackets (inflated wears) or in river staying on top of calabashes

Evaluation Guide

1          Name three things each that float or sink in water

2          Make things to float or sink in water

Week 5

Topic:  Colors

Performance objectives

1          Pupils should be able to use colors to identify and beautify objects

Contents

  1. Use of colors  

Teacher’s Activities        

1          Guides pupils to identify objects through colors (living & non-living things)

2          Guides pupils to discuss uses of colors.

Student’s Activities

  1. Color objects

Teaching & Learning Material  

            1          Papers

            2          Crayons          

            3          Colored pens

            4          Color charts

            5          Lego set/beads

            6          Dyes

Evaluation Guide

  1. Color two types of objects
  2. Use Lego of different colors to construct common objects

Year 1 NERDC Basic Science Curriculum for Primary 2. Our environment – Schemeofwork.com

THEME 2: LIVING AND NON LIVING THINGS

Week 1

Topic: Plants

Performance objectives

            1          Identify and name some common plants in the school compound

            2          Trace the leaves of some of the plants on Plastering or clay, where available

            3          Prepare a press of common plants

            4          Observe and identify features of common plants in their school compound

            5          Group plants according to their common features

            6          Group plants according to their uses

            7          Describe common uses of plants

Contents

  1. Plants in the school compound
  2. Features of plants:
    • Shape
    • Size
    • Color
    • Texture
  3. Common uses of plants in the locality (for food, beautification, building, furniture, shade, medicines

Teacher’s Activities        

  1. Identifies suitable place in the surrounding for pupils to visit
  2. Guides pupils to observe and collect common plants
  3. Guides pupils to prepare a plant for preservation
  4. Initiate class discussions which would enable pupils to:
    • Identify features of the plants
    • Group the plants based on their features
  5. Through class discussion:
    • Guides pupils to state the uses of plants
    • Groups plants according to their uses

Student’s Activities

  1. Participate in site visits
  2. Observe and collect some common plants
  3. Print some plant parts e.g. leaves
  4. Prepare a print-press of common plants
  5. Identify features of plants
  6. Group plants according to their features
  7. Group plants according to their uses

Teaching & Learning Material

  1. Specimen of local plants
  2. Drawing books
  3. Pencils
  4. Crayons
  5. Cello-tapes
  6. Plastering
  7. Clay
  8. Workbooks

Evaluation Guide

  1. Name five common plants in the school
  2. Trace the leaves of some plants
  3. Prepare and display print press
  4. Mention the features of the plants in their locality
  5. State the uses of plants
  6. Group plants according to their common features
  7. Group plants according to their uses

Week 2

Topic: Animals

Performance objectives

            1          Identify common animals in the school compound

            2          Collect and preserve some animals in the school compound

            3          Observe and name the features of common animals in the school compound

            4          Use the observable features to group the animals found in the school compound.

            5          Observe and describe the behavior of animals

            6          Demonstrate correct way of:

                        – Crossing the road;

                        – Walking along the road leading

Contents

  1. Animals in the school compound (flies, butterflies, earthworms etc.
  2. Features of the animals found in the school compound
  3. Behavior of animals
  4. Animals and road safety

Teacher’s Activities

  1. Uses pictures and charts to guide pupils to identify common animals in the school compound
  2. Demonstrates the correct method of collecting animals for preservation
  3. Guides pupils to:
    • Identify the features of the animals,
    • Group animals using observable features
  4. Initiates and guides class discussion on the behavior of animals e.g. movement, feeding etc.
  5. Demonstrate crossing and walking along the road

Student’s Activities

  1. Identify animals in their school compound
  2. Collects harmless animals in the school compound
  3. Observe, group and describe features of preserved animals
  4. Make drawings of some animals
  5. Participate in class discussion on animals
  6. Mimic the sound of some animals

Teaching & Learning Material  

  1. Charts and pictures of animals
  2. Specimen of animals
  3. Insect nets/baskets
  4. Specimen bottles and jars
  5. Preservative (e.g. formalin)
  6. Workbook
  7. Live animal
  8. Petri dishes
  9. Lids of cans
  10. Plastic plates

Evaluation Guide

  1. Name some common animals in the school compound
  2. Collect and display common animals in the school compound
  3. Describe the features of animals
  4. Group animals based on observed features
  5. Describe the behavior of animals
  6. Describe correct ways of:
    • Walking along the road,
    • Crossing the road

Basic Science Curriculum for Primary 3

THEME 1: LEARNING ABOUT OUR ENVIRONMENT

Week 1

Topic: Measurement of length and mass.

Performance objectives

  1. Name the instruments for measuring length
  2. Measure and record the length, breadth, and height of objects
  3. State the metric units for measuring length
  4. Name the instrument for measuring mass
  5. Compare masses of objects using the balance provided
  6. State the metric units of mass

Contents

  1. Measuring length:
    • Instruments,
    • Units of length
  2. Measuring mass:
    • Instruments,
    • Units of Measuring mass

Teacher’s Activities        

  1. Uses a chart showing metric rule and tape rule to teach pupils the metric units of length (mm, cm)
  2. Shows pupils the correct ways of measuring length, breadth and height of objects including their heights
  3. Guides the pupils to use of lever arm balance and bathroom scale
  4. Guides pupils to record their weights
  5. Uses the chart to teach pupils the metric units of mass
  6. Initiates class discussion on standard instruments for measuring mass
  7. Guides pupils to estimate masses of objects in the classroom

Student’s Activities

  1. Read and learn the metric unit of length
  2. Measure the length, breadth and height of tables, desks, books in the classroom
  3. Working in pairs, measure their heights
  4. Record the measurements taken
  5. Working in pairs, pupils record their weights
  6. Use balance to estimate the masses of objects in the classroom

Teaching & Learning Material  

  1. Tape rule
  2. Meter rule
  3. Objects in the classroom
  4. The pupils
  5. A chart on standard unit of length
  6. A chart on standard unit of mass
  7. Lever arm balance
  8. Eraser
  9. Record book
  10. Pencil
  11. Weighing scale (Bathroom scale)
  12. Rope
  13. Sticks

Evaluation Guide

  1. Name two instruments for measuring length
  2. State the metric units of length
  3. Measure correctly the length, breadth and height of objects in the classroom
  4. Record measurements correctly including units
  5. Name two instruments for measuring mass
  6. State the metric units of mass
  7. Use lever-arm balance to estimate the masses of objects in the classroom and record their findings

Week 2

Topic: Measurement of Time

Performance objectives

  1. Name the instrument for measuring time
  2. Perform specified activities within specified time frames
  3. State metric unit of time

Contents

  1. Measuring time:
    • Instruments for measuring time,
    • Units of measuring time

Teacher’s Activities

1          Uses chart to teach pupils how to read time

2          Initiates class discussion on how to accomplish certain tasks within specified time frame

Student’s Activities

  1. Read time correctly
  2. Read a paragraph of any story from their textbook and recap the story within a set time frame
  3. Read and learn the metric unit of time

Teaching & Learning Material  

  1. A chart showing faces of clock with different readings in second, minute, hour     
  2. Wall clock
  3. Stop clock      

Evaluation Guide

  1. Name the instruments for measuring time
  2. State the metric unit of time
  3. Mention the uses of time

Week 3

Topic: soil  

Performance objectives

  1. Mention the importance of soil to plants
  2. Mention the importance of soil to animals

Contents

  1. Importance of soil:
    • Medium for plant growth
    • Sources of nutrients (food) and air
  2. Importance of soil to animals:
    • Surface for human activities (farming, building, pottery making)

Teacher’s Activities           

  1. Guides pupils to mention the importance of soil to plants
  2. Guides pupils to mention the importance of soil to animals
  3. Explains the environmental importance of soil (checking erosions, beautifies the environment e.g. sports field, roads etc.)

Student’s Activities

  1. Mention the importance of soil to plants
  2. Identify things in their surroundings that is made from soil
  3. Visit potters workshop and observe articles made from soil to plants
  4. Visit the school garden

Teaching & Learning Material  

  1. School garden
  2. Chart showing uses of soil (in roads, gardens, fields, pottery)

Evaluation Guide

  1. State two uses of soil to plants
  2. State two uses of soil to animals

Week 4

Topic: Air in motion

Performance objectives

            1          State the meaning of wind

            2          Describe their feelings when wind blows against their bodies

            3          Demonstrate that air can do work

            4          Explain the harmful effects of air

Contents

  1. Wind:
    • Meaning
    • Effect
    • Importance
  2. Harmful effects of air

Teacher’s Activities

  1. Initiates and guides class discussion on the meaning of wind
  2. Makes reference to pupils experiences on windy days
  3. Guides pupils to make and fly paper or polythene kites
  4. Presents inflated balloons to lift objects
  5. Explains to pupils that wind propels the balloons, kites and windmill
  6. Presents the pictures of someone
    • Sneezing,
    • Coughing (without covering the mouth with his hand)
    • Smoking
  7. Initiates and guide class discussion on the role of air in transferring harmful substances into the body

Student’s Activities

  1. Use paper or hand fan to show air in motion
  2. Observe and describe the effect of wind on:
    • Their bodies
    • Light objects like feathers, pieces of paper
  3. Make and fly paper kites
  4. Use inflated balloons to lift things
  5. Discuss the role of air in smoking coughing and sneezing

Teaching & Learning Material  

  1. Pieces of paper
  2. Feathers
  3. Picture/chart showing the effect of wind
  4. Balloons
  5. Card board paper
  6. Pair of scissors
  7. Gum
  8. Sticks
  9. Thread
  10. Pictured chart of air

Evaluation Guide

  1. Explain the meaning of wind
  2. Describe their feelings when wind blows against their bodies
  3. Demonstrate how air does work e.g. move or propel objects
  4. List two harmful substances that can be taken into the body through the air

NERDC Basic Science Curriculum for Primary 3. Measurement of length – Schemeofwork.com

Week 5

Topic: Quality and Uses of Water

Performance objectives

  1. List the qualities of good water
  2. Identify and name some substances that make water unfit for drinking
  3. State the dangers of drinking bad water
  4. State reasons for packaging water
  5. Identify types of packaged water
  6. List features of safe packaged water
  7. List the common uses of water

Contents

  1. Water quality
  2. Substances that contaminate water (i.e. make water unfit for drinking)
  3. Dangers of drinking bad water
  4. Common uses of water
  5. Purifying water
  6. Packaged water:
    • Reasons for packaging water
    • Types of packaged water
    • Features of safe packaged water

Teacher’s Activities

  1. Provides pupils with samples of water of different qualities (clean, dirty, muddy)
  2. Uses simple activities to guide pupils to identify water that is unfit for drinking (check color, odor)
  3. Shows samples of contaminated water
  4. Guides class discussion on the dangers of drinking bad/ contaminated water
  5. Displays samples of packaged water and a glass of water in class, guides pupils to suggest reasons for packaging, identify types of packaged water, and features that make them safe
  6. Initiates and guides class discussions on the common uses of water

Student’s Activities

  1. Observe and describe samples of contaminated water
  2. Collect and observe substances that contaminate water e.g. sand, urine and dust
  3. Observe the displayed set of water samples
  4. Participate in class discussions

Teaching & Learning Material  

  1. Samples of water:
    • Clean water
    • Muddy water
    • Rain water
    • Tap water
    • Contaminated water
    • Bottled water
    • Sachet water
    • Glass of water
  2. Sand
  3. Urine
  4. Dust
  5. Charts showing various ways water can be contaminated

Evaluation Guide

  1. Distinguish between good and bad water (color, odor)
  2. Mention three substances that make water unfit for drinking
  3. State 2 reasons for packaging water
  4. List 2 types of packaged water
  5. Mention three features of safe packaged water
  6. List five effects of drinking bad water
  7. List five uses of water

NERDC Basic Science Curriculum Primary 3. Measurement of length – Schemeofwork.com

THEME 2: LIVING AND NON LIVING THINGS

Week 1

Topic:             Plants

Performance objectives

  1. Pupils should be able to give reasons why plants are living things

Contents

  1. Plants as living things

Teacher’s Activities

1          Takes pupils on a nature walk to observe plants (explains characteristics which the observed plants display on the spot.)

2          Guides pupils to identify plants as living things. (Explain growth, irritability, reproduction as it affects plants)

Student’s Activities

  1. Observe plants in their localities
  2. Identify plants as living things

Teaching & Learning Material  

  1. Specimen of plants in the locality

Evaluation Guide

  1. Pupils to state three reasons why plants are living things

Week 2

Topic: animals 

Performance objectives

  1. Pupils should be able to give reasons why animals are living things

Contents

  1. Observing features of animals

Teacher’s Activities

  1. Takes pupils on a nature walk to observe animals (explains characteristics which the observed animals display on the spot.)
  2. Guides pupils to identify animals as living things. (explain growth, movement, feeding, irritability, excretion, reproduction as it affects animals)

Student’s Activities

  1. Observe animals in their localities
  2. Identify animals as living things        

Teaching & Learning Material  

  1. Specimen of animals in the locality

Evaluation Guide

  1. State five reasons why animals are living things
  2. Compare plants and animals as living things

READ ALSO

BST: Basic Science Curriculum Primary 1 (NERDC)

BST: Basic Science Curriculum for Primary 2 (NERDC)

BST: Basic Science Curriculum for Primary 3 (NERDC)

BST: Basic Science Curriculum for Upper Primary School 4 to 6 (NERDC)

BST: Basic Science Curriculum for Primary School 1 to 6 (NERDC)

Share this Article
Leave a comment