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

Year 1 – 6 NERDC Basic Science Curriculum for Primary School. Our Environment, Living and non living things, Nature – Schemeofwork.com

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 1 – Schemeofwork.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

Basic Science Curriculum for Primary 4

THEME 1: LEARNING ABOUT OUR ENVIRONMENT

Week 1

Topic: Changes in Nature

Performance objectives

1. State the meaning of change
2. Mention the changes they observe in their surrounding
3. State the differences between temporary and permanent changes
4. Give examples of temporary and permanent changes

Contents

1. Types of changes:
   • Temporary (reversible)
   • Permanent (irreversible)

Teacher’s Activities        

1. Guides pupils to state the meaning of change
2. Uses posters to initiate and guide class discussion on the changes that have taken place around them
3. Carries out at least two class demonstrations to help pupils distinguish between temporary (reversible) and permanent (irreversible) changes
4. Writes few notes on the chalkboard based on the activities above

Student’s Activities

1. Participate in class discussion and group activities
2. Observe and describe changes taking place in their surroundings, e.g. construction of new roads, sprouting of grass in the rainy season, burning of candles; melting of ice blocks; burning pieces of wood; Wetting a piece of cloth etc.
3. Differentiate and group these changes as temporary and permanent changes
4. Copy notes as written on the chalkboard

Teaching & Learning Material  

1. A poster showing changes occurring in school and home surroundings
2. Immediate school surrounding
3. Water
4. Nails
5. Candle
6. Matches
7. Wood
8. Pieces of paper
9. Container
10. Pieces of cloth

Evaluation Guide

1. State the meaning of change
2. Describe two changes around them
3. State two differences between temporary and permanent changes
4. List four examples, each, of permanent and temporary changes

Week 2

Topic: Our Weather       

Performance objectives

1. State the meaning of weather
2. Identify the factors affecting the weather
3. Relate weather conditions to changes in these factors
4. Name the standard weather instruments
5. Improvise simple weather instruments
6. Identify and write simple weather symbols
7. Observe weather changes over a period of about three weeks
8. Use the weather symbols to keep records of weather changes
9. Prepare a weather chart

Contents

1. Weather: meaning
2. Factors affecting weather:
   • Sun
   • Cloud
   • Wind
   • temperature
   • Moisture (rain)
3. Weather instruments:
   • Wind vane
   • Rain gauge
   • Thermometers
   • Barometers
4. Weather records e.g. for:
   • Temperature,
   • Rainfall
5. Weather symbols.
   • Sun,
   • Rain,
   • Cloud, etc
6. Weather records

Teacher’s Activities        

1. States the meaning of weather.
2. Guides pupils to discuss factors affecting weather and helps them to suggest how these factors determine weather changes
3. Provides and uses pictures of standard instruments to help pupils identify and name standard weather instruments
4. Arranges a visit to a meteorological station
5. Guides pupils to improvise weather instruments
6. Uses the chart to guide the pupils to identify and draw weather symbols
7. Guides pupils to:
   • make weather observations; and
   • keep weather records

Student’s Activities

1. Participate in class discussion and group activities
2. Visit a meteorological station to observe and learn how to use some standard weather instruments
3. Make improvised weather instruments
4. Draw weather symbols
5. Observe the weather and record their observations
6. Make a weather chart of their observations

Teaching & Learning Material  

1. A chart showing the weather conditions
2. A chart showing the weather instruments
3. Various sizes of cans, sheets of metal (aluminum)
4. Cutter
5. Wires
6. Stands
7. Thermometer
8. Tracing paper
9. Graph sheet
10. A chart showing the weather symbols
11. Cardboard papers
12. Colored Pencils
13. Crayons

Evaluation Guide

1. Define weather
2. List two factors affecting the weather
3. Describe the effect of changes in the factors
4. Improvise simple weather instruments (wind vane)
5. Draw weather symbols
6. Keep weather records; (using personally improvised rain gauge)
7. Prepare a weather chart to cover a period of 3 weeks

Week 3

Topic: Safety in Our Environment

Performance objectives

1. State the meaning of safety and ‘right to life’
2. List ways of keeping safe at:
   • Home
   • School
   • On the road
3. List simple safety devices
4. State the advantages of road safety

Contents

1. Meaning of safety: ’right to life’; right of everyone to use the road without being injured or killed
2. Ways of keeping safe at: home
   • School
   • On the road
3. Simple safety devices
4. Advantages of road safety

Teacher’s Activities        

1. States the meaning of safety and ‘right to life’
2. Guides pupils to discuss ways of keeping safe and participate actively in the discussion
3. Guides pupils to list simple safety devices at home, school, on road (e.g. traffic lights, road signs, road markings like road/zebra crossing rules)
4. Provides picture and charts on simple safety devices
5. Initiates and Guides discussion on the advantages of road safety

Student’s Activities

1. Participate in class discussions
2. Make improvised simple safety devices
3. Draw some safety devices, road signs/symbols
4. Practice how to safely cross the road in class

Teaching & Learning Material  

1. Road Sign Chart
2. Safety Devices
3. Chart/ Pictures
4. Fire Extinguisher
5. Net (e.g. insecticide treated net)
6. Shoe
7. Water
8. Sand bucket

Evaluation Guide

1. State the meaning of ‘right to life’
2. State the meaning of safety
3. List some safety measures to take at home
4. List the advantages of road safely

THEME 2: LIVING AND NON-LIVING THINGS

Week 1

Topic: Changes in Plants and Animals

Performance objectives

1. Observe and describe changes in plants
2. Record the changes observed
3. Observe and describe changes in different animals
4. Mention the names of the young ones of different animals
5. State the major reasons for the observed changes
6. Draw and label the life cycle of some common animals

Contents

1. Changes in plants e.g. leaf fall, flower and fruits, etc
2. Changes in animals:
   • Names of the young ones of animals.
   • Life cycle of insects;
   • Other growth or developmental changes

Teacher’s Activities        

1. Guides pupils to observe changes in a growing plant and make a record of the observed changes
2. Initiates and guides pupils’ discussion on other changes in plants e.g. leaf fall, thickening of tree bark as they grow older, etc
3. Uses the chart to initiate class discussion on the life cycle of some insects
4. Guides pupils to:
   • identify and name the young ones of animals;
   • describes the differences between these young ones and their adult members
5. Guides pupils to draw the life cycles of insects

Student’s Activities

1. Participate in class discussion on other changes that take place in plants
2. Observe and describe changes in the life cycle of common animals e.g. housefly, cockroach, toad
3. Identify and name the young ones of different animals
4. Compare the young ones with their adults and state reasons for the observed differences
5. Draw the life-cycle of some insects

Teaching & Learning Material  

1. Bean seeds
2. Glass jars or empty tins
3. Water
4. Soil
5. A picture of forest showing leaf fall
6. A record paper
7. A chart on the life cycle of some insects e.g. house fly
8. Specimens of the young ones of some common animals e.g. cockroach, toad, housefly and their young ones e.g. nymph, tadpole respectively

Evaluation Guide

1. List at least one change that could be observed in a plant as it grows
2. Give the names of the young ones of the different animals
3. Describe changes in different animals
4. State the reasons for the observed changes
5. Draw and label the life cycle of some common insects

Week 2

Topic: Human Body (The mouth)

Performance objectives

1. Name the types of teeth in the mouth
2. Locate the relative positions of teeth in the mouth
3. Mention the uses of each type of teeth
4. State the role of the tongue in feeding
5. State the role of the lips in feeding

Contents

1. The Teeth:
   • Incisors
   • Canines
   • Premolars
   • Molars
2. The tongue
3. The lips

Teacher’s Activities  

1. Shows pupils the types of teeth
2. Initiates and guides class discussions on:
   • The uses of the different types of teeth;
   • The roles of the tongue and lips in feeding

Student’s Activities

1. Work in pairs to identify and locate the types of teeth in their mouths
2. Chew some pieces of bread, or garri, and:
   • Note the type of teeth used for chewing.
   • feel the texture of the food items before and after chewing
3. Discuss the uses of the teeth, lips, tongue and saliva in feeding

Teaching & Learning Material  

1. Insects
2. Pieces of bread
3. Slices of boiled yam
4. Mirror
5. A chart of the human teeth
6. Model of the Mouth

Evaluation Guide

1. Name four different types of teeth in the mouth
2. Identify and locate the position of each type of teeth in the mouth
3. State the uses of the different types of teeth in feeding
4. Describe the roles of the lips and tongue in feeding

Week 3

Topic: Water

Performance objectives

1. Identify pure water as a liquid with no color, taste and odor
2. Observe that heated water can disappear as steam
3. Observe that steam can change back to water
4. Observe that water can change to ice (solid)

Contents

1. Differentiating water from other liquids
2. Evaporation
3. Condensation
4. Freezing

Teacher’s Activities        

1. Displays water and other liquids in bowls in the class
2. Demonstrates evaporation
3. Demonstrates condensation
4. Leads class discussion and initiates active participation of pupils
5. Presents ice blocks to pupils and guide them to understand that the ice block is frozen water

Student’s Activities

1. Observe water and other liquids displayed by teacher
2. Observe teacher’s demonstration on evaporation
3. Observe teacher’s demonstration on condensation
4. Pupils participate actively, making suggestions

Teaching & Learning Material  

1. Water and other liquids
2. Source of heat
3. Containers for displaying and boiling water
4. A cool flat surface
5. Ice block

Evaluation Guide

1. List two features that identify a liquid as water
2. State at least one change that would be observed when water is heated
3. State at least one change that would be observed when steam condenses
4. State one change that would be observed when water freezes

Week 4

Topic: Water cycle

Performance objectives

Make a chart of water cycle

State the relationships between the formation of rain and water cycle

Contents

Water cycle

Rain formation

Teacher’s Activities        

Leads class discussion on:

–           The drying up of streams in the dry season.

–           Rain formation and

–           The water cycle

Student’s Activities

• Watch teacher’s demonstrations
• Observe dews on leaves and explain how they are formed
• Participate in class discussion
• Draw the water cycle

Teaching & Learning Material  

A chart of the water cycle showing how cloud and rain are formed

Evaluation Guide

• Describe the process of rain formation
• Draw and label the water cycle

Week 5

Topic: Measuring liquids

Performance objectives

• Measure amounts of liquids accurately using graduated measuring cylinders, cups or jars
• State the metric unit of volume
• Improvise a measuring cylinder with estimated scales for volumes in metric system

Contents

Measuring the volume of liquids in:

–           mm3

–           cm3

Teacher’s Activities        

• Provides pupils with measuring cylinders and graduated jars and cups
• Uses appropriate chart and guide pupils to take correct readings of liquids in the measuring cylinder
• Guides pupils to improvise measuring cylinders with estimated scales
• Display written volume of content in common soft drinks and juice drink packs (e.g. coke 35cl)

Student’s Activities

• Measure the volume of liquids in metric units
• Record their measurements correctly with units
• Improvise and calibrate measuring cylinders with scales estimated in metrics units
• Find equivalent volumes of market measures using standard calibrated instruments
• Finds out volumes of soft drinks and juice drinks on their packs

Teaching & Learning Material  

• Measuring cylinders of different sizes
• Water
• Other liquids e.g. kerosene, oil, etc
• Empty jam jars
• Rulers
• Strips of paper
• Pens
• Notebooks
• Coke bottles
• Juice drink packs

Evaluation Guide

• Measure amount liquids accurately using graduated measuring cylinder
• State the metric of volume
• Improvise a measuring cylinder with estimated scales metric system

Basic Science Curriculum for Primary 5

THEME 1: LEARNING ABOUT OUR ENVIRONMENT

Week 1

Topic: Environmental Changes

Performance objectives

• Describe erosion and state the causes of erosion
• List the effects or dangers of erosion
• Identify, discuss and implement simple strategies for controlling erosion
• Define pollution and list some water and air pollutants
• List common sources of pollution
• Describe the consequences of water pollution on the people and on the environment
• Describe the roles of the communities, industries and oil exploration in air and water pollution
• Suggest ways of reducing the risks of pollution
  
  

Contents

1          Erosion:

–           causes

–           Effects

–           Control

2          Air and Water Pollution:

–           Pollutants

–             Effects

–           Control

Teacher’s Activities        

Shows pupils charts, photographs of areas devastated by erosion

Guides pupils to:

–                explain the meaning of erosion

–              state the causes and dangers (effects) of erosion

–             suggest control measures

• Arranges for pupils to visit and observe erosion sites in the locality
• Guides pupils to carry out a project on controlling erosion
• Shows pictures of emission of gases into the air; the release of effluent waste into the rivers, etc
• Guides pupils’ discussion on the various ways the community, industries etc pollute water and air
• Guides discussion on measures of controlling pollution

Student’s Activities

• Look at photographs of erosion sites and discuss the causes, effect and control measures
• Visit erosion sites in their locality
• Participate in a project to control erosion at the site
• Look at pictures of polluted water and describe what they observe
• Visit industrial areas to spillage observe ways industries pollute air and water

Teaching & Learning Material  

• Photographs, Charts and Pictures on erosion
• Hoe, Cutlasses
•  Shovel and spade
• Tree seedlings
• Grass, etc
• Photographs and charts showing polluted water, industries letting, and fumes into the air
• Posters/ photographs showing areas affected by oil spillage

Evaluation Guide

• Describe erosion
• State three cause of erosion
• State three effect of erosion
• State three ways controlling erosion
• Describe pollution
• List five air and water pollutants
• Identify three so of air and water pollution respect
• State three consequences of air and water pollution on people and the environment
• Suggest three water controlling measures
• The risks of air a water pollution

Week 2

Topic: Waste and Waste Disposal

Performance objectives

• Explain what constitute waste
• Identify different types of waste
• Mention methods of disposal of waste
• Suggest different ways of recycling waste and the advantages of recycling waste

Contents

Types of waste:          

–           refuse

–           Sewage etc

Waste Disposal

 Re-using waste (Recycling)                

Teacher’s Activities        

• Leads discussion on Proper disposal of wastes
• Displays pictures and diagrams of ways of disposing waste
• Guides pupils to make compost pit, as a way of disposing or recycling waste
• Arranges for a guest to talk on recycling waste
•  Arranges visit to land fill area where wastes are recycled

Student’s Activities

• Listen, ask questions and discuss waste and how to recycle waste
• Prepare and develop a compost pit
• Prepare posters that teach proper disposal of household waste
• Discuss the dangers of not disposing waste properly

Teaching & Learning Material  

Picture/charts of waste disposal van, buckets, wheel barrows, drums, shovel, spade, etc

Waste dumps

–           Bottles

–             Paper

–            sticks

–            Empty cans

–               Water

–            Wood ash

–              Leaf litters etc

Evaluation Guide

• Describe waste
• Name two proper disposal of waste
• Mention three dangers of improper waste disposal
• Identify two me of recycling waste

Week 3

Topic: Environmental Quality

Performance objectives

• State the advantages of a healthy environment           
• State the disadvantages of degrading the environment
• Identify ways of maintaining healthy and beautiful school environment
• List materials for maintaining healthy environment

Contents

• Environmental quality
• Advantages of a healthy environment
• Disadvantages of degrading the environment
• Ways of maintaining a healthy environment
• The materials for maintaining a healthy environment

Teacher’s Activities        

• Leads class discussion on environmental quality
• Helps pupils plan, clean and beautify their school environment

Student’s Activities

• Participate in class discussion
• Plant flowers to beautify the school surrounding
• Sweep and clean their school surrounding everyday

Teaching & Learning Material  

Potted plants

Materials:

–           Brooms

–           rakes

–           hoes

–           Cutlasses

–           Machetes

–           Baskets

Pictures of an attractive surrounding

Evaluation Guide

• State four advantage of a healthy environment
• Mention three disadvantages of degrading our surrounding
• State two ways of beautifying the environment
• List four material maintaining environment

Year 5 NERDC Basic Science Curriculum for Primary 5 – Schemeofwork.com

BASIC SCIENCE CURRICULUM PRIMARY 5

THEME 2: LIVING AND NON-LIVING THINGS

Week 1

Topic: The Human Body (The Skeleton)

Performance objectives

• Identify the major bones in the body
• Identify the major joints in the body
• State the functions of bones and joint

Contents

Types of bones:

–           Long bones (femur, humerus)

–           Vertebrae (cervical, thoracic)

–           Phalanges (toes)

Types of joints:

–           Ball and socket, (shoulder)

–           Hinge joint (elbow, knee)

Functions of bones and joints

Teacher’s Activities        

Using charts or model of human skeleton:

–           describes the major bones

–           describes the major joints

• Guides pupils to state the functions of bones and joints

Student’s Activities

• Observe the chart on skeletal system or the model of human skeleton
• Name the major bones in the body
• Observe and describe what bones are like e.g. hard, strong
• State the major joints in the body
• State the functions of bones and joints in the human body

Teaching & Learning Material  

• Chart or model of human skeleton showing types of bones and joints
• X-ray film

Evaluation Guide

Name and describe major bones of the human body

Describe major joints

State two functions each of bones and joints

Week 2

Topic: Reproduction in Plants

Performance objectives

1. Identify parts of a flower
2. Explain the meaning of            pollination
3. Identify agents and types of pollination
4. Identify parts of a flower that are concerned with pollination and fertilization
5. Describe stages of development from flower to fruit
6. Distinguish between pollination and fertilization

Contents

1. Parts of a flower Pollination
   • Types
   • Process
   • Agents Fertilization
2. Stages of development from flower to fruits

Teacher’s Activities        

1. Provides flowers e.g. hibiscus to guide the pupils to identify parts of a flower
2. Draws a flower and labels its parts
3. Guides the pupils to identify parts of a flower that produce fruit
4. Guides discussion on pollination
5. Guides discussion on the development of fruits

Student’s Activities

1. Bring flowers to the class
2. Identify and name parts of a flower
3. Draw a flower and label its parts
4. Identify parts of a flower that produce fruit
5. Participate in the discussion on pollination/ fertilization
6. Identify stages of development from flower to fruit

Teaching & Learning Material  

1. Life flowers e.g. hibiscus, cowpea flower
2. Chart or diagram of a flower, agents of pollination, development from flower to fruit
3. Drawing book
4. Pencil

Evaluation Guide

1. Name and identify parts of a flower
2. List the types of pollination
3. List the agents of pollination
4. List the changes that occur at different stages of development from flower to fruit
5. Distinguish between pollination and fertilization in flowering plant
6. Draw and label a given flower

Week 3

Topic: Rock

Performance objectives

1. Identify and classify rocks according to color, hardness, texture, etc
2. List some important uses of rocks such as construction, beautification, etc
3. Name some major landmark rocks in Nigeria

Contents

1. Types of Rocks
   • Igneous
   • Metamorphous
   • Sedimentary
2. Uses of Rocks
3. Major landmark rocks in Nigeria e.g.
   • Zuma rock in Madalla
   • Shere rock in Jos
   • Olumo rock in Abeokuta
   • Kufena rock in Zaria

Teacher’s Activities        

1. Guides pupils to:
   • classify rocks
   • state the major uses of rocks
2. Gives examples of major landmark e.g. Rocks in Nigeria

Student’s Activities

1. Collect, observe and classify rocks on the basis of color, shape hardness etc
2. State some important uses of rocks
3. Read about major land mark rocks in Nigeria

Teaching & Learning Material  

1. Different samples of rocks     
2. Charts showing types of rocks and their uses

Evaluation Guide

1. Classify rocks based on their shape, color, texture etc
2. Name three major landmark rocks in Nigeria
3. List 3 importance of rocks

Week 4

Topic: Acids and Bases

Performance objectives

1. Give examples of acids and bases
2. List some physical properties of acids and bases
3. State types of acids and bases
4. List some uses of acids and bases
5. Distinguish between acids and bases
6. Name local materials used in making soap
7. Identify the active ingredients in the local material used in making soap
8. Make soap from local materials
9. State the uses of soap

Contents

1. Acid and Base: meaning and examples
2. Some physical properties of acids and base
3. Types of acid and bases
4. Uses of acids and bases
5. Soap making
6. Uses of soap
7. Gives names of acids and bases

Teacher’s Activities        

1. Provides materials needed for the lesson (Lemon, wood ash, water, red and blue litmus paper
2. Demonstrates physical properties of acids and bases by:
   • Using blue litmus paper on lemon which will turn it red.
   • using red litmus paper on mixture of wood ash in water which will turn it blue
3. Guides the pupils to taste lemon and dissolve ash in water and report their observation
4. Initiates discussion on uses of acids and bases to include soap making
5. Take safety precautions

Student’s Activities

1. Carry out teacher directed activities on:
   • Lemon (acid)
   • Mixture of wood ash and water (base)
   • Use of red and blue litmus papers.
   • Use of acids and bases especially in soap making
2. Use palm oil and dissolved wood ash to make soap
3. Identify active ingredients used in making soap from palm oil and wood ash
4. State the uses of soap

Teaching & Learning Material  

1. Lemon
2. Wood ash
3. Water
4. Blue and red litmus papers
5. Glass or plastic container
6. Palm oil
7. Stove
8. Cans and containers
9. Spatula or wooden spoon
10. Dirty Handkerchief

Evaluation Guide

1. Explain the meaning of acid and base
2. Give three examples each of acids and bases
3. State physical properties of acids and bases
4. Distinguish between acids and bases using litmus papers etc
5. State two types each of acids and bases
6. Name local materials used in making soap
7. Identify acids and bases as ingredients used in making soap
8. Make soap using local materials
9. State 3 uses of soap

Basic Science Curriculum for Primary 6

THEME 1:   LEARNING ABOUT OUR ENVIRONMENT

Week 1

Topic: The Solar System

Performance objectives

1. Identify and name some planets in our Solar System
2. Identify the components of the solar system, their location and importance
3. State the relationships among the earth, sun, moon other planets and the stars
4. Demonstrate that the earth exerts a pull on objects and bodies

Contents

1. Our Solar System
2. The Planets
3. Gravity and Weightlessness in space

Teacher’s Activities        

1. Uses charts to guide pupils to:
   • Name natural bodies in our solar system such as stars, moon, sun and planets.
   • Describe the characteristic features of planets and also mention the new status of Pluto.
   • state the relationships among stars, planets, sun, moon, etc
2. Uses pictures of people in space and on Earth and other simple activities to illustrate the existence and effect of gravity on objects
3. Use Charts (or balls of various sizes placed on concentric circles) to show the location of planet Earth and other planets within our Solar System

Student’s Activities

1. Name natural bodies that can be found in our Solar System
2. Model the solar system and name the planets
3. Observe photographs of people walking in space and on land, compare them
4. Throw stones, dusters, etc vertically and describe what happens

Teaching & Learning Material  

1. Picture of people in space
2. Chart showing the solar system
3. Paper
4. Glue/gum
5. Scissors
6. Clay
7. Cardboard
8. Stone
9. Duster
10. Ruler
11. Strings
12. Balls of different sizes

Evaluation Guide

1. Identify natural bodies that can be found in our Solar System, their location and importance
2. Name the planets
3. State some relationships among the earth, planets; stars, sun, and moon
4. Demonstrate the earth’s pull on objects

Week 2

Topic: The Earth and its movements

Performance objectives

1. Describe the two important movements of the earth (rotation and revolution) and their effects
2. Explain the causes of lunar and solar eclipse and their effects e.g. tide
3. Discuss some effects of the earth movement on the environment
4. Identify the major sources of light for the earth and other planets

Contents

1. The Sun
2. Effects of the interaction between the Sun and the Earth:
   • Rotation
   • Revolution
   • eclipses (solar and lunar) Sources of light for the earth
   • the Sun , Moon and the Stars

Teacher’s Activities        

1. Uses simple activities to illustrate:
   1. The Earth’s rotation on its Axis and its effects;
   1. The earth’s revolution around the Sun and its effects;
   1. The Earth’s Orbit
   1. Lunar and solar eclipses
2. Initiates and guides discussions about causes of some of the observable natural phenomena like tides, seasons, moon phases, etc and their effects on the environment, e.g. heavy rains and tide destroying the environment through erosion
3. Guides pupils to observe and record changes in the moon (moon phases)

Student’s Activities

1. Demonstrate causes of day and night
2. Observe stars in the night, notice the constellation
3. Read about stars constellation and learn the names of some of the stars
4. Keep record of moon phases
5. Participation in class discussion

Teaching & Learning Material  

1. Charts
2. Pictures of moon phases
3. Light from a Torch light
4. Model of the Earth, Moon and the Sun

Evaluation Guide

1. Explain rotation and revolution of the earth and describe their effects on; the length of day and night; seasons
2. Mention the causes of lunar and solar eclipse and their effects
3. Mention two effects of earth movement on the environment
4. Name the major source of light for the earth and other planets

Week 3

Topic: Changes in Our Climate

Performance objectives

1. Identify and write simple weather symbols
2. Observe changes in our climate over a period of time
3. Use the weather symbols to keep records of weather and climatic changes

Contents

1. Weather symbols.
   • Sun,
   • Rain,
   • Cloud, etc
2. Weather records e.g. for:
   • Temperature
   • Rainfall
3. Global Warming – some causes (e.g. Pollution, release of harmful gases) and effects (e.g. rising sea levels, flooding etc.) of increasing world temperatures

Teacher’s Activities        

1. Uses charts to guide the pupils to identify and draw weather symbols
2. Guides pupils to:
   • make weather observation
   • keep weather records
3. Show pictures of flooding landslides, hurricanes, wild fire, tsunamis etc

Student’s Activities

1. Identify and draw weather symbols
2. Observe weather and keep record of their observations
3. Make a weather chart
4. Compile various images of events that show effects of changes in the climate

Teaching & Learning Material  

1. Chart showing the weather symbols
2. Cardboard papers
3. Colored Pencils
4. Crayons
5. Pictures/ newspaper or magazine cuttings showing effects of climate change

Evaluation Guide

1. Identify and draw weather symbols
2. Observe changes in our climate over a period of time
3. Use the weather symbols to keep records of weather and climatic changes
4. Identify at least three effects of climate change on the Earth

Year 6 NERDC Basic Science Curriculum for Primary 6. The Solar System,The Earth and its movements– Schemeofwork.com

THEME 2:   LIVING AND NON-LIVING THINGS

Week 1

Topic: The Human Body system: Blood circulation

Performance objectives

1. Name some parts of the human heart and major blood vessels
2. Differentiate among arteries, veins and capillaries
3. State some basic functions of the human heart and blood vessels
4. Describe in simple terms how food and materials are distributed to different parts of the body by the blood

Contents

1. The human heart
   • Structure
   • function
2. Blood vessels
   • Arteries
   • Vein
   • Capillaries
3. Blood circulation.

Teacher’s Activities        

1. Sources and brings the models of human heart and blood vessels to the class
2. Guides pupils to name parts of the heart and the blood vessels using diagrams in the textbook or charts
3. Guides and moderates class discussion on blood circulation

Student’s Activities

1. Draw and label the human heart and the blood vessels
2. Trace the movement of food and other materials by the blood to all parts of the human body using a chart
3. State the basic functions of human heart and blood vessels

Teaching & Learning Material  

1. Model of the human heart
2. Model of blood vessel
3. Chart/ Diagram showing blood circulation

Evaluation Guide

1. Identify the parts of the human heart and the blood vessels
2. State two distinguishing features of the arteries, veins and capillaries
3. State two functions each of the heart and the blood vessels
4. Describe the blood circulation process

Week 2

Topic: The Human Body system: Reproduction

Performance objectives

1. Describe the blood circulation process
2. Identify the male and female reproductive organs
3. State the functions of the male and female reproductive organs

Contents

1. Reproductive system
2. Meaning of reproduction
3. Male reproductive organs
4. Female reproductive organs
5. Functions of the reproductive organs

Teacher’s Activities        

1. Explains the meaning of reproduction in human beings
2. Uses charts to explain the male and female reproductive organs
3. Guides pupils to state the functions of male and female reproductive organs
4. Draws the male and female reproductive organs

Student’s Activities

1. Explain reproduction in human being
2. Differentiate between male and female reproductive organs
3. State the functions of male and female reproductive organs
4. Draw and label the male and female reproductive organs

Teaching & Learning Material  

1. Charts or models of male and female reproductive organs

Evaluation Guide

1. Explain the meaning of reproduction in human beings
2. Mention the various organs of male and female reproductive system
3. State the functions of the organs of male and female reproductive system

Week 3

Topic: Air

Performance objectives

1. Demonstrate that air presses on every object
2. Explain why things move in air
3. Explain why boats fixed with sails move faster on windy days
4. State some of the applications of air pressure in:
   • Navigation;
   • Generation of electricity;
   • Floatation;
   • Suction

Contents

1. Air Pressure
2. Things that fly in air
3. Why things move in air
4. Applications
   • Navigation
   • generating electricity
   • Floatation
   • Suction

Teacher’s Activities  

1. Demonstrates the collapsible can experiment
2. Uses an inverted tumbler filled with water and sealed with nylon or leaf to illustrate and explain air pressure
3. Guides and moderates class discussion on:
   • How air pressure enables things to move in air (airplanes, air balloons, birds etc.)
   • Effects of air pressure on boats sailing on the sea.
   • Special features of things that move in air (shape, light weight, possession of wings: hollow bones) etc.
   • The applications of air pressure in: generating electricity; (wind mill) navigation; and suction

Student’s Activities

1. Pump a deflated football; deflate it and describe their experience
2. Demonstrate air pressure using the inverted tumbler with water; and explain what keeps the water from pouring
   Make and operate:
   • Air propelled balloon;
   • Air propelled paper boat and discuss what makes them move
3. Examine things that float in air and identify their special characteristics (lightness, shape)
4. Use inflated balloons to lift objects
5. Look at a picture or model of a Wind Mill

Teaching & Learning Material  

1. Water tumbler
2. Cardboard
3. Cell phones
4. Balloons
5. Bicycle tyre
6. Pumps
7. Football
8. Paper
9. String
10. Kites
11. Water basin
12. Sticks
13. Gum
14. Picture or model of a Wind Mill

Evaluation Guide

1. Use simple activities to demonstrate air pressure
2. Explain why things move in air
3. Make things fly in air
4. Observe their kites, parachutes etc
5. Mention two instances of the application of air pressure to do work e.g. lifting load; generating electricity etc

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 Primary 4 (NERDC)

BST: Basic Science Curriculum for Primary 5 (NERDC)

BST: Basic Science Curriculum for Primary 6 (NERDC)