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

Level 4 – 6 NERDC Basic Science Curriculum for Upper Primary School. Changes in Nature, Water cycle, Acids and Bases- Schemeofwork.com

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

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BST: Basic Science Curriculum for Primary 6 (NERDC)

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

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