SCIENCE YEAR 4

YEARLY SCHEME OF WORK

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES
THEME : INTRODUCTION TO SCIENCE
TOPIC : 2.0 SCIENCE ROOM RULES.
1 2.1 Science room 2.1.1 Adhere to science room rules. 1. State one of the science room rules.
rules.
2. State more than one of the science room
rules.

3. Apply one of the science room rules.

4. Apply more than one of the science room

rules.

5. Give reasons the needs to adhere the science

room rules.

6. Be an example to peer in adhering to science

room rules.

THEME : INTRODUCTION TO SCIENCE

TOPIC : 1.0 SCIENTIFIC SKILLS

2 1.1 Science Process 1.1.1 observe 1. State all the senses involved in making
observations about the phenomena that
Skills
occurs.

2. Describe the utilization/use of the senses

involved when making observations about the
phenomena or changes that occur.

3. Use all the senses involved to make

observations about the phenomena or
changes that occur.

4. * Use all the senses involved to make

qualitative observations to describe the
phenomena or changes that occur
WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES
* Use appropriate tools where
necessary to assist in making
observations.

5. * Use all the senses involved to make

qualitative an quantitative observationsto
describe the phenomena or changes that
occur
* Use appropriate tools where
necessary to assist in making
observations.
6. * Use all the senses involved
systematically to make qualitative and
quantitative observations to describe the
phenomena or changes that occur.

* Use appropriate tools where

necessary to assist in making observations.
2 1.1 Science Process 1.1.2 Classify. 1. State the characteristics of objects by
observing the/its similarities and differences
Skills
2. Describe the characteristics of
objects by observing the/its
similarities and differences

3. Sort and group the objects based on its

common characteristics and differences.

4. Sort and group the objects based on its

common characteristics and differences and
state the common characteristics used.

5. Sort and group the objects based on its

common characteristics and differences and
state the common characteristics used and are
able to use another characteristic to sort and
group these objects.
WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

6.Sort and group the objects based on its

common characteristics and different until to
the final stage by stating the characteristic
used
2 1.1 Science Process 1.1.3 Measure and use numbers. 1. State more than one appropriate tool to
measure a quantity.
Skills
2. Describe the tools and correct methods to
measure the quantity.

3. Measure using tools and standard units

correctly.

4.Measure using tools and standard units with

correct techniques.

5.Measure using tools and standard units with

correct techniques and record systematically
and completely in a table

6.Demonstrate how to measure using tools and

standard units with correct techniques and
record systematically and completely in a
table

3 1.1 Science Process 1.1.4 Make inference. 1. State a reasonable interpretation of an event
or observation.
Skills
2.Describe more than one reasonable
interpretation of an event or observation.

3.Draw a reasonable initial conclusion based on

interpretations of an event or observation.
4. Draw a reasonable initial conclusion of an
event or observation by using gathered
information.
WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

5.Draw more than one reasonable initial

conclusion of an event or observation by using
gathered information.

6.Draw more than one reasonable initial

conclusion of an event or observation by using
gathered information and able to explain the
conclusion drawn.
3 1.1 Science Process 1.1.5 Predict. 1. State a possibility of an event or data.
Skills
2.Describe a possibility or event.

3.Make a prediction of an event based on

observations, past experience or data.

4. Justify the most suitable and reasonable

prediction of an event or data.

5.Make predictions of an event based on

observations, past experience or data.

6.-Make predictions of an event based on

observations, past experience or data.
-Predict using interpolation or
extrapolation of data.
3 1.1 Science Process 1.1.6 Communicate. 1.Arrange information obtained in a suitable
form.
Skills
2.Record information or ideas in a suitable form.

3.Record information or ideas in more than one

suitable form.
4.Record information or ideas in a suitable form
and present it systematically.

5.Record information or ideas in a suitable form,

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES
present it systematically and have a positive
attitude towards information
collected.

6. Record information or ideas in a suitable

form, present systematically, creatively
and innovatively in various forms and able to
provide feedback.
4 1.1 Science Process 1.1.7 Use space and time 1. State a parameter that varies with time based
relationship. on a situation.
Skills
2.Describe a parameter that varies with time
based on a situation.

3.Arrange the occurrences of a phenomenon or

event chronologically with time

4. Provide reasoning on changes In parameter

of a chronological phenomenon or event with
time

5.Arrange graphically the occurrences of a

phenomenon or event chronologically with
time.

6.Present and explain the chronological changes

of a phenomenon or events with time.
4 1.1 Science Process 1.1.8 Interpret data. 1.Provide an explanation based on data.
Skills 2. Provide a description of more than one
explanation based on data.

3. Choose relevant ideas to make an explanation

about objects, events or patterns of data

4. Correlate between the parameters in the data

based on the relationship between the
WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES
parameters or science concepts.

5. Provide a rational explanation using

interpolation of objects, events or patterns of
data collected.

6. Provide a rational explanation using

interpolation or extrapolation of data
collected.

4 1.1 Science Process 1.1.9 Define operationally
Skills
1. State what is done and what is observed in a
situation.
2. Describe what is done and what is observed
in a situation

3. Interpret what is done and what is observed

in a situation for the predetermined aspects

4. Make more than one interpretation of what is

done and what is observed in a situation for
the predetermined aspects

5. Select the most appropriate interpretation of

a concept by stating what is done and what is
observed in a situation

6 .Describe the most appropriate interpretation

of a concept by stating what is done and what
is observed in a situation.

5 1.1 Science Process 1.1.10 Control variables
Skills
1.Identify the variables that affect an
investigation.
2.Describe the variables that affect an
investigation

3.Determine the manipulated variable in an

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES
investigation.

4.Determine the responding and constant

variables after determining the manipulated
variable in an investigation

5.Explain the relationship between the

manipulated and responding variable in an
investigation.

6.Change the constant variable in an

investigation to manipulated variable and
state the new responding variable

5 1.1 Science Process 1.1.11 Make hypothesis 1.State the variables involved in an
investigation.
Skills
2.Describe the variables involved in an
investigation.

3.Describe the relationship between the

variables in an investigation.

4.Make a general statement about the

relationship between variables that can be
tested in an investigation.

5.Relate the manipulated and responding

variable in making a hypothesis to be tested.
6.Plan an investigation to test the hypothesis.

5 1.1 Science Process 1.1.12 Carry out experiment. 1.State the aim of the identified problem.
Skills 2.Make a hypothesis based on identified
problem.

3.Specify the appropriate method and

apparatus in planning the experiment.
 WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES
4.Carry out the experiment to test the
hypothesis.

5.Carry out the experiment, collect

data,interpret the data and make a conclusion
to prove the hypothesis and write a report.

6.Identify a new problem and design an

experiment to test the hypothesis

5 1.2 Science Pupils are able to: 1.List science apparatus, substances and
manipulative 1.2.1 Use and handle science apparatus specimens required for an activity.
IMPLEMENTED skills. and substances correctly.
IN PDP 2.Describe the use of science apparatus,
1.2.2 Handle specimens correctly and substances and specimens required for an
carefully. activity with the correct method.

1.2.3 Sketch specimens, apparatus 3.Handling science apparatus,substances and

and science substances correctly. specimens required for an activity with the
correct method.
1.2.4 Clean science apparatus correctly.
4.Using, handling, sketching, cleaning and
1.2.5 Store science apparatus and storing the science apparatus,substances and
substances correctly and safely. specimens used in an activity with the correct
method

5.Using, handling, sketching, cleaning and

storing the science apparatus,substances and
specimens used in an activity with the correct
methods, systematically and sparingly.

6.Using, handling, sketching, cleaning and

storing the science apparatus,substances and
specimens used in an activity with the correct
methods ,systematically sparingly and be an
example to others.
 WEEK CONTENT STANDARD LEARNING STANDARD
THEME : LIFE SCIENCE
TOPIC :3. LIFE PROCESSES IN HUMAN
6-7 3.1 Breathing process Pupils are able to:
in humans. 3.1.1 State that human use nose,
trachea and lungs to breathe
through observations using various
media
3.1.2 Sketch the passage of air during
inhalation and exhalation.
3.1.3 Describe chest movement by
placing hand on chest during
inhalation and exhalation.
3.1.4 Make generalisation that rate of
breathing depends on types of
activities carried out by observing
the chest movement.
3.1.5 Explain observations using
sketches,ICT, writing or verbally
8 3.2 Excretion and Pupils are able to:
defecation. 3.2.1 State the meaning of excretion
PERFORMANCE STANDARD NOTES
1 State the parts used in breathing are
nose,trachea and lungs.
2 Describe the passage of air and movement of
chest in the breathing process.
3 Carry out activities to compare the rate of
breathing.
4 Conclude that various activities increases the
rate of breathing.
5 Justify the importance of fitness activities in
every day life to maintain health
6 Communicate creatively and innovatively the
type of fitness activities suitable togender, age
and health
1.State the examples of excretion and
defecation.
WEEK CONTENT STANDARD LEARNING STANDARD
through observations using
various media.
3.2.2 Identify excretory organs and its
products
kidneys excrete urine
skin excretes sweat
lungs excrete carbon dioxide and
water vapour
3.2.3.State the meaning of defecation
and its product through
observation using various media
3.2.4 Explain with examples that human
needs to excrete and defecate
3.2.5 Explain observations using
sketches,ICT, writing or verbally.
9 3.3 Humans respond Pupils are able to:
to stimuli.
3.3.1 State that human sensory organs
respond to stimuli by carrying out
activities.
3.3.2 Explain with examples humans
responses to stimuli in everyday
life.
3.3.3 Make inferences on the
importance of humans responses
to stimuli.
3.3.4 Explain observations using
sketches,ICT, writing or verbally.
PERFORMANCE STANDARD NOTES
2.Describe the meaning of excretion and
defecation.
3.Use a graphic organiser to show excretory
organs and its products.
4.Provide reasoning on the importance of
human undergoing excretion and
defecation.
5.Justify through examples the needs of human
to undergo excretion and defecation.
6.Generate and present a graphical presentation
on the importance of excretion and
defecation.
1.State that human respond when stimulated.
2.Give examples of humans response to stimuli.
3.Explain with examples sensory organs that
respond to stimuli.
4.Conclude on the importance of humans
response to stimuli.
5.Justify the importance of caring for thesensory
organs.
6.Generate ideas about habits that should be
avoided which can cause damage to the
sensory organs.
WEEK CONTENT STANDARD LEARNING STANDARD
10 3.4 Heredity in Pupils are able to:
humans. 3.4.1 State that offspring inherit
parents features such as skin
colour, type of hair and looks by
carrying out activities.
3.4.2 Explain with examples the
features of offspring that are
inherited from their generation.
3.4.3 Explain observations using
sketches, ICT, writing or verbally
PERFORMANCE STANDARD NOTES
1.State that offspring inherit features of parents.
2.State verbally individual features inherited
from parents.
3.Explain with examples the features of
offspring that are inherited from their parents
4.Descibe that the features of offspring can also
be inherited from generation.
5.Justify that the features inherited from
generation is a gift from God.
6.Generate a graphical presentation on the
family tree based on features inherited.
WEEK CONTENT STANDARD LEARNING STANDARD
11 3.5 Habits that bring Pupils are able to:
harm to human 3.5.1 Explain with examples, habits that
life processes. bring harm to human life
processes such as:
eating imbalanced food
smoking
glue sniffing
drugs abusing
consuming alcoholic beverages
3.5.2 Explain effects of habits that bring
harm to human life processes
such as:
health
growth
slow down responses to stimuli.
3.5.3 Explain observations using
sketches,ICT, writing or verbally.
12 3.6 Loving ourself 3.6.1 Practise healthy lifestyle in
everyday life.
13-14 4.1 Breathing organs Pupils are able to:
of animals. 4.1.1 Identify breathing organs of
animals through observation of
actual animal or various media
i.e.:
lungs e.g. cat, dog,crocodile,
frog, whale
gills e.g. fish, tadpole, crab,
prawn
moist skin e.g. frog, worm
spiracle e.g. cockroach,
grasshopper,butterfly,
PERFORMANCE STANDARD NOTES
1.State human habits from prior Knowledge
2.Identify habits that bring harm to life
processes.
3.Explain with examples the effects of habits
that bring harm to life processes.
4.Generate ideas on importance of practising a
healthy life style.
5.Justify measures taken to avoid habits that
bring harm to life processes.
6.Create a creative and innovative
graphic presentation on efforts to prevent
unhealthy habits.
1.State the breathing organs of animals.
2.Give examples of animals with its breathing
organs.
3.Classify animals according to its breathing
organ.
3.Make generalisation that some animals have
more than one breathing organ.
4.Provide reasoning animals that have more
 WEEK CONTENT STANDARD LEARNING STANDARD
caterpillar
4.1.2 Make generalisation that some
animals have more than one
breathing organ such as frog.
4.1.3 Explain observations using
sketches,ICT, writing or verbally
THEME : LIFE SCIENCE
TOPIC : 5. LIFE PROCESSES IN PLANTS
15-16 5.1 Plants respond to Pupils are able to:
stimuli. 5.1.1 Conclude that plants respond to
stimuli by carrying out
investigation i.e.:
root responds to water
root responds to gravity
shoot, leaf and flower responds
to light
leaf responds to touch
5.1.2Explain observations using
sketches,ICT, writing or verbally.
17-18 5.2 Photosynthesis Pupils are able to:
5.2.1 State plants make their own food
through photosynthesis by
observing various media
5.2.2 State photosynthesis needs
carbon dioxide, water, sun light,
and chlorophyll by observing
various media.
PERFORMANCE STANDARD NOTES
than one breathing organ.
5.Create a creative and innovative graphic
presentation on breathing organs of animals.
1. State parts of plant that respond to stimuli.
2 .Describe the type of stimulus that causes
response in plants.
3. Explain with examples the respond of parts of
plant towards stimuli.
4. Make a hypothesis that plants respond to
stimuli.
5. Conclude that parts of plant respond to
stimuli.
6. Design a creative and innovative presentation
through various method about aninvestigation
of the response of parts of plants towards
stimuli.
1 Recall the basic needs of plants.
2 State photosynthesis is a process of plants
making its own food.
3 Using information from various media to state
the products of photosynthesis and the need
of plants to carry out photosynthesis.
 WEEK CONTENT STANDARD LEARNING STANDARD
5.2.3 State photosynthesis produces
starch and oxygen.
5.2.4 Make inference on the importance
of photosynthesis to other living
things
5.2.5 Provide reasoning why plants do
not need to move like animals.
PERFORMANCE STANDARD NOTES
4 Provide reasoning on why plants do not need
to move like animals to make food.
5 Justify the importance of photosynthesis to
other living things
6 Summarize the process of photosynthesis
through creative and innovative sketch.

5.2.6 Explain observations using

sketches, ICT, writing or verbally.

THEME : PHYSICAL SCIENCE

TOPIC : 6. MEASUREMENT
19-20 6.1 Length Pupils are able to: 1 State the meaning of length.

6.1.1 State length is a measurement of
distance between two points.
6.1.2 Explain with examples
measurement of length using
non- standard tools such as:
span, cubit, arm span, and foot,
paper clip, pencil, chalk,
straw,thread, string and
matchstick
2 Measure length by using the similar tools.
3 Measure length using appropriate tools and
standard unit.
4 Make generalization of the knowledge of
length measurement by using appropriate
tools, standards units and correct measuring
methods.
5 Conclude the importance of using standard
and non-standard tools in everyday life.

6.1.3 State length can be measured 6 Summarize the importance of knowledge in

using standard tools such as ruler using standard measurements in everyday life.
and measuring tape by carrying
out activities.
WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES
6.1.4 State standard units of length in
metric system; i.e. millimetre
(mm), centimetre (cm), meter (m)
or kilometre (km).

6.1.5 Measure length with correct

methods by using appropriate
tools and standard units.

6.1.6 Explain observations using

sketches,ICT, writing or verbally.

21-22 6.2 Area Pupils are able to: 1 State the meaning of area.
6.2.1 State area is the size of a surface.
2 Measure the surface area by using an
6.2.2 Measure area of a surface by appropriate tool.
using standard measuring tools
such as 3 Calculate area using formula and correct
square paper 1cm x 1cm. standard units.

6.2.3 State standard units of area in
metric system
i.e. millimetre square (mm),
centimetre square (cm), meter
square (m) and kilometre square
(km).
6.2.4 Calculate area of rectangle and
square using formula:
area = length x width
4 Make generalisation on knowledge about area
to make estimations of a surface area by using
tools, standard units and correct method.
5 Make generalisation on knowledge about area
to carry out a situation or solve a problem in
everyday life.
6 Summarise the importance of knowledge
about area in everyday life.

6.2.5 Estimate surface area of irregular

shape using grid paper 1cm x
1cm.
WEEK CONTENT STANDARD LEARNING STANDARD
6.2.6Explain observation using
sketches,ICT, writing or verbally.
23-24 6.3 Volume of object Pupils are able to:
6.3.1 State that volume is amount of
space that is occupied.
6.3.2 Measure volume of a hollow box
by using standard measuring tool
such as cubes measuring
1cm x 1 cm x 1cm.
6.3.3 State standard units of volume of
object in metric system i.e.
millimetre square (mm),
centimetre square (cm), meter
square (m).
6.3.4 Calculate volume of cube and
cuboid using formula:
volume = length x width x height
6.3.5 Explain observations using
sketches,ICT, writing or verbally.
25-26 6.4 Volume of liquid Pupils are able to:
6.4.1 Measure the volume of liquid
using non-standard measuring
tools such as spoon, glass, cup,
bowl, jug and bottle.
6.4.2 Measure the volume of liquid
using standard measuring tools
such as measuring cylinder, beaker,
flask and graduated container.
6.4.3 State standard units of Volume of
liquid in metric system i.e.
PERFORMANCE STANDARD NOTES
1 State the meaning of volume.
2 Measure the volume of solid and liquid using
appropriate tools.
Calculate the volume of solid using an
appropriate tool and correct standard units.
3 Measure volume of liquid using appropriate
tool and correct standard units.
4 Applying knowledge about the correct method
to measure volume systematically.
5 Summarise the importance of volume and its
uses in everyday life.
6 Generate ideas on the importance of volume
to pursue sustainable living.
1 State the meaning of volume.
2 Measure the volume of solid and liquid using
appropriate tools.
Calculate the volume of solid using an
appropriate tool and correct standard units.
3 Measure volume of liquid using appropriate
tool and correct standard units.
4 Applying knowledge about the correct method
WEEK CONTENT STANDARD LEARNING STANDARD
millimetre (ml) or cubic centimetre
(cm), litre (l) and cubic meter
(m).
6.4.4 Measure volume of liquid using
appropriate tools and standard
unit with the correct method.
6.4.5 Explain observations using
sketches, ICT, writing or verbally.
27-28 6.5 Application the Pupils are able to:
concept of volume. 6.5.1 Calculate the volume of regular
shaped solids such as cube by
using water displacement method
and using formula.
6.5.2 Calculate the volume of irregular
shaped solids by using water
displacement method.
6.5.3 Explain observations using
sketches , ICT, writing or verbally.
29-30 6.6 Mass Pupils are able to:
6.6.1 State mass is quantity of matter in
an object.
6.6.2 Identify measuring tools for mass
such as lever balance or triple
beam balance.
6.6.3 State standard units of mass in
PERFORMANCE STANDARD NOTES
to measure volume systematically.
5 Summarise the importance of volume and its
uses in everyday life.
6 Generate ideas on the importance of volume
to pursue sustainable living.
1 State the meaning of volume.
2 Measure the volume of solid and liquid using
appropriate tools.
Calculate the volume of solid using an
appropriate tool and correct standard units.
3 Measure volume of liquid using appropriate
tool and correct standard units.
4 Applying knowledge about the correct method
to measure volume systematically.
5 Summarise the importance of volume and its
uses in everyday life.
6 Generate ideas on the importance of
volume to pursue sustainable living.
1 State the meaning of mass.
2 Measure using appropriate tools.
3 Measure using appropriate tool and correct
standard units.
4 Make generalisation on knowledge about
measuring mass using appropriate tools,
WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES
metric system i.e. milligram (mg), standard units and correct method.
gram (g) and kilogram (kg).
5 Create a balance to measure the mass of an
6.6.4 Measure mass using appropriate object.
tools and standard unit with the
correct method. 6 Provide reasoning of the creation based on
creativity, innovative, and concept used.
6.6.5 Explain observations using
sketches, ICT, writing or verbally.
31 6.7 Time Pupils are able to: 1 State the meaning of time
6.7.1 State that time is the interval
between two moments. 2 Identify appropriate tools to measure time

6.7.2 Make generalisation that time can 3 Measure time using appropriate tools and
be measured based on uniformly correct standard units
repeated events such as water
droplets, swinging of pendulum 4 Make generalisation on knowledge about
and pulse beat. measuring time using appropriate tools,
standard units and systematic method.
6.7.3 Identify measuring tools for time
such as sundials, hour glass, water 5 Create tools to measure time
clock, candle, stopwatch and
digital clock. 6 Provide reasoning of the creation based on
creativity, innovative, and concept used.
6.7.4 State standard units of time in
metric system i.e. seconds(s),
minutes (min), hours (h), day,
month and year.

6.7.5 Measure time using appropriate

tools and standard unit with the
correct method.

6.7.6 Explain observations using

sketches, ICT, writing or verbally.
 WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES
32 6.8 Create tools to Pupils are able to:
measure time. 6.8.1 Create tools to measure time.

6.8.2 Describe the tools created using

sketches, ICT, writing or verbally.

33 6.9 Usage of correct Pupils are able to:

units, tools and 6.9.1 Compare and contrast the
methods. (30min) measurement using standard and
non-standard tools by carrying out
activities.

6.9.2 Provide reasoning on the

importance of measuring using
correct measuring tools and
methods.
THEME : MATERIAL SCIENCE
TOPIC : 7. PROPERTIES OF MATERIALS

34-35 7.1 Basic resources of Pupils are able to: 1 State the basic resources.
materials used to 7.1.1 Explain through examples the
produce objects. basic resources of material used 2 Describe the basic source of material for an
to make an object. objects.

7.1.2 Classify objects based on its basic 3 Classify objects based on materials.
source. Classify objects based on its basic resources.

4 Segregate the materials used to make an

object to determine its basic resources.

5 Provide reasoning why certain materials are

chosen to make an object.

6 Create an object that combines a variety of

basic resources

7.1.3 Explain observations using

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES
sketches, ICT, writing or verbally.

36-37 7.2 Properties of Pupils are able to: 1 State materials and its basic resources.
materials. 7.2.1 Make generalisation on properties
of material on its ability to absorb 2 Describe an object based on the type of
water whether it is absorbent or materials used and its basic resources.
water proof by carrying out
activities 3 Classify objects and state the characteristic
used.
7.2.2 Make generalisation on properties
of material on its ability to float 4 Make generalisation on properties of materials
whether it sinks or able to float on by carrying out scientific investigation.
water surface by carrying out
activities. 5 Segregate the component of an object and
make inferences of the materials used.
7.2.3 Make generalisation on properties
of material based on its elasticity 6 Design or innovate an object/model and
by carrying out activities. provide reasoning about the selected
materials.
7.2.4 Make generalisation on properties
of material on its ability to
conduct electricity whether it is a
conductor or insulator by carrying
out activities.

7.2.5 Make generalisation on properties

of material on its ability to
conduct heat whether it is a
conductor or insulator by carrying
out activities.

7.2.6 Make generalisation on properties

of material on its ability to allow
light to pass through whether it is
opaque, translucent or
transparent by carrying out
activities.
 WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

7.2.7 Explain observations using

sketches, ICT, writing or verbally.
37 7.3 Design objects Pupils are able to:
7.3.1 Create an object by applying
knowledge on properties of
material.

7.3.2 Provide reasoning for the

selection of materials used in
designing the object.
THEME : MATERIAL SCIENCE
TOPIC : 8. RUSTING

38 8.1 Rusting of Pupils are able to: 1 State example of rusted and nonrusted
materials 8.1.1 Identify rusty and non-rusty objects.
objects by making observation on
objects in the surrounding . 2 Classify rusty and non-rusty objects.

8.1.2 Make generalisation that objects
made from iron can rust.
8.1.3 Carry out an experiment to
determine factors that cause
rusting.
3 Make generalisation that objects made from
iron can rust.
4 Conclude the factors that cause rusting by
carrying out experiment.
5 Justify the importance of preventing rusting

8.1.4 State ways to prevent rusting such 6 Carry out a project to prevent objects in the
as painting, coating, electroplating surrounding from rusting.
and applying oil or grease.

8.1.5 Provide reasoning on the

importance of preventing rusting.

8.1.6 Explain observations using

sketches, ICT, writing or verbally.
 WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

THEME : EARTH AND SPACE SCIENCE

TOPIC : 9.SOLAR SYSTEM

39 9.1 Solar System Pupils are able to:
9.1.1 Describe constituents of the Solar
System i.e. Sun, planets, natural
satellites, asteroids, meteoroids,
comets by observing various
media.
1 State constituents of the Solar System.
2 Describe the constituents of the Solar System.
3 Arrange in sequence the planets in the Solar
System.

9.1.2 Arrange in sequence the planets 4 Make generalisation that planets rotate on its
in the Solar System by carrying axis and at the same time revolve around the
out activities. Sun.

9.1.3 State that planets rotate on its axis 5 Summarise that planets rotate on its axis and
and at the same time revolve at the same time revolve around the Sun on
around the Sun on its orbit by its orbit through simulation.
observing various media.
6 Build a creative and innovative model of the
9.1.4 Explain observations using Solar System in the form of real model / using
sketches, ICT, writing or verbally. ICT.
40 9.2 Relative size and Pupils are able to: 1 State an estimation of the relative size or
distance between 9.2.1 Estimate the relative size of Earth distance of Earth, Moon and Sun correctly.
the Earth, the compared to the Sun.
Moon and the 2 Describes the relative size or distance
Sun. 9.2.2 Estimate the relative size of Moon between the Earth, Moon and Sun.
compared to the Sun.
3 Estimate the relative size and distance of the
9.2.3 Estimate the relative size of Moon Earth, Moon and Sun by carrying out
 WEEK CONTENT STANDARD LEARNING STANDARD
compared to Earth.
9.2.4 Estimate the relative distance of
Earth to the Sun compared to the
distance of Earth to the Moon.
9.2.5 Predict the conditions on Earth if
its distance is nearer to the Sun.
9.2.6 Predict the conditions on Earth if
its distance is further to the Sun.
9.2.7 Explain observations using
sketches, ICT, writing or verbally.
THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE
TOPIC : 10. TECHNOLOGY
10.1 Importance of Pupils are able to:
technology in 10.1.1 Identify activities that are
41 life. capable and incapable to be
carried out by the brain, senses
and body parts by carrying out
activities.
10.1.2 Make generalisation that human
has limited capabilities in
carrying out activities.
10.1.3 Explain through examples the
tools used to overcome human
limitations by observing various
media.
10.1.4 State technology is one of the
applications of scientific
PERFORMANCE STANDARD NOTES
simulation.
4 Make assumptions of the condition on the
Earth, if its distance is nearer or further from
the Sun.
5 Summarise and give reasons of the condition
on the Earth, if its distance is nearer or
further from the Sun.
6 Visualise the impact on oneself if there is a
change in the distance between the Earth
and the Sun and how to overcome it.
1 Give examples of activities that are capable
and incapable to be carried out by humans.
2 Relate capability of brain, senses and human
body through examples of activities.
3 Make generalisation humans have limited
capability in carrying out activities.
4 Solve the problems to overcome human
limitations by suggesting suitable tools.
5 Justify the chosen tools used to overcome the
human limitations.
6 Innovate a tool creatively to overcome the
human limitation capabilities and describe it.
WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES
knowledge to overcome human
limitations.

10.1.5 Explain observations using

sketches, ICT, writing or verbally

42 10.2 Development in Pupils are able to: 1 State the technology used in various fields.
technology 10.2.1 Arrange in sequence the
development in technology in 2 Talk about the sequence of technology
the field of: development in various fields.
agriculture
transportation 3 Explain with examples the importance of
construction technology in various fields.
communication
medicine 4 Generate ideas on the advantages and
disadvantages of technology.
10.2.2 Explain observations using
sketches, ICT, writing or verbally. 5 Justify the wise usage of materials in the need
to create new technologies
WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES
43 10.3 Contribution of Pupils are able to: 6 Design creatively and innovatively future
technology to 10.3.1 Generate idea on advantages technology in various fields.
humans and disadvantages of technology
by observing various media.

10.3.2Describe the needs of creating

new technologies in ensuring
continuity of the well-being of
mankind.

10.3.3Provide reasoning on the

importance using material
sparingly in developing
technology.

10.3.4Explain observations using

sketches, ICT, writing or verbally