Science
G3N tutors you through the full GES Science syllabus offline — from Strand 1: Diversity of Matter — Living and Non-living Things, Strand 1: Diversity of Matter — Materials, Strand 2: Cycles — Earth Science and more — with adaptive lessons, instant quizzes, flashcards and exam-ready summaries.
Syllabus
What you’ll cover in Science.
The complete topic outline G3N teaches, mapped to the GES curriculum.
Basic 1
12 topicsStrand 1: Diversity of Matter — Living and Non-living Things
- Show
- Observe and describe different kinds of things in the environment look at pictures or a short video (or look outside from a window with a grown-up) and observe things in the environment (e.g. Plants, animals, plastics and stones. The things should come from the classroom and the school environment Work in groups to describe the different kinds of things Elaborate on the learners' ideas to find out why they need to know about the characteristics of different things in their environment Watch videos/pictures of different kinds of living and non-living things in the environment
- Understand
- Identify and name animals and plants in their locality Watch pictures or videos on animals and plants With guidance, learners identify the local names of plants and animals seen in the videos and pictures Learners come out with the local names of other plants and animals not seen in the video/pictures using the `'think-pair-share'' Draw and colour any local plant or animal Compare their drawings and identify the type of animal or plant drawn through a peer activity
- Understand
- Know the basic needs of living things (food, water and air) Give some examples of living things (for example things that eat/drink, move, grow and produce young ones). Work in pairs to identify the basic needs of living things (e.g. food, water, air, shelter, appropriate warmth). Elaborate on learners' ideas to guide them to brainstorm on the importance of basic needs of living things
- Describe the differences between living and non-living things Watch a video or observe pictures of living and non- living things or go on an observational trip around the school community to observe living and non-living things. Learners mention the names of the specific living things and non-living things observed. differences in movement, growth, feeding, reproduction). Give reasons for grouping things into living and non-living. Learners reflect on what they have learnt about living and non- living things and answer questions like: What are examples of living things? What are examples of non- living things? In what ways are living things different from non-living things? Come out with differences between non-living things and things that are dead. Solving
Strand 1: Diversity of Matter — Materials
- Recognise
- Identify and name a variety of everyday materials in their immediate environment Teacher engages learners with questions about metals, wood, plastics, soil, glass, textiles, water and stone they see around the playground and other places outside the school or engages learners to look at pictures or a short video (or look outside from a window with a grown-up) and observe and collect materials present in their environment. In groups, learners observe, sort, identify and name materials collected such as wood, plastic, soil, metals glass, textile, water and stone; and explain the basis of their classification. Reflect on what they have learnt and relate the lesson to everyday uses of the materials. NB: Teacher should build a stock of materials into a science corner to annul any shortages
- Describe and group materials by their appearance (shape, size, colour, texture mass) Collect different materials from the school environment and bring them to class. Learners describe the appearance of the materials (in terms of colour, size, feel, length etc.). Group materials based on their observable properties such as shape, size (big/small), colour, texture (`rough', `smooth', `sticky' and `grainy'), mass (heavy / light). Draw and colour several objects/ materials based on their appearance such as colour and shape. Display their drawings for class observation and talk about them. Relate the lesson with everyday experiences (appearance and properties of common items). Solving Citizenship Classifying Communicating STANDARD PRACTICES AND
- Know that
- Identify and classify materials as solid, liquid or gas Learners explore and list materials they see in their environment. In groups, sort the materials into solid, liquid or gas. NB: to demonstrate the presence of gas, learners can use paper cards /sheets of paper and wave them across their faces. In groups learners sort different substances into the solid, liquid or gaseous states with reasons. Each group presents their work to the whole class for discussions. Learners answer the following questions: What makes a solid different from a liquid? How is a liquid different from a gas? Learners can be engaged in more activities to investigate and identify substances in the solid, liquid and gaseous states. E.g. inflating balloon, breathing in and out. Manipulating Communicating Evaluating
- Understand
- Demonstrate understanding that a mixture is two or more objects or materials put together Present several different materials to the groups such as gari, sand, water, saw dust, milo, salt, sugar, milk powder, etc. Learners work in groups to combine the materials in any proportion, two at a time, e.g. gari and sand; milo and milk powder; sugar and water etc. and describe what happens in each case. Learners find-out whether the products they have formed are the same as the individual materials. In groups, learners give names to the combinations they have formed. Provide learners with samples of mixtures, e.g. A mixture of different coloured beads, a mixture of chocolate pellets of different colours to separate. NB: The idea is for them to understand that when they mix two or more things together, they form a mixture and that no new thing forms even though the starting and ending substances may look different from each other
Strand 2: Cycles — Earth Science
- Recognise
- Explain that some natural phenomena, such as day and night, occur repeatedly Learners can be engaged in an activity that explains cyclic movement. (The second hand of an analogue clock, merry-go-round and circular cards, musical chairs could be used). Relate this activity to the occurrence of day and night and explain that the appearance of the Sun, Moon and stars follow a cyclic pattern. Let learners suggest other events in their environment that happen over and over again in a cycle. For example, dry and wet seasons. Learners make sketches displaying events that take place in the day and those that take place in the night. solving Manipulating Evaluating
- Recognise the
- Know that the sun is the main source of light to the Earth Engage learners with a number of questions to enable them explore where we get light, e.g. What does the sun look like? Where is the sun located? Do you see clearly or otherwise when the sun is out? Display various sources of light such as torch, candles, matchstick, and lantern. Brainstorm with learners to come out with one thing which is common to all the items you have displayed. Engage learners to mention sources of light in their environment (i.e. sun, moon, other stars, torch, lantern, electric bulbs and others). Learners brainstorm to come out with the main source of light by considering the biggest source of light which makes them see clearly in the day time. Learners use paper to design the sun as a source of light to the earth
- Show
- Observe the disappearance of mist and pools of water after rains Let learners observe the disappearance of mist and run-off water after rains and come and talk about it in class. (Note: This activity is to be carried out after rains). Engage learners to predict where mist and run-off water go after rains and assist them to understand that they evaporate. NB: Mists evaporates but run-off water either flows into surface water bodies or collects as stagnant pools of water. Run-off water takes a longer time to evaporate STANDARD PRACTICES AND
- Recognise
- Identify sources and uses of water in the home and at school Ask learners where they get water (sources of water) at the home, community and school. In a participatory manner, learners come out with sources of water in the home and at school Show or draw pictures depicting different sources of water such as bore-holes, rivers, wells and the sea Discuss the various uses of water at their homes, school and community. Learners demonstrate several uses of water, e.g. washing of face and hands, drinking and preparing beverages, rinsing of utensils, watering of flowers. Use local materials to create different sources of water in an outdoor activity. E.g. artificial wells, rivers, rainfall and tap
- Demonstrate the existence of air in the environment Engage learners in a number of games/ fun activities that demonstrate the existence of air, e.g. Waving a piece of paper across the face, leaving inflated balloons in an open space, watching a hoisted flag, observing the leaves of a plant in the school, closing their mouths and then taking a deep breath, asking learners to fan themselves or sit in front of a working fan. Learners talk about their observations in each case, e.g. explain what causes the leaves and hoisted flag to move. Ask learners to outline uses of air in their lives. e.g. whistling, blowing of trumpets, flying kites, sailing of boats. Summarise the lesson by explaining to learners that air is everywhere. solving Creativity & Innovation Evaluating
Strand 3: Systems — the Human Body Systems
- Recognise that
- Identify the external human body parts by their appropriate names (e.g. eyes ears, mouth, nose, legs, hands, shoulders, knees, fingers, toes and chest) Use songs to get learners to name the parts of their bodies e.g., "my head, my shoulders, my knees and toes" or "show me your head, show me your eyes". Use realia, videos or charts/pictures to guide learners identify the external parts of the human body. Learners draw a human body and use a colour of their choice to colour their drawing. Learners can trace an outline of the human body on a cardboard or paper. Learners display their work for discussion Solving
Strand 3: Systems — Ecosystem
- Show
- Know the places where living things live (land, air, and water) Learners observe different habitats around the school, e. g. a tree which houses some birds and insects, a bush or a pond. Observe videos or pictures of places where living things live e.g. a marshy area, forest, a pond etc. Display pictures of air, water and land habitats with different organisms. Learners come out with the names of the living things found in the three habitats (living places) in the video, pictures or through the look at pictures or a short video (or look outside from a window with a grown-up) to. Engage learners to draw organisms in their natural homes. Solving
Strand 4: Forces and Energy — Sources and Forms of Energy
- Show
- Explain the terms hot and cold Ask learners: What types of things are usually hot? What types of things are usually cold? Display substances that are hot or cold (e.g. hot tea, ice cream, ice block, hot water, water at room temperature, cold water. Learners sort the items into hot and cold in groups. Show learners a hot item (learners should not touch) to differentiate it from warm items. Learners compare the samples in terms of warmth (by touching/feeling the provided samples). Learners talk about how we keep hot things hot and cold things cold for a long time. What will happen if an object is placed in the sun? Solving Manipulating, Predicting Communicating STANDARD INDICATOR AND
Strand 4: Forces and Energy — Electricity and Electronics
- Demonstrate
- Know the importance of electricity and identify common household appliances that require electricity to work Learners mention items in their homes that use electricity. Alternatively show them videos/drawings of items that use electricity. Put learners into groups and give each group flashcards of items that use electricity and those that do not. Assist learners to sort the items into two groups i.e, `use electricity' and `does not use electricity'. Let learners match the items mentioned with their functions, e.g. washing machine is the item used for washing, the item used to play music is the sound system. Guide learners through questioning to understand why all such appliances are connected to a source of electricity. Learners brainstorm on how daily living without electricity will affect our homes, schools and industries. Summarise lesson by explaining that electricity is a form of energy thus it enables electrical items to work. Learners talk about the importance of electricity in the home. Citizenship. Solving. Predicting Generating STANDARD INDICATOR AND
- Know examples of common electronic devices and their uses Display real or pictures of electronic devices such as mobile phones, wrist watches, cameras and torches. Let learners identify the devices displayed. Engage learners in an activity to match the devices with their uses. Assist learners to model any one electronic device of their choice using appropriate materials. (Blu tack, clay or cardboard). Solving Predicting Generating
Strand 4: Forces and Energy — Forces and Movement
- Know that
- Explain force as a pull or a push on an object Show pictures or ask learners to mention activities in the home and the community that involve a push or a pull, e.g. donkey pulling a cart, people pushing a car, people drawing water from a well look at pictures or a short video (or look outside from a window with a grown-up) to the classroom to participate in several games or activities involving pull or a push force, e.g. kicking and throwing of balls, pushing and pulling of boxes, tables and chairs and tug of war Learners observe the movement of things, e.g. leaves, plants, balloons and other materials under the influence of the wind. Pictures and videos can be used. Let them discuss other actions that will cause objects to move. Guide learners to brainstorm on why the pushed objects move Elaborate on learners' responses to explain that a push or a pull causes objects to move. Such a push or pull is termed as a force Engage children in drawing activities involving pushing and pulling e.g. a friend pushing an object Solving Predicting STANDARD INDICATOR AND
- Recognise
- Understand what simple machines are and cite common examples Engage learners in an activity to identify common machines in their homes and school. Assemble simple machines for learners to explore their uses in the home. Help learners to demonstrate the use of the provided machines for undertaking various tasks.eg opening bottles, picking up granules, etc. Elaborate on the importance of such machines on daily living. Summarise learners' responses by explaining that machines enable work to be done easier and faster. Engage learners to draw any of the devices of their choice. Precaution: Knives and other sharp objects should not be used in this lesson. Solving Manipulating Classifying
Strand 5: Humans and the Environment — Personal Hygiene and Sanitation
- Recognise the
- Explain the need for bathing and know how it is done Enquire from learners routine activities they engage in before coming to school. (Activities may include sweeping, bathing, brushing of teeth, washing of face etc. Lead learners to discuss the reasons for undertaking those activities (such as bathing) Assist them to talk about the number of times they bath a day and how their parents bath them Display a video/pictures showing the items used in bathing Present real items (e.g. soap, sponge, water, and towel) to learners to talk about them in groups Guide learners to talk about what will happen if they do not take their bath regularly In groups, learners present their ideas about what will happen if they do not bath Learners sing familiar songs and recite rhymes as they demonstrate the process of bathing using a doll Learners draw some items used for bathing and display them for discussion Solving Collaboration and Communication. Predicting Evaluating
- Recognise the
- Know the need for and how to clean the teeth Begin with a familiar song on cleaning the teeth. Ask learners to mention the items used in cleaning the teeth, e.g. toothbrush and toothpaste, chewing stick etc. Let learners watch an audio visual or pictures that show the right way to clean the teeth. Demonstrate the right method of brushing the teeth (moving the toothbrush in an upward and downward motion) in front of the class and ask learners to do same. Let learners individually draw and colour some items used in brushing the teeth and display their drawings for discussion. Learners talk about what will happen if they do not brush their teeth regularly. Solving Collaboration and Communication. Citizenship Evaluating STANDARD INDICATOR AND
- Recognise the
- Demonstrate understanding of the need for and how to wash the hands Lead learners through questions to come out with the importance of washing the hands Elaborate on their responses to introduce the topic "Hand-Washing" Learners discuss when to wash their hands. (The hands must be washed after look at pictures or a video of the toilet, before eating and after eating, after practical activity, after returning to the home from school or the playground) Ask learners to name items used in hand-washing, (soap and running clean water) Bring to the classroom, items used for hand-washing and demonstrate the washing of hands to learners, emphasizing washing under running/flowing water Engage learners in groups to demonstrate washing of hands Learners brainstorm on the possible health effects associated with failure to wash the hands properly Ask learners to draw illustrations of them washing their hands with water Solving Collaboration and communication Predicting Evaluating
- Appreciate
- Know that clean air and water are essential to human health look at pictures or a short video (or look outside from a window with a grown-up) and observe the things in the environment Learners talk about what they observed during the nature walk Show pictures of the natural and human features of the environment Engage learners to discuss what will happen to them if the environment is very dusty and unclean Brainstorm with learners on what will happen if they do not weed or keep their school, home and community clean. In groups learners present their ideas by explaining further why it is important to keep the environment clean. Learners compose songs on how to keep the environment clean and draw pictures to depict clean environments. Solving Collaboration and Communication Predicting Evaluating
Strand 5: Humans and the Environment — Diseases
- Know common
- Identify some common diseases that affect the skin and their causes Engage learners to watch pictures and videos or tell a story on common skin diseases Learners into groups name some common skin diseases that affect people in their communities, e.g. heat rashes, measles, eczema, ringworm, chicken pox etc. In groups learners share their ideas with the whole class Reinforce learners' ideas by writing all common skin diseases on the board Brainstorm with learners on the causes of common skin diseases Learners talk about the ways they can prevent skin diseases and role play some of the prevention scenarios Solving Collaboration and Communication
Strand 5: Humans and the Environment — Science and Industry
- Recognise the
- Identify technologies in the immediate environment and describe the impact of the technology on society Engage learners to watch videos or pictures showing technologies and their impact on the society Bring electronic devices such as toys, laptops, smart phones, watches, radio and DVD players to class Learners in groups discuss other technological equipment they see in their immediate environment and their accompanying functions, e.g. cars, drones, thermometers. Learners present their ideas in groups for discussion Ask learners to talk about what will happen if such technologies were absent in the society Guide learners to reshape their ideas and present key concepts on common technologies in the environment on the writing board Learners mention some technological devices and how these have impacted their lives In groups learners work to design and make simple technological devices of their choice using materials such as blu tack, clay, cardboard and paper. Solving Collaboration and Communication STANDARD PRACTICES AND
- Exhibit
- Identify foods that can be processed and preserved at home Ask learners to mention foods they ate in the morning and what was used to prepare the food. Provide samples of preserved foods such as roasted plantain, dried fish, smoked fish. In groups, let learners name vegetables, fruits and other types of food that can be preserved at home, e.g. okro, pepper, tomato, onions, ginger, cassava, yam, plantain. Learners talk about how food is prepared in their homes. Ask learners to tell how their parents preserve food at home. The food processing and preservation methods must include common ones such as smoking, drying, frying, roasting, baking and refrigeration. Solving Collaboration and Communication. Citizenship Classifying, Generalising
Strand 5: Humans and the Environment — Climate Change
- Understand that climate change is an important environmental issue facing the world today
- Describe the conditions of the weather look at pictures or a short video (or look outside from a window with a grown-up) and observe the weather and talk about whether they feel hot or cold. Guide learners to talk about other weather conditions, e.g. rainy, windy, sunny and cloudy. Show pictures or videos of different weather conditions and activities people do under different weather conditions. Learners talk about what they observe during different weather conditions: rainy, windy, sunny and cloudy. Let learners sing songs on the weather, e.g. rain, rain go away. Act a play on the lesson taught. Solving Collaboration and Communication. BASIC 2 BASIC 2
Basic 2
12 topicsStrand 1: Diversity of Matter — Living and Non-living Things
- Demonstrate
- Know the basic structure of plants (roots, stem, leaves, flowers) Observe pictures or watch a video on different plants Working in groups, learners uproot young plants from school surroundings with the assistance of the teacher and bring them to class Learners examine the plants in groups to identify the basic parts (roots, stem, leaves and flowers) Learners describe the basic physical features of plants (roots, stem and leaves and flowers) Teacher asks learners some questions: 1) which part of the plant is hidden in the soil? 2) Which part of the plant was seen above the soil? Learners sing songs, rhymes and poems relating to the topic. Teacher asks learners: what will happen if there are no plants in their community. Learners draw and label a plant NB: Build a stock of young plants for the activity. Paste a picture of a large plant in the class
- Understand the
- Describe the basic structure of animals (head, limbs and trunk) Learners watch videos or observe pictures of different animals Learners name some animals from the pictures Learners identify the basic parts of animals (head, limbs and trunk) Engage learners to draw animals of their choice Project: Learners design and mould animals of their choice and identify the basic parts of those animals (head, limbs and trunk). Learners explain why they chose to mould those particular animals
- Understand the
- Group things collected from the environment into living and non-living things Learners bring pictures of various living and non-living things. look at pictures or a short video (or look outside from a window with a grown-up) to observe and collect things from the environment. In groups learners work to sort out things into living and non-living things (based on the pictures and items collected from the environment). Learners give reasons for their groupings. Draw and colour some of the things collected. Project: Learners create some living and non-living things from materials such as clay, blu tack, cardboard or paper
Strand 1: Diversity of Matter — Materials
- Recognise
- Know the common properties of materials such as soft, hard, rough smooth, opaque, transparent, bendable Learners collect and bring a variety of everyday materials from the home, school and community. Materials should include items such as cotton wool, pieces of cloths, pieces of paper, cardboard, wood, plastics, polythene bags (coloured and transparent), soil samples, marbles (rough and smooth) chalk, crayon, pen, straws. Learners sort and group the materials based on texture (hard or soft), and size (big or small). Group materials into those that they can see through (transparent) and those that we cannot see through (opaque) with the teacher's assistance Provide materials that can bend, for learners to observe. Learners feel and draw materials that are hard, soft, smooth, etc. Learners display their drawings in class for discussion. Know that the properties of a given material enable it to be used for making certain products, e.g. clay is used for making pots because it can be moulded without breaking. Raffia palm is used for making basketry because it can bend easily. Project: Learners use different materials to create new items such as paper fans, toy cars, toy planes, cooking pans, hats and earthen ware. Solving Manipulating Classifying Evaluating STANDARD PRACTICES AND
- Know that
- Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
Strand 2: Cycles — Earth Science
- Recognise that
- Recognise the importance of some cyclic natural phenomena such as dry and wet seasons Learners recall events that occur and reoccur in a cyclic manner (day and night, merry-go- round). (Refer to Basic 1). Lead learners through poems, rhymes, games and discussions to introduce another cyclic event wet and dry seasons. Learners discuss what they like and don't like about the dry season. Talk about what they like and dislike about the wet season. Assess learners by asking them to draw and make posters on the dry and wet seasons and colour some human activities that take place during these times. Lead learners to think critically to identify problems related to wet or dry seasons and how such problems can be solved, e.g. how do people get water during dry season? How do people dry their clothes during wet season? What can be done to solve the problem of school compounds getting muddy during the wet season? NB: Assist learners to understand the concept of seasons. Solving Classifying Communicating Predicting Evaluating
- Recognise the
- Identify sources of light to the earth Learners mention sources of light at home and at the school. Assemble different sources of light (realia and pictures): stars, torch, lantern, lightning, fireflies, forest fires, light bulbs, candle light etc. Learners identify and draw sources of light in their environment. Sort and classify sources of light as artificial or natural. Learners talk about why and when we need light. Designs an activity to block light from a torch using a cardboard to illustrate the importance of light. Discuss with learners: What will happen if there is no light on earth? Citizenship
- Recognise water and
- Find out the qualities of good drinking water Learners mention the sources of water we drink and use in their homes and communities. Supply learners with samples of water from different sources, i.e. river, pond, well and bottled water. Caution: learners should not taste any of the water samples. In groups learners examine the water samples for the following: solid particles (using hand lens), colour and odour (smell). Each group presents their findings. Display to learners, samples of good drinking water and assist them to infer that good drinking water has no colour, and no odour and is free from solid particles Learners explain what will happen when they drink water that has particles, odour and colour in it
- Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
Strand 3: Systems — the Human Body Systems
- Recognise that
- Know the functions of the human body parts such as eyes, ears, mouth, nose arms, legs and hands Learners in a pair share activity observe their friends critically and talk about the parts they see. Learners engaged to watch an animated video or listen to an animated song or show a picture of the parts of the human body. (Head, neck, eyes, nose, mouth, stomach, legs). Learners talk about the song or biological uses of the human body in pairs - video and discuss the uses of the parts of the body. In groups learners brainstorm and talk about what will happen if some parts of the body are absent or not working well? Learners to present and explain their group ideas orally and/or written. Write the main biological functions of the human body parts being discussed. Learners draw and colour any two parts of the body. Note: Counsel any physically challenged child before the lesson
Strand 3: Systems — Solar System
- Show
- Identify the sun as the main source of light and warmth on earth Learners engaged with these questions: What does the sun look like? Where is the sun located? Do you feel warmer or colder when the sun is out? Why is the sun important to us here on Earth? In groups learners discuss and present to class what they use the light and the warmth from the sun for. Learners brainstorm on how life without the sun will be. Draw a picture of the sun and colour it. Solving
Strand 4: Forces and Energy — Sources and Forms of Energy
- Demonstrate
- Identify everyday applications of energy Learners perform various activities involving the use of energy, e.g. jumping, clapping, pushing objects, walking, switching on the lights etc. in the classroom. Learners find out what helps them to perform the activities mentioned Learners watch pictures or videos on people doing activities involving energy. e.g. a person pounding "fufu", riding a bicycle, fetching water from a well, switching on light, playing music, etc., to reinforce the use of energy Learners explain what happens to a person who does not eat food for a long time. Summarise the lesson by explaining that energy is what gives learners and everybody the strength to do everyday activities Create a poster of a person engaging in an activity that uses energy, e.g. pushing an object, a farmer weeding, fishermen paddling a boat, and display them for discussion. NB: Engage learners in more activities to demonstrate the application of energy Citizenship
- Show
- Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
Strand 4: Forces and Energy — Electricity and Electronics
- Demonstrate
- Safety: touching bare or naked electrical wires and climbing an electricity pole are very dangerous. Never do them
- Know the
- Investigate the function of batteries in electronic devices Learners mention common examples of household electronic appliances. Provide learners with electronic toys that operate on batteries. Learners discuss how the toys will behave without the battery Engage learners in an activity to match some named electronic appliances with their uses. In groups, learners discuss other gadgets in the home that use batteries. Assist learners to draw and colour any one electronic gadget of their choice. Learners build a paper circuit using a graphite pencil, battery and LED
Strand 4: Forces and Energy — Forces and Movement
- Know that
- Discover the effects of forces on objects Provide different scenarios to let learners know that forces cause objects to move or stop
- E.g. kicking a ball, pushing a chair or pulling a rope etc Learners engaged to do the following activities: scrambling of paper and metal foils, pushing objects in the classroom, squeezing empty plastic bottles etc. Learners talk about the activities they performed. Emphasize the effects of forces on objects, e.g. changing shape, making it move, changing the direction of movement and reducing the speed of a moving object. Solving
- Recognise some
- Identify simple machines used for specific work Display simple machines, e.g. pair of scissors, bottle openers, forceps, claw hammer, screw driver, etc. Learners in groups identify the simple machines displayed Demonstrate how to use simple machines to learners Provide learners with the following: a piece of cloth, a nail stuck in wood, a bottle of soft drink, a screw in a piece of wood Learners identify and use specific simple machine for removing bottle tops, cutting a piece of cloth, removing a nail stuck in wood and removing screw from a piece of wood Individually or in groups, learners draw their favorite simple machines and colour them. Show video and pictures of simple machines in their everyday life. Learners create simple machines from cardboards Ask learners the machines they will use to do the following activities: weeding, sweeping, digging, tightening a bolt and knot, and explain why
Strand 5: Humans and the Environment — Personal Hygiene and Sanitation
- Recognise the
- Explain how to keep the body clean and describe why it is important Learners sing songs, tell stories, and recite poems and rhymes on personal hygiene. Let learners mention some activities they undertake with their fingers and explain to them why it is important to keep the finger nails clean. Learners demonstrate how to use items for trimming of hair and nails correctly. Learners explain why they will not share their personal effects with friends. Find out from learners what will happen if they leave their finger nails and hair to grow without cutting or trimming them regularly
- Know the need for keeping classrooms and school compound clean They observe the ceiling, windows, floors and their sitting areas within the classroom and communicate their findings. Learners tour the school compound and tell whether it is a clean or dirty compound. Learners discuss the need to keep the classroom and school surroundings clean to avoid sickness, to destroy the hiding places of mosquitoes, snakes, wall geckos and to ensure good ventilation. Solving Collaboration and Communication. Solving Collaboration and Communication Practices Evaluating
Strand 5: Humans and the Environment — Diseases
- Know common
- Identify causes and prevention of ringworm Show pictures of people suffering from ringworm. Guide learners to bring out possible causes of ringworm and other skin diseases such as eczema. Discuss the modes of prevention of skin diseases such as good personal hygiene and not sharing personal items with infected persons. Ask learners to compose a rhyme or song on the prevention of ringworm
- Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
Strand 5: Humans and the Environment — Science and Industry
- Recognise the
- Identify the technological devices used in the community and describe their impact Prior to the lesson, give learners an assignment to investigate how people communicated, travelled, sought medical care, etc. in the olden days (in the absence of modern-day technological inventions) Engage learners to communicate their findings based on the investigations Learners name some technological devices they see in the school, at home, in the market places, hospitals, mosque, churches, bus stations, airport, etc. Present some products of technology that can be seen in the community to learners, e.g. mobile phones, computers, school bag, sewing machines and fan Facilitate a session where learners operate some common devices such as mobile phones, laptops, toy cars etc. Let learners brainstorm to find out what will happen if there were no modern technological devices in the community Ask learners to draw a technological device that will improve their communities in future. Solving Collaboration and communication Evaluating
- Exhibit
- Know the ways foods are processed for consumption Let learners draw and display the foods they eat every day. Ask learners to state why food must be processed before it is consumed. In groups learners discuss ways of processing foods for consumption. e.g., roasting, frying, and boiling, and communicate their ideas to the whole class. Present samples of raw food stuffs to learners and let them talk about how they can process them for consumption. Emphasize on key processing methods such as washing, boiling, frying, baking, roasting etc. NB: Assign learners to find out how foods are processed for consumption in their communities before the lesson. Solving Collaboration and Communication. Generating
Strand 5: Humans and the Environment — Climate Change
- Know that
- Look at pictures and learn how to stay safe: water like rivers, ponds and the sea is dangerous to go near alone
Basic 3
14 topicsStrand 1: Diversity of Matter — Living and Non-living Things
- Show
- Classify living things into plants and animals by their life processes Learners watch pictures and videos on living things Learners collect and display cut-out pictures or flash cards of plants and animals Learners sort the living things into plants and animals through an activity. Draw two large circles and let learners place living things into different circles for plants and animals based on their life processes. Produce more materials for different activities Solving Collaboration and Communication Predicting, Analysing Evaluating
Strand 1: Diversity of Matter — Materials
- Recognise
- Identify the uses of everyday materials and link the uses to their properties Show learners pictures and videos of common materials e.g. wood, plastics, paper, metals, leather, cotton, etc. Learners collect everyday materials in their environment e.g. wood, plastics, paper, metals, leather, cotton, etc. and bring them to class. Learners use think-pair-share to discuss the uses of the materials collected. Brainstorm with learners to come out with the uses of the materials in relation to their properties, e.g. metals are used for making car bodies because they are hard, plastics are used for making bottles, buckets, bowls because they can be moulded into different shapes Engage learners in an activity to match some products such as buckets, cups, books, tables with their material sources such as metals, clay, glass, wood, plastics. Provide a lot of materials for the learners to do more activities. Solving Collaboration and communication. Predicting, Analysing Evaluating STANDARD PRACTICES AND
- Recognise
- Demonstrate understanding that an object is made of one or more materials Display objects such as computer, football, clothes, mobile phone, pencils etc. Provide materials such as glass, plastics, wood, metals etc. Assist learners to identify that an object such as computer is made up of materials such as plastics, glass and metals. Engage learners to give examples of objects and the materials used to make them Do more activities with learners to build the concepts of objects and materials. Solving Collaboration and communication
- Understand
- Describe a solid-liquid mixture and explain how to separate the components Provide solid and liquid substances e.g. water, sand, iron filings, powdered charcoal etc. Learners in their groups, add sand to water or any solid to a liquid. Learners observe and come out with their findings on the components of the mixture. Learners describe solid - liquid mixtures and how the components can be separated. Learners in groups, discuss the uses of solid-liquid mixtures in everyday life. Project: Assist learners to separate solid-liquid mixtures, e.g. gari and water, sand and water, salt solution. Solving Collaboration and Communication
- Know that
- Explain how substances change state between solid, liquid and gas Learners watch pictures and videos of solid, liquid and gaseous substances. Provide learners with solid and liquid substances such as shea butter, water, candle wax, ice Learners identify the physical states of the materials provided. Heat water for learners to observe how it changes to gas and cools down from gas to water (from liquid to gas and back to liquid). Engage learners to melt Shea butter and candle wax and let them observe how they change from solid to liquid and liquid to solid. Elaborate on their ideas to explain how substances change state. Note: No new substance is formed from the activities. Share with learners, some everyday occurrences in which no new thing is formed. Solving
Strand 2: Cycles — Earth Science
- Recognise that
- Describe some cyclic events like day and night, wet and dry seasons and their intervals/periods Prior to the lesson, task learners to find-out some different cyclic events from their homes (This should include day and night, wet and dry seasons, going to school, Independence Day celebrations, cultivation of crops [e.g. maize] and others). Learners mention the importance of some cyclic events Guide learners to identify some activities associated with each event Learners draw any of the cycles e.g. day and night, wet and dry seasons Collaboration and Communication. Citizenship Communicating Evaluating
- Recognise the
- Know the importance of the sun to the earth Begin by discussing with learners the role of the sun and its importance to life on earth. Ask the following questions: (a) what is the sun? (b) What are some of the ways through which the earth benefits from the sun? Learners perform outdoor activities to illustrate the importance of the sun. Guide learners to know other major uses of the sun to the earth. Learners outline everyday uses of the sun. Evaluate the lesson by asking learners to draw a picture showing one benefit of the sun to life on earth (drying of clothes). Collaboration and communication citizenship Communicating Evaluating PRACTICES AND
- Show
- Identify the types of precipitation (rain, snow, hail, sleet) and describe the differences among them Explore the previous knowledge of learners on this topic, e.g., learners know of iced water, `ice block' and rainfall. Provide learners with cut-out pictures or videos of the other forms of precipitation (snow, hail, sleet, these may be foreign to them. Learners examine the pictures and communicate their ideas on the different types of precipitation. Guide learners to explain each term. For example: Sleet is ice pellets that fall from clouds. Assist learners to build vocabulary on precipitation. With the aid of flashcards, learners work in groups to match pictures showing different types of precipitation with their correct names. Learners draw a picture showing a rainy day. Project: Assist learners to undertake an activity to create artificial rain in the school. Collaboration and communication citizenship Communicating Evaluating
- Recognise water
- Identify things that make water impure Provide learners with cut-out pictures showing how water is polluted. This should include leakages, flooding during rainy season which carries waste deposits into water bodies, Industrial waste dumped into water, mining, littering, pesticides application, fertilizer application, house hold chemicals, improper disposal of animal wastes. In groups, learners observe the pictures and communicate their ideas on what makes water impure. look at pictures or a short video (or look outside from a window with a grown-up) and observe littered parts of the community to identify things that make water impure. Ask learners what will happen if they drink impure water
- Describe the properties of air Learners answer the following questions: What is air? Where does air come from? Can you see and touch air? What shows that there is air present in this classroom? Perform a simple demonstration on the properties of air, e.g. air has mass, occupies space, made up of more than one gas, pulls and pushes objects. Learners demonstrate how to make more air enter their classrooms in groups. Let each group present their findings. Collaboration and communication citizenship Communicating Evaluating
Strand 3: Systems — the Human Body Systems
- Recognise that different parts of the human body work interdependently to perform a specific function
- Explain that the external parts of the human body work interdependently to perform a function Engage pupils in songs on the various parts of the body, e.g. head, shoulders, knees and toes, show me your head, my head, my shoulders my knees, my toes. Learners brainstorm on how the various parts of the human body support each other to perform various functions, e.g. assuming a dog is barking towards you, how do the eyes, ears, feet help you to recognise danger and escape? Learners engage in various activities (skipping), playing football and explain how the various parts of the body contribute to undertake the activity successfully. NB: The key lesson for learners is to appreciate the fact that every part of the body is important and must be taken care of. Solving Collaboration and communication. Evaluating
Strand 3: Systems — the Solar System
- Show
- Know the sun, earth and moon as parts of the solar system Show learners pictures, charts or drawings of parts of the solar system containing the sun, earth and moon. Engage learners in a recital of the poem "I see the moon, and the moon sees me". Assist learners to identify the sun, moon and earth in the pictures. Guide learners to mention the uses of the sun and moon. Assist learners to know that the earth moves around the sun, and the moon moves around the earth. Engage learners in an activity to role play the movement of the earth around the sun, and the moon around the earth Learners in groups make a model of the solar system showing only the sun, earth and moon. Solving Collaboration and Communication Classifying Predicting Evaluating
Strand 3: Systems — Ecosystem
- Show
- Look at pictures and learn how to stay safe: water like rivers, ponds and the sea is dangerous to go near alone
Strand 4: Forces and Energy — Sources and Forms of Energy
- Demonstrate understanding of the concept of energy, its various forms and sources and the ways in which it can be transformed and conserved
- Know that light is a form of energy Ask learners to talk about light and where light comes from. Engage learners to do the following activities: closing and opening the windows and doors of their classroom, switching on torch or lighting a candle to look for an object in a dark room, switching on the light in the classroom etc. Learners talk about their experiences based on the activities performed. Ask learners what will happen if there were no light on the earth. Assist learners to understand that light is a form of energy that helps us to see. Evaluating Classifying
- Show
- Know heat as a form of energy and identify some sources of heat Learners rub their palms together vigorously for a while and after that touch their cheeks with their palms. learners describe how they feel in their palms when they touch their cheeks. Ask learners to come out with other processes that can generate heat. e.g. lighting of fire, charging a laptop, charging a mobile phone, a bulb/light that is switched on for a long time. Learners talk about heat as a form of energy. Assist learners to mention some sources of heat energy. e.g. the sun, a lighted stove, lighted charcoal. Manipulating Communicating STANDARD
Strand 4: Forces and Energy
- Know everyday uses of heat
- Know everyday uses of heat Review previous lesson on heat energy and ask learners to cite everyday uses of heat energy in the home. e.g. for ironing, food preparation and preservation, heating of water. Through think-pair-share, ask learners to mention one application of the use of heat energy by the following professions, farmers, nurses, hair dressers, blacksmiths, tailors and seamstresses. Ask learners to explain why farmers need heat. Precaution: Let learners observe safety whilst dealing with hot substances. Manipulating Communicating
Strand 4: Forces and Energy — Electricity and Electronics
- Demonstrate knowledge of generation of electricity, its transmission and transformation into other forms of energy
- Identify different sources of electrical energy Before the lesson, let learners investigate to find-out where they get electricity for their home and school. e.g. Aboadze Thermal Plant, Akosombo and Bui Hydroelectric plants. Learners listen to a story on the history of how electricity was first produced. Learners watch a video or look at a poster on how electricity is produced from various sources. E.g. batteries, solar, hydro, thermal and generators. Learners demonstrate how to produce electricity from simple sources such as dry cells (batteries) to light a torch or a lamp. Ask learners to discuss the sources of the electricity they use at home Predicting
Strand 4: Forces and Energy — Forces and Movement
- Know that
- Explain force and demonstrate how it causes movement Review previous lesson on forces and their effects with learners from B2. Ask learners the following questions: What is force? How is force described? What forces do you observe in everyday life? Learners engage in simple demonstrations on how forces cause movement. (1) Rubbing pens in the hair and using it to pick pieces of paper. (2) Using a magnet to attract iron nails or pins. (3) Throwing stones into water in a bucket will cause the water to shake. (4) Push a toy car down on the floor. Citizenship Solving Manipulating Evaluating
- Recognise
- Demonstrate how to maintain and care for simple machines Assemble simple machines commonly used in the community such as a pair of scissors, knife, bottle opener, tin cutter, and hammer. Learners identify the simple machines provided and talk about their uses. Engage learners to mention how simple machines are maintained and stored in their homes. Assist learners to undertake some basic maintenance practices such as oiling, removing dirt and greasing, using them for the correct purpose, keeping them safe from water, etc. Citizenship Solving Manipulating
Strand 5: Humans and the Environment — Personal Hygiene and Sanitation
- Recognise
- Describe ways of keeping the environment clean Provide samples of common cleaning equipment such as brooms, mops, dusters and detergents Begin by asking learners this question: What do you do to keep the home and school clean? Learners brainstorm in groups to come out with the different ways of keeping the home and school clean Learners present their ideas to class and compose a song on cleanliness Present learners' ideas on the writing board and reshape learners' ideas by providing more details on different ways of keeping the environment. E.g. sweeping, weeding, scrubbing, etc. Learners draw pictures showing ways of keeping the environment clean Engage learners in an activity to clean selected parts of the school environment NB: Learners must use nose masks when sweeping or dusting. Solving Collaboration and Communication. Communicating Generating, Classifying
Strand 5: Humans and the Environment — Diseases
- Know
- Know how common skin diseases can be prevented Ask learners to pantomime or act out how they bath and talk about how regular bathing can prevent skin diseases. Learners watch pictures and videos on common skin diseases and their prevention. Learners engaged to discuss and name some common skin diseases i.e. rashes, eczema, ringworm. Learners share their personal experiences or stories on getting skin infections. Discuss how common skin diseases can be prevented and let learners present their answers. Re-shape learners' ideas, stressing that it is good to seek medical attention to stop the spread of skin diseases.. Solving Collaboration and Communication. Generating, Classifying, Planning, STANDARD
- Know
- Explain the term air-borne diseases and give examples Begin the lesson with a song, rhyme or poem on air-borne diseases, e.g. I have a little cough Sir. Learners in groups name and discuss some common air-borne diseases. e.g. cold, cough, measles, chicken pox and rashes. Brainstorm with learners to bring out the meaning of the term `air-borne disease' Summarise learners' ideas and reinforce the concept of air-borne diseases. Learners in a class discussion, find out the effect of unclean/contaminated air. Learners investigate the effects of smoking cigarette on the health of a person and communicate their findings. Collaboration and Communication. Communicating Generating Classifying Planning Evaluating
Strand 5: Humans and the Environment — Science and Industry
- Exhibit
- Describe the ways foods get spoiled Learners watch pictures and videos on ways by which food get spoilt. Demonstrate an activity to show how food gets spoilt. E.g. bread, kenkey fish etc. Learners in groups to discuss ways by which food gets spoilt. Engage learners to present their ideas in groups to the whole class. Tabulate group responses and reshape learners' ideas. Ask learners to brainstorm on what will happen if they eat spoilt food. Learners dramatise or tell a story about a child who ate spoilt food. NB: This indicator should not cover micro-organisms. Thinking and Problem Solving Collaboration and Communication Generating, Analysing, Evaluating
STRAND 5: HUMANS AND THE ENVIRONMENT — Climate Change
- Know that
- Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
Basic 4
14 topicsStrand 1: Diversity of Matter — Living and Non-living Things
- Understand
- Classify animals into insects, birds, mammals and reptiles Learners look at pictures or a short video (or look outside from a window with a grown-up) and observe and record names of different kinds of animals in their community or show videos and pictures of different kinds of animals. Learners talk about the different animals based on their limbs, body covering, height, shape, size, where they live, how they move, what they eat. etc. Provide flashcards of many different animals to learners in groups. Assist learners to sort the pictures into insects, birds, mammals and reptiles and produce animal classification cards or tables. Learners display and do presentations on their group work. Learners to give reasons for their classifications. Ask Learners to identify things which are common to all the different kinds of animals. Assist learners to mould different kinds of animals using suitable materials (such as blu tack, clay, cardboard etc.). Learners draw different kinds of animals (insects, birds, mammals and reptiles)
- Know life processes of animals (movement, nutrition and reproduction) Learners observe videos and pictures depicting movement, nutrition and reproduction in animals. Learners describe how various animals (insects, birds, reptiles and mammals) move, feed and reproduce. Learners role-play or pantomime movement and nutrition of animals. In groups, learners discuss the importance of movement, nutrition and reproduction to animals. NB: Teachers should collect and preserve some common animals for presentation
- Understand
- Describe the physical appearance of different types of plants (trees, shrubs climbing, creeping) look at pictures or a short video (or look outside from a window with a grown-up) and observe different types of plants. Pictures and videos can also be used. Learners describe the physical features of different types of plants (in terms of their structure and size). Project: Learners create a plant album of different types of plants. (shrubs, trees, climbing and creeping plants)
Strand 1: Diversity of Matter
- Understand
- Describe the physical features of mammals, reptiles, insects and amphibians Learners observe mammals, reptiles, insects and amphibians through videos and pictures (or relevant specimen such as frogs, lizards, cockroaches). Learners are guided to use think pair-share to identify and discuss the animals they have observed. Learners describe the physical features of the animals stated in terms of their limbs, body covering, height, shape, size, where they live, how they move and what they eat. Learners, in a matching activity, use flashcards to match specific animals with their identified physical features
Strand 1: Diversity of Matter — Materials
- Understand
- Identify a liquid-liquid mixture and describe how to separate its components Display different types of liquids for learners to observe, e. g. water, kerosene, cooking oil, milk, soft drinks, etc. Task learners to identify the liquids provided. In groups, learners mix liquids of the same kind, different kinds and then observe and record their findings, e.g., vinegar and water, palm oil and water, etc. Engage learners in discussion to describe the different types of liquid-liquid mixtures. [Those which are able to mix uniformly (miscible liquids) and those which are not able to mix uniformly (immiscible)]. Project: Separation of a mixture of immiscible liquids. Learners investigate to separate a mixture of immiscible liquids such as cooking oil and water. NB: This activity can be undertaken with the aid of a separating funnel or an improvised version of it. Do not bring liquids that are flammable or poisonous to class for this lesson
Strand 2: Cycles — Earth Science
- Recognise
- Demonstrate understanding of cyclic movements in the environment Guide learners to build a pendulum (a ball hanging on a string) and let them observe the swinging motion. Learners observe the following movements: (1) the second hands on an analogue clock (2) merry-go-round (3) a swinging pendulum, (4) movement of their limbs during walking. Assist learners to come out with one thing that is common to all the movements. Project: Life Cycle of a Maize Plant Learners investigate the life cycle of a maize plant and report on their findings
- Recognise the
- Identify the objects in the sky during day and night Ask learners to look at pictures or a short video (or look outside from a window with a grown-up) to the classroom and: (a) name the objects in the daytime sky; (b) identify the objects in the night time sky; (c) identify the differences and similarities in day and night sky, (d). answer the question: what happens to the sky in a 24-hour cycle? Learners draw Venn diagrams (2 circles then another circle overlapping the two) and put in them the things they see in the night sky, day sky and then in both skies and display their work on the classroom walls. Learners write about the importance of the things they see in the skies. Evaluating
- Show
- Demonstrate the process of evapotranspiration Guide learners are guided to breathe out or blow air onto a transparent surface, e.g. a glass or plastic bottle and share their observations. Explain to learners that just as humans release water vapour when they respire, so do plants when they transpire. Put learners into groups and give each group a young potted plant, plastic wrap bag and a rubber band to undertake the following activities: (1) Let learners examine the surface of the leaves of the plants and mop off any water droplets on the leaves. (2) Tie the plastic wrap bag around the plant up to the stem and leave it for an hour. (3) Observe both plant and plastic wrap surfaces. (4) Let learners report on what happens
- Recognise
- Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
Strand 2: Cycles — Life Cycles of Organisms
- Demonstrate
- Examine some common seeds and how they germinate Review learner's knowledge that seeds can germinate with or without soil. This activity will take some days. NB: It is a repeat of the B3 activity but this time, the focus is on the process of germination. Learners will work with beans or maize seeds. Learners first observe the dry seed coat, then when it absorbs water to swell rapturing of seed coat, sprouting of the root, sprouting of the stem and seed leaves, the elongation of the root and stem. Learners follow the process and write reports. NB: Report should include diagrams of each stage of germination. Evaluating Manipulating, Observing, Analysing, Evaluating, Recording
Strand 3: Systems — the Human Body Systems
- Recognise that
- Know the organs of the digestive system and their functions Show videos, pictures and models of the digestive system. Learners keenly observe the organs of the digestive system. Explain to learners the functions of the various organs in the digestive system. Draw a diagram of the digestive system and cut out the various parts of the system into flash cards. Learners randomly pick the parts of the digestive system on flashcards. Learners build the digestive system by arranging the parts in an orderly manner as they appear in the digestive system. Engage learners in an activity to role-play the various parts of the digestive system and their functions, with the aid of flashcards. Manipulating Generating Communicating
Strand 3: Systems — the Solar System
- Show an
- Explain that the sun is at the centre of the solar system Present learners with a chart, model or video showing the solar system. Draw the solar system, using different colours to illustrate the different bodies. Guide learners to role-play the stars, planets and satellites in the solar system (different learners assume and role-play the sun, the earth and other planets in the solar system). Present the chart of the solar system and help learners identify the sun as being at the centre of the solar system. Learners are guided to identify the benefits of the sun to the solar system. Project: Learners mould stars, planets and satellites in the solar system. Designing Experiment Planning
Strand 3: Systems — Ecosystem
- Show
- Explain the concept of ecosystem Learners role-play a typical family setup, showing how everyone is interdependent. Learners identify the role of each member of their family, e.g. father, mother, siblings. The key lesson is to understand that everybody in the group is important and depend on one another. Teacher mentions a habitat and the learners mention which plants, animals, and other organisms live there (Use games). Show pictures and videos of forest settings having trees, grass, a stream, soil, fishes, rodents, frogs, etc. to explain to learners what an ecosystem looks like. Learners discuss the importance of every element/member of a given ecosystem, e.g. frogs, weeds, soil and fish in a pond. Brainstorm with learners to come out with responses to what happens when a member of the system is removed. Assist learners to realise that it causes imbalance in the ecosystem. Relate the concept to everyday life, e.g. the destruction of the forest through galamsey and the felling of trees bring about imbalances in the environment. Learners cite examples of ecosystems in their community and suggest ways of preserving them. Citizenship Solving Manipulating Predicting Communicating
Strand 4: Forces and Energy — Sources and Forms of Energy
- Demonstrate
- Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
Strand 4: Forces and Energy — Electricity and Electronics
- Demonstrate
- Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
- Demonstrate
- Describe ways of conserving electricity Learners explain why their parents put off the lights, television and other electrical appliances when leaving the house in the morning. Discuss with learners what happens when electrical gadgets such as heaters and pressing irons are left on when leaving the house. Learners work in groups to discuss activities that contribute to wastage of electricity. Based on their responses, facilitate a discussion on ways of conserving electricity. Learners present their ideas to class for discussion. Project: Monitoring electricity consumption in the home and at school. Learners record the amount of electricity consumed in their homes or at school over a period of three (3) months and report on their findings. Citizenship Solving
- Know the
- Identify the basic components of electronic circuits Learners are put into groups and each group is provided with connecting wires, batteries (dry cells), switches and LEDs (of different colours). Learners are assisted to identify the various components provided. Learners observe a demonstration on how to connect the components to light the LED. Learners are guided to connect the components to make the LED produce light. Engage learners to discuss the use of each component Learners draw the circuits they have connected. Learners suggest other materials that can be used in the absence of the connecting wire. Learners act as electrons flowing in a circuit through the classroom. Learners act out the role of various components (resistor, capacitor, etc) in the circuit. NB: Build a stock of electronic components from discarded electronic gadgets such as radio and TV sets. Solving Manipulating Communicating
Strand 4: Forces and Energy — Forces and Movement
- Know that
- Demonstrate understanding of elastic and compressional forces and their everyday applications Learners bring catapults, rubber bands, springs and bicycle pumps to class. Guide learners to demonstrate different effects of forces, e.g. by kicking a ball in different directions, pushing a table, crumpling a piece of paper or stopping a moving toy. Engage learners in activities to demonstrate elastic and compression forces using the materials brought to class. Learners to discuss how elastic and compressional forces are applied in everyday life. Citizenship Solving Manipulating Predicting Communicating
- Recognise some simple machines used for making work easier analyse their advantages and know their uses
- Identify levers, pulleys, inclined planes as classes of simple machines and cite some common examples Lead learners to look at pictures or a short video (or look outside from a window with a grown-up) to various workplaces where levers, pulleys or inclined planes are used in their work or show pictures of different classes of simple machines. Learners talk about their experiences on the visit. Learners are shown examples of simple machines (screw drivers, pliers, scissors, wheel barrow, shovel, hammer, spanners, axe, rake, cutlass, hoe, mattock, crowbar, claw hammer, screws, wooden board, to identify and classify them as levers, pulleys or inclined planes). Learners demonstrate proper ways of using simple machines. Project: Design and Make Simple Machines Learners design and make simple machine of their choice from suitable materials such as bamboo, wood, cardboard, plastics, paper and straws
Strand 5: Humans and the Environment — Personal Hygiene and Sanitation
- Recognise the
- Know how to care for one's self and the environment Learners brainstorm in groups and share ideas with the whole class on what they do to maintain personal hygiene. Learners write their ideas on flashcards (ideas may include bathing twice daily, cleaning the teeth, cutting their finger nails, washing their towels, sweeping their classrooms, etc.). Brainstorm with learners on what will happen if they do not take good care of their bodies. Learners are assigned to investigate materials that can be used to enhance personal hygiene (to brush the teeth, clean the armpit or bath)
- Describe ways of sustaining the environment through waste management Learners watch pictures and videos on how to sustain the environment, including separating waste. Engage learners in groups to mention the types of waste they produce in the home and at school, e.g. paper, rubber, bottles, etc. Write learners' ideas on the board and let them brainstorm on what will happen if the wastes they produce are not separated. Evaluate learners by asking them to perform individual tasks, e.g. by writing down four practical ways of sustaining the environment. Project: Design Litterbins to hold different forms of waste. Learners make or mould litterbins and other equipment from suitable materials for holding different types of waste. Collaboration and communication. Predicting Evaluating Solving Generating
Strand 5: Humans and the Environment — Diseases
- Know
- Identify causes, symptoms and prevention of measles Learners watch pictures, videos or charts on causes, symptoms and prevention of measles or invite a health personnel or School Health Education Programme (SHEP) coordinator to give a talk on measles. In pairs, learners answer the following questions based on the pictures and videos: (1) What causes measles? (2) What are the symptoms of measles? (3) What should be done if someone is exposed to measles? (4) What are the ways of preventing the spread of measles? Project: Learners develop concept maps to show the causes, symptoms and prevention of measles. Learners develop posters to talk about how they can prevent measles
- Demonstrate understanding of the causes, symptoms and prevention of food-borne diseases Learners watch pictures and videos on causes, symptoms and prevention of food borne diseases. Invite a health personnel, SHEP coordinator or personnel from the Food and Drugs Authority (FDA) to give a talk on food-borne diseases. In pairs, let learners respond to the following questions: (1). What causes food-borne diseases? (2). What are the symptoms of food-borne diseases? (3). What should be done if someone contracts a food-borne disease? In pairs, learners give examples of food-borne diseases in their localities, i.e. cholera, diarrhoea, typhoid fever, etc. Learners predict what will happen when someone contracts a food-borne disease. Evaluate learners by asking them to prepare posters on the prevention and control of food-borne. Collaboration and communication. Predicting Evaluating Collaboration and communication. Evaluating Generating
Strand 5: Humans and the Environment — Climate Change
- Know that
- Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
Basic 5
14 topicsStrand 1: Diversty of Matter — Living and Non-living Things
- Understand the
- Know the life processes of living things (growth, sensitivity to the environment, respiration and excretion) Learners look at pictures or a short video (or look outside from a window with a grown-up) to the classroom to observe and identify various living and non-living things and discuss their observation. Engage learners to watch pictures or animated videos of different living things (e.g. birds, insects, trees, reptiles, mammals, etc.) and comment on them. Ask learners to identify the names of the living things from the video. Use relevant examples and illustrations to demonstrate or explain sensitivity, respiration and excretion as life processes. Learners go on a nature walk to observe sensitivity in the mimosa plant when touched. Assist learners to understand growth by observing a seedling and a mature plant of the same kind. Let learners breathe air in and out to demonstrate respiration. NB: Plants show movement within their parts and animals move from place to place. Project: Learners plant a seed and observe its growth pattern. Solving Evaluating
- Demonstrate
- Compare the differences among things that are living, dead and things that have never been alive Assemble living things (e.g. plants, insects, etc.), non-living things (e.g. firewood, pencils, paper, etc.) and things that have never lived (rocks, soil, water, etc.) for class activities. NB: Wear protectives when gathering specimen. Learners observe and comment on the samples. Learners, in an activity, classify the provided specimen as (1) Things that are alive (2) Once alive or (3) Never been alive. Learners are guided to compare the differences among things that are alive, once alive or never been alive. Learners explain why they (learners) are classified as living things. Solving Evaluating
Strand 1: Diversty of Matter — Materials
- Recognise
- Classify everyday materials based on their properties (soft, hard, rough smooth, opaque, transparent and bendable) Learners are asked to collect and bring a variety of everyday materials from the home, school and community. Examples should include cotton wool, pieces of cloth, pieces of paper, cardboard, wood, plastics, polythene bags (coloured and transparent), soil samples, marbles (rough and smooth) chalk, crayon, pen and straw. Learners are assisted to sort and group the materials based on texture (hard or soft), and size (big or small). Demonstrate by assisting learners to group materials into those that we can see through (transparent) and those that we cannot see through (opaque). Learners sort the materials into those that can bend and those that cannot bend. Learners feel and draw materials that are hard, soft, smooth, etc. Learners are tasked to display their drawings in class for discussion. Learners are assisted to know that the properties of a given material enable it to be used for making certain products, e.g. clay is used for making pots because it can be moulded without breaking. raffia palm is used in basketry because it can bend easily. Learners work in groups to classify different materials based on various similarities and differences. Project: Learners use different materials to create new items such as paper fans, toy cars, toy planes, cooking pans, hats and earthenware pots and bowls and exhibit their work. Manipulating Evaluating Classifying
- Know that
- Know that some changes are reversible, while others cannot be reversed Provide substances such as candle wax, shea butter, water, paper and a source of heat. In groups learners undertake the following activities (e.g. melting of candle wax, melting of ice, melting of shea butter, heating of water, crumpling of paper, melting of plastics, burning of paper, burning of wood, etc.). Learners, in their groups, talk about their observations. Assist learners to classify the activities as (1) lead to the formation of a new thing, (2) no new thing formed. Assist learners to understand that changes where no new thing is formed are reversible, while changes where new things are formed are usually not reversible. NB: Hazardous chemicals and solutions should not be used. Manipulating Classifying STANDARDS INDICATORS AND
- Understand
- Demonstrate formation and separation of mixtures (solid-liquid and liquid-liquid mixtures) Display some solid and liquid substances for learners to observe, e.g. water, common salt, vinegar, sugar, sand, cooking oil and soft drinks. Put learners in groups and ask them to add each of the substances to a separate quantity of water whilst stirring and observe what happens. Learners describe the material combinations they have produced, i.e. as solid-liquid mixture, liquid-liquid mixture or a solution. Learners find out the difference between a mixture of sand and water and a mixture of salt and water. Learners also differentiate between the mixture of water and soft drink and the mixture of water and cooking oil. Put learners into groups to demonstrate how to recover the salt from the salt solution. Assist learners to separate different solid-liquid mixtures and liquid-liquid mixtures using separation methods such as filtration, evaporation, sieving and use of separating funnel. Project: Separation of solid- liquid mixture Learners separate a mixture of sand and water using appropriate materials. NB: Improvised separation equipment can be used to effectively separate various mixtures Manipulating Generating Reporting
Strand 2: Cycles — Earth Science
- Recognise
- Know how day and night are formed Assemble materials such as polystyrene (plastic) balls, football, ice-cream stick, torch, pen and globe. Learners are assisted to understand the terms, rotation and axis using a ball. Explain how the motion of the earth causes day and night, with the aid of a globe. Learners observe a demonstration of day and night, using appropriate materials
- E.g. globe of the earth, blu tac, and lamp without shade and a dark room Learners, in their groups, demonstrate the formation of day and night using, polystyrene balls, ice-cream stick, torch, pen and globe. Learners explain how day and night come about and draw diagrams to represent their work. Designing Experiment Manipulating Representing
- Show
- Describe the benefits of the sun to the earth Put learners into groups to discuss the benefits the earth derives from the sun. Learners, in their groups, present their findings. These may include the following; the sun provides warmth to the earth, light for plants to grow well, provides day and night cycles and energy. Learners brainstorm on what will happen if there was no sun. Project: Importance of the sun to plant growth. Learners demonstrate the importance of sunlight to the growth of plants
- Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
- Show
- Know how clouds are formed Review composition of air with learners. This should include water vapour. Ask learners the question: what are clouds? And assists learners to come out with this explanation: clouds consist of many tiny water droplets resulting from the condensation of water vapour into liquid water or ice. Explain that upward vertical motion of air through the atmosphere cools water vapour to form clouds. Learners demonstrate formation of clouds in a bottle. Learners explain why clouds are not formed close to the surface of the ground. Manipulating, Analysing Evaluating, Communicating
- Demonstrate
- Describe the uses of carbon dioxide and its effects on humans and life on earth Learners mention the components of air (this should include carbon dioxide). Learners are assisted in groups to answer the following questions: What is carbon dioxide? What is carbon dioxide used for? How does carbon dioxide get into the environment? Does carbon dioxide have adverse health effects? Does carbon dioxide have adverse effects on the environment? Learners are assisted to identify some common uses of carbon dioxide such as for making fire extinguishers, fizzy drinks and for the process of food preparation in plants. Evaluating Communication
- Recognise
- Identify human activities that make water unsuitable for human use Begin by discussing the qualities of good drinking water and dangers of using unsafe water. Learners, in groups, identify human activities that make water unsuitable for use
- E.g. toxic waste disposal, sewage disposal, deforestation, mining, littering pesticides, herbicides and fertilizer application and agricultural practices. Learners brainstorm to come out with ways of preventing, minimizing and controlling water pollution. Project: Task learners to work in groups to create concept maps on the causes, control and prevention of water pollution. Citizenship Evaluating, Communicating STANDARDS
- Recognise
- Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
Strand 2: Cycles — Life Cycles of Organisms
- Demonstrate
- Relate structure of the parts of a plant (leaves, stem, root, flower) to the functions they perform Discuss functions of parts of plants with learners. Learners look at pictures or a short video (or look outside from a window with a grown-up) and uproot young plants from school surroundings and bring them to class. Learners, in groups, observe parts of the plants and relate them to the functions they perform, e.g. the thin and large surface area of leaves and the presence of green colouring matter enhance their work. The roots are for anchorage and absorption of nutrients from the soil. The stem supports the upper part of the plant; conduct water and minerals from the roots to the leaves; carry food from leaves to other parts of the plant. Learners draw and colour a plant and label the parts. Manipulating Evaluating B5.2. 2.1.2 Compare the differences in germination of bean and maize seeds Learners are assisted to review the previous knowledge on seed germination. Put learners in groups and provide them with dry beans and maize seeds. Learners are assisted to plant the bean and maize seeds using transparent containers and soil. Learners are guided to observe (1) the dry seed (2) when it absorbs water and swells (3) rapturing of the seed coat (4) sprouting of the root (5) sprouting of the stem and seed leaves (6) the elongation of the root and stem. Learners find out where the seed leaves (cotyledons) remain, inside the soil or above the soil. NB: This activity will take some days
Strand 3: Systems
- Recognise
- Know the parts of the respiratory system in humans Introduce the lesson with songs on the parts of the body, e.g. head, shoulders, knees and toes. Ask learners to breathe in and out for some time. Relate the act of breathing to the respiratory system and guide learners to identify the organs of the system using charts or models. Use role-play to guide learners to identify the functions of each part (different learners assume and role-play the functions of parts of the respiratory system
- E.g. Ama is the lungs and Amina is the diaphragm) Engage learners in an activity to design a breathing model using plastic bags, balloons, rubber bands and polythene bags. Learners draw and label the respiratory system and state its function. Learners are tasked to find out the diseases and lifestyles that affect the respiratory system adversely. Project: Assist learners to design an improvised breathing apparatus using plastics. Classifying Communicating Designing
Strand 3: Systems — the Solar System
- Show
- Identify the components of the solar system (sun, earth, moon other planets, satellite) Present learners with a chart, model or video depicting the solar system or draw the solar system on the board, using different colours to illustrate the different bodies. Learners recite the poem, "I see the moon, and the moon sees me". Initiate a discussion on the importance of the sun to life on earth. Explain to the learners that the earth orbits (moves around) the sun, leading to changes in seasons (it takes a year for the earth to move around the sun). Learners are made to understand that heavenly bodies that move around the sun are called planets. Learners observe the planet Venus, the brightest object in the sky before sunset or several hours after sunrise. Learners are guided to role- play the sun and the planets in the solar system. Share folktales about the sun and moon with learners. STANDARDS INDICATORS AND
Strand 3: Systems — Ecosystem
- Show
- Know how various organisms are adapted to survive in their habitat Begin the lesson with a matching activity using flashcards (write the names of different organisms on flashcards and a list of habitats on another set of flashcards for learners to match with). Learners explain why a bird cannot live in water. Learners discuss various habitats of animals and plants. Brainstorm with learners to come out with the meaning of the term habitat. Learners are asked to give examples of animals that live in water, land and trees. Learners are assisted to discuss how various organisms adapt to their habitat
- E.g. what enables fish to live in rivers, birds to live on trees? Project: Designing a habitat Learners plan, design and make a model of a habitat using card board, paper, blu tack and clay to show the homes of some animals. Solving
Strand 4: Forces and Energy — Sources and Forms of Energy
- Demonstrate
- Explain how energy is transformed from one form to another Explore learners' previous knowledge on the forms of energy (e.g. Electrical, heat, light, sound). Use some common devices (e.g. torch, radio, television, etc.) to demonstrate transformation of energy. Learners discuss energy transformations that take place in the school, e.g. ringing of bell, beating of gong-gong, drumming, etc. In groups, learner's identity other forms of energy transformations in the school community and present their findings for discussion in the class. Learners design a flow chart to explain how energy from the sun is transformed into energy for walking
- Know how to use electricity efficiently in the home Learners mention names of things that use electricity in the home. Brainstorm with learners to come out with how they use the electrical gadgets. Learners talk about what will happen if electrical gadgets are not switched off when not in use. Elaborate on and link learners' ideas with the issue of power outages and crisis which come as a result of the efficient use of electricity in our homes and industries. Learners, in a think-pair-share activity, identify how they can use electricity efficiently in the home, community and school. e.g. ironing in bulk, putting off television sets and freezers when ironing, using energy-efficient bulbs and other electrical gadgets with higher energy efficient ratings: (more stars imply higher energy efficiency)
- Show
- Show the relationship between heat and temperature Review previous lesson on temperature with learners. In a group discussion, learners find out what will happen when heat is applied to a substance or lost from a substance, e.g. when a substance is placed in the sun for a while or when a substance is put in a fridge. Learners undertake an activity of placing objects such as metal plates, pieces of stone in the sun. Learners initially touch the objects to feel their degree of warmness before they are put in the sun. After 20 minutes, learners touch the objects again and feel the difference in temperature. Learners should then place the stones or metals in a bowl of water and afterwards, touch again to determine whether they become hotter or colder. Elaborate on learners' ideas, emphasising heat as the factor that changes temperature. Summarise lesson by explaining to learners that when heat is lost, temperature reduces, when heat is gained, temperature increases
- Measure and record temperature using thermometer Guide learners, in groups, to produce their own improvised thermometers using plastic bottles, plastic straws, dyes and water. If available, bring clinical and laboratory thermometers to class. Learners recall their previous knowledge on the concept, "temperature". Learners discuss the relationship between hotness and coldness in terms of heat transfer, (when an object loses heat, it cools and when it gains heat, it becomes warm or hot). Learners identify the instrument used for measuring the amount of heat in a body and give examples of places where the thermometer is used. Learners are assisted to use the clinical thermometer to measure and record their body temperatures and the laboratory thermometer to measure the temperature of warm water
Strand 4: Forces and Energy — Electricity and Electronics
- Demonstrate knowledge of generation of electricity, its transmission and transformation into other forms
- Identify the components of an electric circuit and their functions Begin by asking learners what comes into their minds when they hear the term, `electric circuit' Learners watch pictures and videos of simple electrical circuits and how they work. Learners, in groups, construct simple electric circuits using connecting wire, dry cells and a bulb/LED to light up the bulb. Assist learners to identify the components and their uses. Learners find out other materials that can be used in place of dry cells, connecting wires and bulb. Project: Learners build an LED lantern using the above circuit and plastic bottle
Strand 4: Forces and Energy — Forces and Movement
- Know that
- Explain the term, "friction", its effects and applications Review the previous lesson on forces with learners. Learners recall some examples of forces and their effects/applications. Learners explain why cars usually drive slowly on wet roads. Task them to explain what happens when one accidentally step into an oil spill on the floor. Ask learners these questions: What is friction? What does it do? How does it work? Then discuss their prior knowledge of the topic. Learners rub their palms together for several sections and talk about what they notice. Explain to learners that the warmth they feel is caused by a force called friction and that friction is the force that opposes the movement of two surfaces against each other. Some learners remove their shoes to show the shrunken heels/soles as an example of the effect of friction between the sole of the shoe and the ground which one walks on. Emphasise the fact that it is because of the friction between the shoes and the ground that we do not fall whilst walking or running. Explain to learners again that on a rainy day or on a smooth/polished surface, friction is reduced, which means the shoes of the one walking or the tyres of the car are not firmly gripped to the ground or the road because friction has reduced. Thus, this is what causes people to fall or slip on oily or wet surfaces. Project: Investigating the effect of friction Learners demonstrate the effect of friction by using a toy car on rough and smooth surfaces
Strand 5: Humans and the Environment — Personal Hygiene and Sanitation
- Recognise
- Know why it is important to wash clothes regularly Engage learners in groups to discuss among themselves what items are needed to wash their clothes and underwear. Groups present their ideas to the whole class. Present to learners, real items (soap, water, dirty clothes, etc.) needed to wash clothes and underwear and demonstrate how washing is done. Learners demonstrate how washing is done (a learner from each group). Engage learners to watch a video or pictures showing other methods of washing clothes and underwear, apart from the hands. In pairs, learners share ideas on what will happen if they don't wash their clothes and underwear regularly. Guide learners to design personal roster for washing their clothes, indicating the days and times which they will use to wash their dirty clothes. Solving Collaboration and communication. Manipulating Evaluating Designing Creating
- Identify
- Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
- Identify
- Demonstrate how to clean the environment regularly Assemble various items for cleaning the environment. Begin the lesson with a song on cleanliness. Take the learners on a trip to observe tidy and untidy parts of the nearby community or show different pictures depicting clean and unclean environments. Engage learners to discuss how to make the unclean environments as clean as those that are clean. Learners discuss some materials that are used for cleaning the home, the school and the community. Demonstrate to learners the correct way of using the cleaning tools, e.g. brooms, rags, ceiling brush, dustpans and dustbins. Learners are assisted to know the need to keep the environment clean. Engage learners to use local cleaning tools to clean the classroom and the school environment. Project: Learners design posters to create awareness on the need to keep the school, home and Community clean and exhibit their work in the school. NB: Teachers are encouraged to form an environmental awareness club in the class after this lesson. Solving Citizenship Collaboration and communication
Strand 5: Humans and the Environment — Diseases
- Know
- Explain the causes, symptoms and control of chicken pox Learners watch pictures, videos or charts on causes, symptoms and control of chicken pox or invite a health personnel or School Health Education Programme (SHEP) coordinator to give a talk on chicken pox. In pairs, learners answer the following questions based on the pictures and video: (1) What causes chicken pox? (2) What are the symptoms of chicken pox? (3) What should be done if someone has chicken pox? (4) What are the ways of preventing the spread of chicken pox? Project: Learners develop a concept map to trace the causes, symptoms and prevention of chicken pox. Solving Collaboration and communication. Designing, Interpreting
- Know
- Identify causes, symptoms and prevention of cholera Learners watch pictures and videos or images showing the causes, symptoms and prevention of cholera. Invite a local health officer or SHEP coordinator to give a presentation on cholera to the learners. Engage learners, in groups, to discuss the causes of cholera, using everyday scenarios, e.g. eating contaminated food and living in a dirty environment. Learners are provided one large cardboard for all the groups to write different ideas on the causes, prevention and symptoms of cholera. Learners display the cardboard in the classroom. Solving Collaboration and communication. Generating
Strand 5: Humans and the Environment — Science and Industry
- Recognise
- Identify the raw materials used in some local industries (kenkey production, gari production, ceramic and pottery production) Take learners to a local gari, kenkey, shea butter, cooking oil, blacksmith, basketry, carpentry or pottery production site or show videos of such ventures. Learners observe critically and identify the raw materials used in the various industries. Engage the learners in a matching activity to match some local products with their raw materials. Project: Designing an Industry. Learners plan and design a factory in their locality, showing the raw materials they use and the finished products. Solving Collaboration and communication. Evaluating Planning Designing
Strand 5: Humans and the Environment — Climate Change
- Know that
- Identify the impact of deforestation on climate change Put learners into groups and let them discuss the importance of trees in the environment. Take them on a trip around the school environs and help them to appreciate the importance of trees such as provision of shade, food, fresh air, production of rain, etc. Learners brainstorm on what will happen if people continuously cut down trees. Engage each group to present their ideas to the whole class and re-shape their ideas by writing all key points on tree-felling and its impact to the environment as well as its long-term effect on the climate. Learners brainstorm on what measures to take to stop people from tree- cutting. Learners are assisted to plant trees in their school environment and at strategic locations within the community. Learners are supervised to take good care of the trees they plant. Solving Collaboration and communication Evaluating BASIC 6 BASIC 6
Basic 6
13 topicsStrand 1: Diversity of Matter — Living and Non-living Things
- Show
- Classify plants based on their root system Review previous lesson on parts of a plant with learners (stem, root, leaves and flowers). Learners uproot young plants (e.g. grass, beans, mango, cassava and sweet potato) and bring to class. Learners are shown pictures of the root systems of different plants. Learners observe and identify the similarities and differences between the roots of the various plants. Task learners to put the plants into two main groups based on the similarities in their roots system. Learners give reasons for their classifications. Build the vocabulary of learners by explaining to them the two main root systems of plants, namely; tap roots and fibrous roots. Learners to mould tap root and fibrous root using blu tack and display for discussion. Solving
Strand 1: Diversity of Matter — Materials
- Recognise
- Know the general properties of metals such as lustre, malleability conductivity and ductility Learners, in groups, gather different objects such as ruler, erasers, exercise books, comb, plastic bowls, connecting wires, cups, plates, cooking pans, roofing sheets, iron nails, pins, etc. Learners classify the various materials as metals or non-metals based on the following properties: lustre, malleability, conductivity and ductility. Learners give reasons for their classification. Relate the lesson to everyday activities that involve the use of metals. Given a piece of aluminium foil and a drinking straw, learners describe how they will use conductivity to classify them as metals or non-metals. Learners design and make simple machines with metals. Solving Communication & Collaboration Communicating STANDARDS
- Recognise
- Investigate the uses of metals in everyday life and link the uses to their properties Display different objects made from metals. Engage learners in groups to write names of the objects and present their answers in class. Learners, through discussion, come out with uses of metals by observing the objects displayed in class or from a video (these include farm tools, jewellery, ornaments, cars, bridges, metallic spoons). Link the use of the metal to its property, e.g. copper is used to make wires because it conducts electricity, aluminium is used to make roofing sheets because it is malleable. Relate the lesson to everyday life to promote curiosity
- Understand
- Examine some uses of mixtures in everyday life Review previous lesson on mixtures with learners. Learners watch videos and pictures of different types of mixtures. Provide samples of materials and guide learners to produce mixtures such as salt solution, sugar solution, concrete, sand and water. In groups, learners investigate the daily uses and applications of mixtures
- E.g. salt solution, sugar solution, concrete, gari and beans Engage learners to write the names of the components of the mixtures stated. Learners mention other examples of mixtures and their daily uses
Strand 2: Cycles — Earth Science
- Recognise
- Describe the relative sizes of the earth and sun and their importance Prior to the lesson, task learners to investigate the relative size of the sun in relation to its function in the solar system. Each group presents a report in class for discussion. Learners answer the following questions: (1) Which is bigger, the sun or the earth? (2) Which of the two bodies move, the sun or the earth? Evaluate learners by asking: "if the earth was bigger than the sun, how would that affect the length of day and night?" Solving Designing Experiment Planning, Communicating
- Show
- Explain how rain falls from clouds Review formation of clouds with learners. Lead learners to explain the terms: "evaporation, condensation, dew point, ice, cloud, gravity and precipitation". Learners, in an activity, design a model showing the formation of raindrops around tiny spots of dust or smoke and falling from high parts of a cloud. Explain that not all clouds result in rainfall. Planning
- Recognise
- Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
- Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
Strand 2: Cycles — Life Cycles of Organisms
- Demonstrate understanding of the life cycle of a plant
- Know the materials needed for the survival of plants in the environment (water, carbon dioxide, oxygen, sunlight) Review previous lesson on composition and uses of air. Prior to the lesson, learners investigate the materials required for plant survival. Learners present their findings on the materials required for plant survival. Using annotated diagrams, learners show sources and point of entry of the essential materials into the plants. Learners are guided to conduct an experiment to show the effect of water on plants' survival. Learners are assigned to find out the specific functions of oxygen, carbon dioxide, sunlight and water in the survival of plants
- Observe the life cycle of a plant (okra or maize plant) Guide learners to plant viable maize and okra seeds and care for them until they bear fruits. Learners observe the growing plants weekly and record the changes that take place until other viable seeds are produced. Learners write a report based on their observations. Solving Planning Designing Manipulating Evaluating
Strand 3: Systems — the Human Body Systems
- Recognise
- Explain the functions of organs in the excretory system of humans Engage learners to review the functions of some human organs. Learners explain the need for activities such as breathing, urinating and sweating. With the aid of videos, charts or models, assist learners to identify the organs of the excretory system of humans (kidneys, lungs, skin, liver). Learners, in an activity, match the parts of the excretory system with their excretory products. Build vocabulary of learners by explaining key biological terms such as urea, kidney, lungs and excretion. Learners are provided with materials such as blu tack or clay to mould the kidney of humans. NB: The lesson should mainly focus on the kidneys, lungs, skin, and their excretory products
Strand 3: Systems — the Solar System
- Show
- Explain the difference between a star, a planet and a satellite Show videos, models or pictures of the solar system and engage learners to identify the planets in the system. Draw the solar system on the board, using different colours to illustrate the different bodies. Learners tell what they see when they view the sky during the night and during day time? Based on their answers, use the chart to explain that a star is a heavenly body that produces its own light and is stationary (does not move). Using the solar system as an example, guide learners to understand that a planet is a body that moves around a star (e.g. the earth and the other planets move around the sun). Similarly, explain to learners that a satellite is a smaller body that moves around a bigger one, e.g. the moon is a satellite of the earth. Engage learners in a game that mimics the solar system (e.g. place a chair at the centre of the football field with one learner to represent the sun. Now ask 8 learners to go around the chair in circles to represent the planets)
Strand 3: Systems — Ecosystem
- Show
- Investigate various interactions in an ecosystem and the effect on humans Show learners pictures of different ecosystems. Learners observe different ecosystems in the field such as a small bush or pond. Engage learners to brainstorm to come out with possible interactions that occur in the given ecosystem. Learners work in groups to draw or design different ecosystems in the classroom. Learners observe each of the ecosystems and identify some possible interactions that can take place within each ecosystem they have designed. Guide learners to discuss the effects of interactions (hunting, farming and predation) on humans and other living things within a given ecosystem. Solving
Strand 4: Forces and Energy — Sources and Forms of Energy
- Demonstrate understanding of the concept of energy, its various forms and sources and the ways in which it can be transformed and conserved
- Compare renewable and non-renewable sources of energy Begin by asking the following questions: (1) what is energy? (2) Where does energy come from? (answers to this question may include the sun, batteries, food, firewood and hydroelectric power and thermal plants) Show pictures and videos of different sources of energy such as the sun, batteries, food and water. Learners work in groups to identify sources of energy and sort them into sources that are not depleted when used (solar, wind and hydro sources) and those that are depleted after use (firewood, batteries, food, gasoline, diesel, kerosene, etc.). Learners present their responses on flashcards for a general discussion in class. Assist learners to build their vocabulary by introducing and explaining the terms, "renewable" and "non-renewable" sources of energy and give examples of such sources
- Show
- Measure the temperature of a body using a thermometer Assist learners to reflect on their previous knowledge on heat and temperature (temperature refers to the degree of hotness of a body). Provide clinical and laboratory thermometers or show pictures of different types of thermometers. Learners identify the equipment and where and when it is used. Guide learners, in groups, to produce their own improvised thermometers using plastic bottles, plastic straws, dyes and water. Some learners share experiences of how their body temperatures were measured on a look at pictures or a short video (or look outside from a window with a grown-up) and a health centre. Learners demonstrate the use of thermometers to measure temperature of their bodies and that of warm water NB: Let learners be aware of the precautions in using the clinical and laboratory thermometers
Strand 4: Forces and Energy — Electricity and Electronics
- Demonstrate knowledge of generation of electricity, its transmission and transformation into other forms
- Construct an electric circuit and know the functions of its components Engage learners to discuss the basic components of an electric circuit (use video demonstrations where available). Note that the basic components are the battery (dry cell), bulb, connecting wire, switch/key, etc. Learners mention the roles of the components of the electric circuit. Learners, in groups, provide them with the electrical components and assist them to construct a functional simple electric circuit. Learners draw the circuits they have constructed
- Identify the symbols used in representing various components in a given circuit diagram Identify and match basic components of an electric circuit with their symbols. Learners, in groups, draw simple circuit diagrams using symbols of the components (switch, connecting wires, battery, electrical bulb)
- Know conductors, semi-conductors and insulators Gather items such as bulbs, battery, electric wires. Brainstorm with learners on the meaning of the terms "conductors", "semi-conductors" and "insulators" with examples. Learners are provided the following materials (spoons, foils, drinking straw, plastic materials, piece of wood, glass rod, leather, nails, keys, pencils, pens, LEDs, diodes, etc.) for an activity. Connect a simple electrical circuit (an open circuit) using a bulb, battery and connecting wire. Learners use the open circuit to classify the materials provided as conductors, semi- conductors and insulators. Learners explain why the electrical wires in their homes are coated with plastics Solving
- Know
- Construct an electronic circuit using battery, connecting wire and LED Put learners into mixed ability groups for this activity. Provide learners with connecting wires, LED and battery. Learners, in their groups, connect a series circuit comprising an LED, 3V battery, a switch, to light the LED. Learners discuss what they did to light the LED. Learners are tasked to draw the electronic circuit and label the parts. NB: Build a stock of electronic components from discarded electronic gadgets such as radio and TV sets, phone chargers and flashlights. Solving
Strand 4: Forces and Energy — Forces and Movement
- Know
- Recognise the relationship between energy and forces Learners form different groups to undertake activities on application of forces, e.g. pulling items across a distance, lifting up loads of different weights. Learners brainstorm on the relationship between energy and forces, e.g. why is it more difficult to lift a table than a book? Lead learners to explain that when a force acts on an object, it first needs to overcome the weight of the object before it can make the object move in the direction of the force. Thus, it is easier to pull a lighter object than a heavier one. Relate this to the need to apply more energy/effort in our daily activities to be successful (Weeding with a cutlass, cutting a tree etc.). NB: The greater the force exerted on a body/machine, the greater the work done. Solving
Strand 5: Humans and the Environment — Personal Hygiene and Sanitation
- Recognise the importance of personal hygiene
- Identify the causes and effects of foul body odour on humans and how it can be prevented Learners, in groups, discuss the causes of body odour. Prepare personal hygiene cards/posters for each learner in the group to write one cause of foul body odour and how it can be prevented. Learners pair-share their ideas and present to the whole class. Present real items or materials that can be used to prevent foul body (lime, lemon, deodorant, etc.) odour to learners in class and demonstrate their correct use. Evaluate learners by letting them plan and design a project on how to eliminate foul body odour. NB: Activities should include the use of lime and lemon for cleaning the armpit, regular bathing and cutting of hair and nails)
- Describe ways of minimising waste Learners watch pictures and videos showing and describing ways of minimising waste in the environment. In groups, learners discuss and come out with ideas to minimise waste in their classroom, school environment, homes and their communities. Each group discusses measures of minimising waste in the classroom, school environment, home, market, at the bus station, hospitals, church, mosque, beach, etc. Learners present their ideas to the whole class. Evaluate learners by assisting each group design a poster. Project; Designing litterbins Learners plan, design and make their own litterbins for use in the class and school community. Solving Collaboration and communication. Designing Experiment Planning Manipulating Evaluating Communicating Generating
Strand 5: Humans and the Environment — Diseases
- Demonstrate knowledge of common diseases of humans; causes symptoms, effects and prevention
- Explain the causes, symptoms and prevention of Eczema Learners watch pictures of people suffering from eczema. In groups, learners come out with the possible causes, symptoms and prevention. Allow group presentations and write learners' ideas on the board. Invite health personnel to give a talk on eczema and other common skin diseases
- Know how to prevent meningitis Learners watch videos or pictures on the causes and prevention of meningitis. Gather relevant charts on meningitis from a health centre and engage learners in a presentation on how to prevent it. Invite a health personnel or the SHEP coordinator to give a presentation on meningitis Solving Collaboration and communication. Communicating Generating
Strand 5: Humans and the Environment — Climate Change
- Know that
- Know the effects of climate change on humans Learners are assigned to find out from their parents or elderly people what the weather situation has been since 2000. Learners share their information with the whole class. Show pictures and videos displaying activities that contribute to climate change and the associated effects on the earth. Stress the effects of climate change on weather conditions such as drought, flooding, increase in temperature, etc. Learners are engaged in a think-pair-share activity to come out with ways of controlling the causes of climate change. Guide learners to design a concept map on climate change, showing its causes, effects and prevention. Build the vocabulary of learners by explaining terms such as climate change, drought, flooding and temperature. Engage learners in an awareness campaign on climate change issues in the school and nearby community, using placards, posters and banners. Learners work in groups to plant and nurture trees at vantage points in the school environment. Learners predict what will happen if there are no trees in the world. Solving Collaboration and communication. Designing Experiment Planning Communicating Generating Evaluating SCIENCE SUBJECT PANEL MEMBERS AND REVIEWERS NAME INSTITUTION Writing panels Prof Anthony Krueger Department of Science Education, UCC Prof Leonard Amekudzi Dept of Physics, KNUST Olivia Opare Science Education Unit, GES Saddik A. Mohammed Ga South Municipal Education Office Expert Reviewers Prof. John K. Eminah UEW Dr. Fiifi Mensah UCC Curriculum Adviser Dr. Sam K. Awuku Supervisor
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Built for early readers
A first-reader mode with letters, decodable stories and read-along audio for children aged 5 to 8.
Guardian accounts
Parents set up and watch over a young learner's account, so a phone can be shared safely.
Master Science, offline.
No sign-up wall, no data plan required. Open G3N and go.