Basic Science and Technology Scheme of Work for Kindergarten (Age 5)
The Basic Science and Technology Scheme of Work for Kindergarten spans three terms and introduces young learners to various concepts in science and technology. In the first term, the focus is on revising the previous term’s topics, encouraging critical thinking and problem-solving skills. Children learn about balanced diets and body-building foods through interactive activities.
In the second term, the theme shifts to “Water in the Body.” Pupils explore the properties of water, identify its sources, and discover body parts that contain water. The learning activities include hands-on experiences, such as observing condensation during a breath and watching video clips to understand the water cycle.
Moving into the third term, the theme revolves around “Changes Around Us.” Here, children grasp the meaning of changes and how they occur in both living and non-living things. They explore the natural elements in their environment and engage in fun activities to enhance their understanding.
Throughout the terms, the scheme emphasizes core skills like critical thinking, problem-solving, communication, and collaboration. These skills are nurtured through interactive sessions, group discussions, and engaging audio-visual resources.
Overall, the Basic Science and Technology Scheme of Work for Kindergarten aims to foster a love for science and technology at an early age. By providing a structured and engaging curriculum, the scheme sets the foundation for a lifelong curiosity and understanding of the world around them.
First Term Basic Science and Technology Scheme of Work for Kindergarten
| Week | Topic | Learning Objective | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| 1 | Back to School/Revision | Mention some of the simple machines used in their various homes | Pupils as a class to mention some simple machines used in their various home | Critical thinking and problem solving | Audio-visual resource, video clips, web resources |
| 2 | My Body Parts | Mention parts of the body e.g. head, ear nosed, eyes, arms etc. | Pupil as a class sing songs and rhymes on parts of the body | Communication and collaboration | Audio – visual resources charts, video clips crayons and paper resources |
| 3 | First Aid | Explain in their own words what they understand by first aid | Pupils as a class brainstorm on the meaning of first aid | Communication and collaboration, Citizenship, Critical thinking and problem solving | Audio –visual resources picture chart video clip first and box |
| 4 | First aid: caring for cut on the body | Explain the meaning of cut | Pupils as a class discuss the meaning of cuts | Communication and collaboration, Personal development | Audio – Visual Resources Razor blade, knife doll first aid content. |
| 5 | First Aid for Nose Bleeding | Demonstrate the correct technique for dealing with nose bleeding | Pupils as a class watch video of a person with nose bleeding and watch the process involved in stopping the nose bleeding | Communication and collaboration, Citizenship, Leadership and personal development | Audio-visual picture chart, video clips |
| 6 | Mid-Term Break | ||||
| 7 | First Aid Treatment for Wounds | Explain the meaning of wound | Pupils as a class discus the meaning of wounds | Communication and collaboration, Personal development | Audio – visual resource. Cotton wool, plaster, bandage methylated spirit iodine and first and box web resources |
| 8 | Food | Give simple meaning of food | Pupils as a class watch video pictures of different food | Critical thinking and problem solving, Communication and collaboration | Sample of various food,rice, beans, yam, plantain, fufu, etc. |
| 9 | Food: Table Manners | Define table manner | Pupils as a class discuss the meaning of table manners and practices hand washing as a first to step to table manners | Personal development, Critical thinking and problem solving, Communication and collaboration | Audio-visual resource, chart video clip hand washing spoons etc. web resources |
| 10&11 | Revision | ||||
| 12&13 | Examination |
Second Term Basic Science and Technology Scheme of Work for Kindergarten
| Week | Topic | Learning Objective | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| 1 | Revision of Last Terms Work | Explain in their own words the meaning of food, list different types of food, and mention the importance of food to the body | Pupils as a class mention the various types of foods they know, discuss the importance of foods in the body, and sing songs or recite rhymes on food | Communication and collaboration | Audio-visual, video clips, picture, charts, video clips etc., web resources |
| 2 | Body Building Food (Proteins) | Mention various types of food rich in protein, enumerate the functions of protein, and identify pretentious food from among other foods | Pupils as a class are shown different types of food rich in protein, enumerate the function of protein, and circle a pretentious foods from groups of food | Critical thinking and problem solving, Communication and collaboration, Personal development | Audio – visual resources Pictures of different types of proteinous food egg, meat, milk fish etc., web resources |
| 3 | Energy Giving Food | Explain simple meaning of energy giving food, differentiate between the energy giving food and body building food, and mention some sources of energy giving food and their function | Pupils as a class are asked the type of food they do bring to school in the morning, discuss on the meaning of energy giving foods, identify various food from the chart and energy giving food, mention some energy giving food they know and their function, and watch video clip/chart on energy giving food | Critical thinking and problem solving | Audio – visual resource charts, video clips samples energy giving food such as rice, garri, yam, maize etc., web resource |
| 4 | Body Protective Food | Explain in their own words the meaning of body protective foods, give examples of body protective food, identify fruits as body protective food, and mention some functions of vitamins | Pupils as a class mention various types of fruit they know and discuss the meaning of body protective food, identify fruit as body protective food and mention their functions in the body, watch video clips on various types of body protective food e.g. fruit and vegetable and their function, draw and paint pictures of fruit, and sing songs on fruit e.g. pawpaw is a type of fruit | Critical thinking and problem solving, Communication and collaboration | Web resources: Https://www.education.com /download/lesson plan/spoutingseeds/proutign-seedse.pdf, audio –visual resources Cups, seeds soil ,chart video clips |
| 6 | Mid-Term Break | ||||
| 7 | Living and Non-Living Things | Explain the meaning of living things, mention things that living things can do | Pupils as a class brainstorm and mention some things that living things can do, in small groups to identify living things, explain in turns why each selected item is a living thing and why some are not living things, discuss what living things can do and what they cannot do | Critical thinking and problem solving, Collaboration and communication | Audio-visual resources- video clips, chart ,posters, web resources |
| 8 | Bones | Demonstrate the length and breadth of an object, explain the reasons for measurements | Pupils as a class brainstorm on the picture of bones shown to them and discuss the meaning of bones, are shown the pictures of skeleton with bone and mentions the skull, rib cage, and bones and leg bones, in small groups touch part of their body with bones especially their teeth, touch the model of skeleton, discuss part of the skeleton and touch the parts, discuss the importance of playing carefully to avoid breaking of the bone called fracture | Critical thinking and problem solving, Communication and collaboration | Audio-visual resources Picture chart video clips, and posters and toy skeleton, web resources |
| 9 | Measurement | Demonstrate the length and breadth of an object, explain the reasons for measurements | Pupils as a class discuss with each other that there are many things in our environment we need to find out how long or heavy these object are, in pair bring out ruler and tape measure to measure the length a book, are divided into two groups –each group takes a ruler to measure the deaf, write their measurements in each group then share their observation in the class, watch video clips on modern methods of measurement, discuss the reasons for measurement | Communication collaboration, Critical thinking and problem solving | Audio-visual resources video clips, picture harts ruler tape etc., web resources |
| 10 & 11 | Revision | ||||
| 12 & 13 | Examination |
Third Term Basic Science and Technology Scheme of Work for Kindergarten
| Week | Topic | Learning Objective | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| 1 | REVISION OF LAST TERMS WORK | By the end of the lesson, pupils should be able to recall some of the TOPIC they have learnt in second term | – Pupils mention food sources to make up a balanced meal and discuss their choices of a balanced diet. | Critical thinking and problem-solving | By the end of the lesson, pupil should be able to recall some of the TOPIC they have learnt in second term |
| 2 | WATER IN THE BODY | By the end of the lesson pupils should be able to describe water, mention two places we can get water, and parts of our body that contain water. | – Show the class a cup of clean water and revise places where we can find water. | – Critical thinking and problem-solving Communication and collaboration – | Audio-visual resources Cups water chart video clips, crayons, worksheet Web resources: https://www.dredocom/home.howdowment?id=2.095 |
| 3 | WATER CYCLE | By the end of the lesson, pupils should be able to describe the process of drying up of water and the smart process of rainfall. | – Ask probing questions to direct pupils to talk about water drying. | – Critical thinking and problem-solving Communication and collaboration | Audio-visual resource plastic bags water source of heat, chats, video clips Web resources https://blog/literliveinin-lesur-plan-the-water-cycleb8:d8a264c:3 http://www.education.com/downnio;dilessonplan/the-water-cycle/the-watercycle-pdf |
| 4 | CHANGES AROUND US | By the end of the lesson, pupils should be able to give a simple meaning of changes and explain how changes happen around us. | – Pupils as a class brainstorm the meaning of changes around us. | – Critical thinking and problem-solving Communication and collaboration – | Audio-visual resources video clips ice blocks paper, etc. Web resources http://www.excellup.com Https: //en.wikipedia.org |
| 5 | CHANGES IN NATURE | By the end of the lesson, pupils should be able to give a simple explanation of changes in nature and mention some natural things in their environment. | – Show pictures/charts of rainfall sunshine, waterfall, moonlight, erosion, rock, etc., to the pupils. | – Critical thinking and problem-solving Communication and collaboration – | Audio-Visual resources – video clips charts, pictures Web resources https://www.worldife.org |
| 6 | MID –TERM BREAK | N/A | N/A | N/A | N/A |
| 7 | PERIODS IN A DAY | By the end of the lesson, pupils should be able to explain the periods in a day. | – Pupils are asked what they do in the morning, afternoon, and night. | Communication and collaboration | http://www.virtualfabschool.org https://thekindergartenconnection.com |
| 8 | DISPOSAL OF REUSES AND WASTES | By the end of the lesson, pupils should be able to differentiate between solid waste and liquid waste and mention two types of waste. | – Pupils as a class brainstorm the simple meaning of refuse disposal. | – Critical thinking and problem-solving Communication and collaboration | Audio-visual resources charts, video clips Web resources https://www.kidzone.ws |
| 9 | ORGANIC WASTE AND HARMFUL WASTE (LIQUID) | By the end of the lesson, pupils should be able to give a simple meaning of organic waste and harmful waste and differentiate between them. | – Pupils as a class brainstorm the meaning of organic waste and harmful waste. | Communication collaboration | N/A |
| 10&11 | Revision | N/A | N/A | N/A | N/A |
| 12 | Revision | N/A | N/A | N/A | N/A |
| 13 | Examination | N/A | N/A | N/A | N/A |