Basic Science and Technology Scheme of Work for Nursery 2 (Age 4)
Welcome to the Basic Science and Technology Scheme of Work designed for Nursery 2 students. This comprehensive scheme covers three terms and is specifically tailored to suit the developmental needs and interests of children aged 4 years.
In the first term, our focus is on introducing the young learners to the wonders of their immediate environment through the exploration of their five sense organs. Students will engage in exciting activities to identify, describe, and understand the functions of their senses, laying the foundation for critical thinking and problem-solving skills.
Moving on to the second term, the scheme delves into the concept of simple machines. Through hands-on experiences and collaborative learning, children will grasp the basics of simple machines, their uses, and safe handling. The activities foster creativity, imagination, and teamwork, preparing the students for future scientific exploration.
In the third term, the scheme shifts its attention to the fascinating world of energy. The children will learn about different sources of energy, the importance of energy in their daily lives, and the significance of using energy responsibly. This term encourages active participation, as pupils engage in demonstrations and discussions about energy-related topics.
Throughout each term, our embedded core skills emphasize critical thinking, problem-solving, communication, and collaboration. We believe that young minds flourish when they are given the opportunity to explore, inquire, and express themselves creatively.
Our learning resources, including audio-visual aids, web resources, charts, and other interactive materials, are thoughtfully selected to make the learning journey enjoyable and memorable.
As educators, our primary goal is to foster a love for science and technology from a young age, encouraging a lifelong pursuit of knowledge and curiosity about the world around them. We hope this scheme of work will spark the flames of learning in your child’s heart and pave the way for a bright and promising future.
Let’s embark on this exciting journey together, as we nurture the budding scientists and technologists of tomorrow!
First Term Basic Science and Technology Scheme of Work for Nursery 2
| Week | Topic | Learning Objective | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| Week 1 | Back for school/Revision | By the end of the lesson, pupils should be able to: | – Pupils as a class watch the video of the five sense organs. | Critical thinking and problem-solving | Web resources: www.education.com/lessonplan/my-livesense/ Audio-visual resources, chart, crayon, worksheets, objects |
| Sense Organs | – Mention the five sense organs in the body. | – Pupils use models of the sense organs to describe sense organs and their location. | Personal development | in the classroom, sound and video players | |
| – Describe the five sense organs and their uses. | – Pupils match the five senses to their uses. | ||||
| – Mention safety tips of sense organs. | – Pupils use materials to test functions of senses organs (e.g., flashlight for sight, a ring tone for hearing, etc.). | ||||
| Week 2 | Water | By the end of the lesson, pupils should be able to: | – Pupils as a class brainstorm the meaning of water. | Critical thinking and problem-solving | Web resources: www.google.com/amp/www.print.rest.com/ampl/prn/16860357/776479335/ Audio-visual resources, chart, crayon, bowl of water, tap with running water, waste or save cards |
| – Explain in their own words the meaning of water. | – Pupils use models of the sense organs and their location. | Communication and collaboration | |||
| – Mention some sources of water. | – Pupils wash their hands in the sink. | ||||
| – Mention the uses of water. | – Pictures of where water comes from are shown to pupils. | ||||
| – Pupils in pairs model how to save water from the tap. | |||||
| – Pupils mention three places where they can see water. | |||||
| – Pupils color pictures of rivers, beaches, and lakes. | |||||
| Week 3 | Air: It is All Around Us | By the end of the lesson, pupils should be able to: | – Pupils use hand fans to show that air is all around us. | Critical thinking and problem-solving | Web resources: www.resourcesscience.com/Science activities 3 s-air preschool-ages-646864htm Audio-visual resources, pictures, crayon, balloons, cups, water, fans, kite |
| – Explain the meaning of air. | – Pupils in pairs perform breathing exercises to illustrate the presence of air in the body. | Communication and collaboration | |||
| – Demonstrate the presence of air in the body/environment. | – Pupils in pairs use air to make sound in instruments like flutes and harmonics. | ||||
| – Mention two ways air can be useful. | – Pupils could blow bubbles to show how air moves in spaces. | ||||
| – Pupils perform activities on air, like blowing bubbles with a straw, waving arms, etc. | |||||
| – Pupils blow up a bubble. | |||||
| Week 4 | The Soil | By the end of the lesson, pupils should be able to: | – Pupils in groups move around the school compound to take soil samples. | Critical thinking and problem-solving | Audio-visual resources, pictures, charts, video clips, soil, earthworm, insects |
| – Explain the meaning of soil. | – Pupils as a class discuss the meaning of soil. | Communication and collaboration | Web resources: www.abstearningme.dia.org | ||
| – Mention some items found in the soil. | – Pupils in small groups mention some things found in the soil (stones, sand, earthworms, insects, etc.). | ||||
| – Pupils trace the names of things found in the soil and match them with their pictures. | |||||
| Week 5 | Sharp Objects | By the end of the lesson, pupils should be able to: | – Chart on sharp objects is displayed to the pupils. | Critical thinking and problem-solving | Web resources: www.abstearningme.dia.org |
| – Explain the meaning of sharp objects. | – Pupils as a class brainstorm on the meaning of sharp objects. | Communication and collaboration | Audio-visual resources, pictures, charts, video clips, soil, earthworm, insects | ||
| – State some examples of sharp objects. | – Pupils in pairs point to the sharp objects from a group of objects. | ||||
| – Give reasons why it’s not good to play with sharp objects. | – Pictorial chart of a child who has a nail cut. | ||||
| Week 7 | Dangerous Liquids | By the end of the lesson, pupils should be able to: | – Pupils as a class brainstorm and describe dangerous liquids and explain why they are dangerous. | Critical thinking and problem-solving | Web resources: www.abstearningme.dia.org |
| – Explain the meaning of dangerous liquids. | – Pupils are shown different types of dangerous liquid examples (bleach, dirty water, kerosene, Methylated spirit, petrol). | Communication and collaboration | Audio-visual resources, pictures, charts, video clips, soil, earthworm, insects | ||
| – Pupils are also shown non-dangerous liquid examples (water). | |||||
| – Pupils circle dangerous liquid in the worksheet. | |||||
| Week 8 | Dangerous and Hot Liquids | By the end of the lesson, pupils should be able to: | – Pupils as a class brainstorm the meaning of dangerous hot liquids. | Audio-visual resources | Web resources: www.abstearningme.dia.org |
| – Explain the meaning of dangerous hot liquids. | – Pupils in small groups are presented with some liquids that are warm and cold (Tag them A, B). | ||||
| – Mention some dangerous hot liquids. | – Pupils identify warm liquid from cold liquid. | ||||
| – Pupils mention some examples of hot liquid in our home (hot water, hot tea, hot soup, etc.). | |||||
| Week 9 | Effects of Dangerous and Hot Liquids | By the end of the lesson, pupils should be able to: | – Pictures of some effects of dangerous liquids are shown to the pupils. | Communication and collaboration | Audio-visual resources |
| – Give a simple explanation of the effect of dangerous hot liquids. | – Pupils in small groups discuss what will happen to their tongue when they drink hot liquids. | ||||
| – Effects of hot liquids can include injuring the skin, burning the tongue, causing stomach upset, and injuring organs. | |||||
| Week 10/11 | Revision | ||||
| Week 12/13 | Examination |
Second Term Basic Science and Technology Scheme of Work for Nursery 2
| Week | Topic | Learning Objective | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| Week 1 | Back for school/Revision | By the end of the lesson, pupils should be able to: | – Pupils as a class brainstorm on the chart/picture of a child whose skin was affected by hot liquid. | Critical thinking and problem-solving | Audio-visual resources, chart clips, Web resources: https://www.verywellfamily.com |
| – Explain the effects of dangerous liquids and hot liquids. | – Pupils watch a cartoon on the effect of dangerous liquids. | ||||
| – Analyze how dangerous liquids can affect man generally. | |||||
| Week 2 | Drug Abuse | By the end of the lesson, pupils will be able to: | – Pupils as a class brainstorm the meaning of drug and drug abuse. | Critical thinking and problem-solving | Audio-visual resources, chart clips, Web resources: http://study.com |
| – Explain the meaning of drug and drug abuse. | – Pupils in small groups identify various types of common medicine in a chart. | Personal development | |||
| – Mention some types of drugs. | – Pupils identify the proper administration of medicine. | Communication and collaboration | |||
| Week 3 | Plastic Bags | By the end of the lesson, pupils should be able to: | – Pupils are presented with various types of plastic bags for identification. | Critical thinking and problem-solving | Web resources, Audio-visual resources, crayons, toy plastic bags, recycling bin |
| – Identify various types of plastic bags. | – Pictures of various items that can be stored in plastic bags and those that cannot be stored in plastic bags are shown to pupils. | Personal development | |||
| – Explain recycling as a way of disposing plastic bags. | – Pupils tick objects that can be stored in plastic bags and cross out the items that cannot be stored in a plastic bag. | Citizenship, Communication and collaboration | |||
| Week 4 | Open Fire 1 | By the end of the lesson, pupils should be able to: | – Pupils as a class brainstorm the meaning of open fire. | Critical thinking and problem-solving | Audio-visual resources, pictures, charts, video clips |
| – Explain the simple meaning of open fire. | – Pupils in small groups are given candles, matches to see open fire. | Communication and collaboration | |||
| – Mention some sources of fire. | – Pupils are asked to mention some other sources of open fire they have observed in their various homes. | ||||
| – Itemize some uses of fire. | – Pupils sing songs on cooking. | ||||
| – The teacher shows a carton with the uses of open fire at home. | |||||
| Week 5 | Fire Safety | By the end of the lesson, pupils should be able to: | – A whole class discussion on how to prevent fire outbreak, fire safety practices, and about firemen who help to fight fire. | Critical thinking and problem-solving | Audio-visual resources, picture, chart, video clip |
| – Discuss fire outbreak. | – Pupils in pairs practice opening windows. | Citizenship, Communication and collaboration | Web resources: https://www.foensq.govau., http://www.underly.org | ||
| – Demonstrate safety rules when there is a fire outbreak. | – Pupils sing songs on firemen and fire safety. | ||||
| – Pupils play fire safety games and activities. | |||||
| – Pupils watch video clips on fire safety. | |||||
| Week 6 | MID TERM BREAK | ||||
| Week 7 | Safety | By the end of the lesson, pupils should be able to: | – Pupils as a class discuss and analyze the meaning of safety. | Critical thinking and problem-solving | Audio-visual resources, picture, chart, video clip |
| – Give a simple meaning of safety. | – Pupils in pairs mention different kinds of safety and then itemize areas of caution at home and in school. | Personal development, Communication and collaboration | Web resource: http://www.understore.com | ||
| – Mention different kinds of safety. | – Pupils observe the picture of a room that is safe and the one that is not safe. | ||||
| – Itemize areas of caution at home and in school. | – Pupils sort out unsafe materials from the list of objects presented (e.g., matches, sharp pencils, toys, knife blade, etc.). | ||||
| – Pupils in pairs match the safe and unsafe objects/places to the appropriate picture. | |||||
| Week 8 | Stones | By the end of the lesson, pupils should be able to: | – Various types of stones are presented to the class for pupils to touch and identify. | Critical thinking and problem-solving | Audio-visual resources, stone, charts, pictures |
| – Identify various types of stones. | – Pupils in pairs touch different types of stones. | Communication and collaboration | Web resource: http://www.fantaleandlearning.com/playfulwayvarious.rg-kids-abourtrool-s.htms | ||
| – Mention where to get stones. | – Pupils in small groups mention where to get stones. | ||||
| Week 9 | Uses of Stones | By the end of the lesson, pupils should be able to: | – Pupils are presented with pictures of various uses of stones. | Critical thinking and problem-solving | Audio-visual resources, pictures, charts, video clips, book |
| – Mention some uses of stones. | – Pupils in small groups also mention some uses of stones (counting, building houses, etc.). | Communication and collaboration | |||
| – State the effects of wrong use of stones. | – Pupils sing songs on building and dance along. | ||||
| – Pupils pick some stones and count. | |||||
| – Pupils paint some stones and color pictures of stones. | |||||
| Week 10/11 | Revision | ||||
| Week 12/13 | Examination |
Third Term Basic Science and Technology Scheme of Work for Nursery 2
work:
| Week | Topic | Learning Objective | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| Week 1 | Revision | By the end of the lesson, pupils should be able to: | – Pupils as a class discuss the meaning of simple machines. | Critical thinking and problem-solving | Audio-visual resources, scissors, spoon, fork, broom, tin cutter, blender, video clips |
| – Pupils mention various types of simple machines like a lever, pulley, inclined plane, wedge, bottle opener, nail cutter, punch, scissors, sharpener, stapler, etc. | Communication and collaboration | Web resources: https://www.pinterst.com/pin/537828380473480563/ | |||
| Week 3 | Safe Use of Simple Machines | By the end of the lesson, pupils should be able to: | – Pupils as a class mention some safe use of simple machines. | Critical thinking and problem-solving | Audio-visual resources, picture charts, video clips |
| – Pupils in pairs demonstrate the proper use of simple machines. | Communication and collaboration | Web resources | |||
| Week 4 | Energy | By the end of the lesson, pupils should be able to: | – Pupils as a class brainstorm on the meaning of energy (the ability to do work by carrying things, pushing a table, or lifting). | Communication and collaboration | Web resources: http://study.com |
| – Pupils in pairs perform simple activities showing the use of energy, such as running, jumping, walking, dancing, and lifting an object. | Critical thinking and problem-solving | Audio-visual resources, video clips, picture | |||
| – Pupils are divided into groups to perform activities that require energy but are not too tedious. | |||||
| – Pupils paint pictures of children performing activities. | |||||
| Week 5 | Sources of Energy | By the end of the lesson, pupils should be able to: | – Pupils as a class mention some sources of energy. | Critical thinking and problem-solving | Audio-visual resources, video clips, picture charts, battery, firewood, etc. |
| – Pupils in small groups put batteries in a torch light and switch it on. | Communication and collaboration | Web resources | |||
| – Pupils in small groups perform activities to create a paper with beams and paint it yellow. | |||||
| – Video clips of various sources of energy are shown to pupils (e.g., energy from the sun, from the food we eat, water, and battery). | |||||
| Week 7 | Uses of Energy | By the end of the lesson, pupils will be able to: | – Pupils in small groups perform some activities, e.g., turning on a lamp to light a room. | Critical thinking and problem-solving | Audio-visual resources, lamp, video clips |
| – Pupils also demonstrate how chemical energy is stored in the body to run a race. | Communication and collaboration | Web resources | |||
| – Heat energy is used to cook food or provide warmth. | |||||
| – Pupils as a class sing songs on energy, e.g., the train using coal. | |||||
| Week 8 | Animals in the Seas | By the end of the lesson, pupils should be able to: | – Pupils as a class mention some animals that can be found in the sea. | Critical thinking and problem-solving | Audio-visual resources, video clips, picture, charts |
| – Pupils as a class color animals in the sea among groups of other animals. | Creativity and imagination | Web resources: http://www.google.com | |||
| – Pupils touch and feel toys of sea animals in the sensory area. | |||||
| – Pictures on trips to the ocean beach and pictures of animals in the sea are presented to the pupils. | |||||
| – Videos of various sea animals are shown to the pupils. | |||||
| – Pupils in small groups do sea animal decorations in the classroom, which can be hung on the classroom walls. | |||||
| Week 9 | Animals on Land | By the end of the lesson, pupils should be able to: | – Pupils are shown pictures of animals in different parts of the world. | Critical thinking and problem-solving | Audio-visual resources, video clips, charts, colored pencils |
| – Pupils watch animal video songs and sing along. | Communication and collaboration | Web resources | |||
| – Pupils in small groups are presented drawings of land animals, paint, and decorate them to be hung on the classroom wall. | Creativity and imagination | ||||
| Weeks | Revision | ||||
| 10&11 | |||||
| 12&13 | Examination |