Basic Science Scheme of Work For Primary 2
In this Basic Science Scheme of Work for Primary 1, the focus is on introducing young learners to the fundamental concepts of science through engaging and hands-on activities. The scheme of work is divided into three terms, each term covering various modules/topics that build upon one another. The overall aim is to stimulate the curiosity and critical thinking abilities of the pupils while fostering a deeper understanding of their environment.
First Term Basic Science Scheme of Work For Primary 2
The first term primarily focuses on exploring the five senses: Seeing, Hearing, Smelling, Tasting, and Touching. Each sense is introduced with clear performance objectives and associated activities that encourage pupils to engage their senses and make observations. For example, pupils learn to identify different colors, shapes, and sizes of objects using their sense of sight. They also explore various sounds, odors, tastes, and textures using their respective senses.
Basic Science Scheme of Work for Primary 1
Basic Science Scheme of Work for Primary 3
| Week | Module/Topic | Performance Objectives | Contents | Activities | Teaching/Learning Resources |
|---|---|---|---|---|---|
| 1 | Senses (Seeing) | Pupils should be able to: (1) Observe and name colors, shapes, and sizes of common objects | Seeing: with eyes -Colors -Shapes and sizes of objects in classroom, school, and home | Provides and helps pupils identify: -different colors -different sizes | Work with colored pencils and crayons; Collect and identify objects of different shapes and sizes |
| 2 | Senses (Hearing) | Pupils should be able to identify various sounds made by objects, animals, and persons | Hearing: with ears. Listening to sounds of objects, animals, person, and imitating sounds | Makes pupils listen to and identify various sounds | Identify various sounds; Produce different sounds from their mouth and throat |
| … | … | … | … | … | … |
| 7 | MID-TERM TEST | ||||
| 8-9 | Soil Types | Pupils should be able to (1) Mention different types of soil (2) Observe and describe the physical properties of soil types | Types of soil -Clay -Sandy -Loamy | Identifies suitable sites to collect soil samples; Takes pupils to identified sites to collect soil samples | Collect soil samples in the school or home environment; Observe and describe the color, texture, and particle sizes of the samples |
| … | … | … | … | … | … |
| 12 | REVISION | ||||
| 13 | EXAMINATION |
Second Term Basic Science Scheme of Work For Primary 2
The second term centers on topics like Water and Colors. Pupils learn about the concepts of floating and sinking, where they identify objects that float or sink in water. They are encouraged to make objects float or sink using simple materials such as balloons, dry wood, feathers, and stones. Additionally, the pupils explore the concept of colors, identifying and using colors to beautify objects and categorize various items based on their colors.
Basic Science Scheme of Work for Primary 4
Basic Science scheme of work for Primary 5
| Week | Module/Topic | Performance Objectives | Contents | Activities | Teaching/Learning Resources |
|---|---|---|---|---|---|
| 1 | REVISION OF LAST TERM’S WORK | ||||
| 2-4 | Water | Pupil should be able to identify things that float or sink in water | Floating and sinking in water | Guides pupils to identify objects that -Float in water -Sink in water | Name things that float in water; Mention things that sink in water |
| 5-6 | Water | Pupils should be able to demonstrate how to make objects float or sink in water | Demonstration of floating and sinking objects | Demonstrates ways of making objects: -float in water e.g. stone on inflated balloon, human swimming with a life jacket -Sinking in water (e.g. tying a stone to a feather, cork, etc.) | Make things float in water; Make things sink in water |
| 7 | MID-TERM TEST | ||||
| 8 | |||||
| 9 | Colors | Pupils should be able to identify different colors of living and non-living things | Identification of different colors – living and non-living things | Guides pupils to identify objects through colors (living and non-living things) | Color objects; Use Lego of different colors to construct common objects |
| 10 | REVISION | ||||
| 11 | |||||
| 12 | EXAMINATION |
Third Term Basic Science Scheme of Work For Primary 2
In the third term, the focus shifts to Plants and Animals. Pupils are introduced to common plants found in their school compound, learning to identify and name them. They also explore the features of these plants, including their leaves, and learn how to preserve plant samples through pressing. Additionally, the pupils learn about the uses of plants, including their role in food, building, medicine, and more. Similarly, pupils explore common animals found in their school compound, collect and preserve some of them, and identify their observable features. They also learn about animal behavior and the importance of road safety for animals and humans.
| Week | Module/Topic | Performance Objectives | Contents | Activities | Teaching/Learning Resources |
|---|---|---|---|---|---|
| 1 | SUMMARY AND REVISION OF LAST TERM’S WORK | ||||
| 2-3 | Plants | Pupils should be able to (1) Identify and name some common plants in the school compound (2) Trace the leaves of some plants on plasticine or clay (3) Prepare a press of common plants | Plants in the school compound | Identifies suitable place for pupils to visit; Guides pupils to observe and collect common plants; Guides pupils to prepare a plant for preservation | Participate in site visits; Observe and collect some common plants; Print some plant parts (leaves) |
| 4 | Plants | Pupils should be able to (1) Observe and identify features of common plants in the school compound (2) Group plants according to their common features | Features of plants e.g. -Shape -Size -Color -Texture | Initiates class discussions to help pupils -Identify features of the plants -Group the plants based on their features | Observe and describe features of preserved plants; Make drawings of some plants |
| 5-6 | Plants | Pupils should be able to (1) Group plants according to their uses (2) Describe common uses of plants | Common uses of plants in the locality | Through class discussion: -Guides pupils to state the uses of plants -Group plants according to their uses | Group plants according to their uses |
| 7 | MID-TERM TEST | ||||
| 8 | Animals | Pupils should be able to (1) Identify common animals in the school compound (2) Collect and preserve some animals in the school compound | Animals in the school compound – Flies – Butterflies – Earthworms etc. | Uses pictures and charts to guide pupils to identify common animals in the school compound; Demonstrates the correct method of collecting animals for preservation | Identify animals in the school compound; Collect harmless animals in the school compound |
| 9 | Animals | Pupils should be able to (1) Observe and name the features of common animals in the school compound (2) Use the observable features to group the animals found in the school compound | Features of the animals found in the school compound | Guides pupils to -Identify the features of the animals -Group animals using observable features | Observe, group, and describe features of preserved animals |
| 10 | Animals | Pupils should be able to observe and describe the behavior of animals | Behavior of animals | Initiates and guides class discussion on the behavior of animals e.g. -Movement -Feeding etc. | Participate in class discussion on animals; Mimic the sound of some animals |
| 11 | Animals | Pupils should be able to demonstrate the correct way of crossing the road and walking along the road | Animals and road safety | Demonstrates crossing and walking along the road | Participate in class discussion; Imitate the behavior of animals while crossing the road |
| 12 | REVISION | ||||
| 13 | EXAMINATION |
Teaching and Learning Strategies On Basic Science Scheme of Work For Primary 2
Basic Science scheme of work for Primary 6
The scheme of work incorporates various teaching and learning strategies to ensure active engagement and practical understanding. The teacher plays a pivotal role in guiding the pupils through discussions, demonstrations, and hands-on activities. Different resources, including pictures, charts, models, and real-life specimens, are used to aid learning and stimulate curiosity.
Throughout the scheme of work, teachers use various teaching resources such as charts, pictures, specimens, drawing books, crayons, colored pencils, and other common classroom materials. Evaluation is ongoing through activities, discussions, and practical demonstrations, and mid-term tests and examinations are conducted to assess students’ understanding and progress.
The Basic Science Scheme of Work for Primary 1 is designed to foster hands-on learning experiences, encouraging young learners to explore and engage with the world around them through the lens of science. It lays the foundation for further scientific learning in higher grades, promoting curiosity, observation, and critical thinking skills among young students
Assessment and Evaluation
The scheme of work includes both formative and summative assessment opportunities. The teacher evaluates pupils’ understanding through observation, class discussions, group activities, and hands-on projects. Mid-term tests and end-of-term examinations assess pupils’ progress and understanding of the covered topics.
The Basic Science Scheme of Work for Primary 1 offers a comprehensive and engaging curriculum that introduces young learners to the wonders of the scientific world around them. By incorporating hands-on activities and practical learning experiences, the scheme of work aims to foster a love for learning, critical thinking, and curiosity in young minds, setting a strong foundation for their future scientific explorations.