Basic Science Scheme of Work for Primary 3
The Basic Science Scheme of Work for Primary 3 covers various topics related to measurement, water quality, wind, soil, plants, and animals. The scheme is designed to engage students in hands-on activities and discussions to develop their understanding of these scientific concepts. The scheme is divided into three terms, with each term focusing on different topics and objectives. Below is a plagiarism-free summary of the scheme.
First Term Basic Science Scheme of Work for Primary 3
During the first term, the students will learn about measurement of length, mass, and time. The objectives are to familiarize students with instruments used for measuring length and mass, introduce them to metric units, and teach them how to read time.
Basic Science Scheme of Work for Primary 1
Basic Science Scheme of Work For Primary 2
| Week | MODULE/TOPIC | PERFORMANCE OBJECTIVES | Contents | Activities | Teaching/Learning Resources |
|---|---|---|---|---|---|
| 1-2 | Measurement of Length and Mass | Pupils should be able to: | Instruments for measuring length, Units of length | Use charts and instruments to teach metric units of length | Tape rule, Meter rule, Objects in the classroom |
| (Length) | Measure length of objects, record measurements | Lever arm balance, Pencil, Eraser | |||
| 3-4 | Measurement of Length and Mass | Pupils should be able to: | Instruments for measuring mass, Units of mass | Record their weights, estimate masses, discuss instruments | Weighing scale, Lever-arm balance, Pencil |
| (Mass) | Estimate mass of objects using balance | Objects in the classroom | |||
| 5-6 | Measurement of Time | Pupils should be able to: | Instruments for measuring time, Units of time | Use charts to teach reading time, perform tasks within time | Chart with clock faces, Wall clock, Stop watch |
| 7 | MID-TERM TEST | Conduct a mid-term test | |||
| 8-9 | Soil | Pupils should be able to mention | Importance of soil | Mention soil importance, visit garden, workshop | School garden, Chart on soil uses |
| importance of soil to plants | Medium for plant growth, Sources of nutrients | Observe soil’s importance in workshop, garden | |||
| 10-11 | Soil | Pupils should be able to mention | Importance of soil to animals | Observe soil’s role in human activities, discuss | Various items made from soil |
| importance of soil to animals | Surface for human activities | Identify soil-made things, discuss environmental role | Chart on soil uses to animals | ||
| 12-13 | EXAMINATION | Conduct end-of-term examination |
Second Term Basic Science Scheme of Work for Primary 3
The second term introduces the concept of wind, water quality, and the uses of water. Students will learn about the meaning and effects of wind, its importance, and how air can do work. Activities involve discussing windy experiences and creating paper kites and balloons to understand wind’s effects.
The focus then shifts to water quality, where students will learn about the qualities of good water and substances that contaminate water. They will identify different types of water and learn to distinguish between clean and contaminated water through activities and discussions.
The scheme continues with exploring the common uses of water. Students will identify and discuss the various ways water is utilized, from domestic to industrial purposes.
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 | Conduct revision activities | |||
| 2-3 | Motion | Pupils should be able to: | Meaning of wind, Effects | Discuss wind’s meaning, make and fly kites | Paper, balloons, chart |
| Importance of air | Explain air’s ability to do work, fly balloons | Pieces of paper, feathers | |||
| 4 | Motion | Pupils should be able to explain | Harmful effects of air | Display sneezing, coughing, discuss harm | Pictures, class discussion |
| harmful effects of air | caused by air, guide discussion | ||||
| 5 | Quality and uses of water | Pupils should be able to list | Water quality | Provide samples, clean, dirty, muddy water | Different water samples |
| qualities of good water | Distinguish water qualities, discuss | ||||
| 6 | Quality and uses of water | Pupils should be able to identify | Substances that contaminate | Observe contaminated water, identify | Contaminated water, substances |
| substances that contaminate water | water, purification | contaminating substances, discuss | |||
| 7 | MID-TERM TEST | Conduct a mid-term test | |||
| 8 | Quality and uses of water | Pupils should be able to state | Dangers of drinking bad water | Show samples, discuss dangers | Samples of contaminated water |
| dangers of drinking bad water | caused by drinking bad water | Dust, urine samples | |||
| 9 | Quality and uses of water | Pupils should be able to mention | Ways of purifying water | Guide pupils, explain water purification | Contaminated water, alum |
| ways of purifying water | Discuss water purification methods | Cloth, stove | |||
| 10 | Quality and uses of water | Pupils should be able to list | Common uses of water | Discuss common uses of water | Chart of water uses |
| common uses of water | Identify various water uses | ||||
| 11 | Quality and uses of water | Pupils should be able to: | Reasons for packaging water | Show samples, discuss packaging reasons | Samples of packaged water |
| Types of packaged water | Identify types and features of packaging | ||||
| Features of safe packaged | Discuss safety features of packaging | ||||
| 12-13 | EXAMINATION | Conduct end-of-term examination |
Third Term Basic Science Scheme of Work for Primary 3
The third term delves into the world of plants and animals. Students will observe and list features and characteristics of plants, identifying them as living things. Activities include nature walks to observe plants in their localities, followed by discussions about the characteristics they exhibit.
Similarly, the students will observe animals and learn about their features, characteristics, and classification as living things. Nature walks will help them identify these traits in animals found in their local environment.
Throughout the scheme, there are periodic assessments to evaluate the students’ understanding of the concepts taught. The students will be required to participate in discussions, observe natural phenomena, and engage in hands-on activities to reinforce their learning.
Basic Science scheme of work for Primary 6
| Week | MODULE/TOPIC | PERFORMANCE OBJECTIVES | Contents | Activities | Teaching/Learning Resources |
|---|---|---|---|---|---|
| 1 | REVISION | Conduct revision activities | |||
| 2-3 | Plants | Pupils should be able to observe | Plant as living things | Take nature walk, observe plants’ features | Specimen of plants |
| and list features and | Discuss observed plant characteristics | Local plant samples | |||
| characteristics of plants | |||||
| 4-6 | Plants | Pupils should be able to give | Plants as living things | Take nature walk, explain growth, irritability | Specimen of plants |
| reasons why plants are living | and reproduction, identify living traits | Local plant samples | |||
| things | |||||
| 7 | MID-TERM TEST | Conduct a mid-term test | |||
| 8-9 | Animals | Pupils should be able to give | Observing features of animals | Take nature walk, observe animals’ traits | Specimen of animals |
| reasons why animals are living | Discuss observed animal characteristics | Local animal samples | |||
| things | |||||
| 10-11 | Animals | Pupils should be able to give | Animals as living things | Take nature walk, identify animal traits | Specimen of animals |
| reasons why animals are living | Discuss characteristics of living animals | Local animal samples | |||
| things | |||||
| 12-13 | EXAMINATION | Conduct end-of-term examination |
The Basic Science Scheme of Work for Primary 3 provides a comprehensive and engaging approach to teaching foundational scientific concepts. Through practical activities, discussions, and observations, students will develop an understanding of measurement, wind, water quality, plant and animal characteristics, and the uses of water. The scheme’s structured approach ensures a thorough exploration of these topics, fostering curiosity and scientific thinking in young learners.