Basic Science scheme of work for Primary 6
The Basic Science curriculum for Primary 6 builds upon the foundation laid in previous years, aiming to deepen students’ understanding of scientific principles and their application in everyday life. This scheme of work outlines a structured approach to teaching and learning, fostering critical thinking, inquiry, and a love for learning in the field of science.
First Term Basic Science scheme of work for Primary 6
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 | Revision of Last Session Work / Welcome Test | – | – | – | – |
| 2-3 | The Solar System | Pupils should be able to: – State the meaning of the Solar System – Identify some planets in our solar system – Identify the components of the solar system, their location, and importance | – Our Solar System – The Planets | – Use chart to guide pupils to name natural bodies in our solar system – Model the solar system and name the planets | – Pictures of people in space – Chart showing the solar system – Paper, glue, scissors – Clay, cardboard, stone, duster – Ruler, string, ball of different sizes |
| 4 | The Solar System | Pupils should be able to: – State the relationships among earth, sun, moon, other planets, and the stars – Demonstrate that the earth exerts a pull on objects and bodies | – Gravity and Weightlessness in space | – Observe photographs of people walking in space and on land – Use charts to show the location of planets within our solar system | – Clay, cardboard, stone, duster – Ruler, strings, ball of different sizes |
| 5-6 | The Earth and its Movements | Pupils should be able to: – Describe the two important movements of the earth (rotation and revolution) – Explain the causes of lunar and solar eclipse and their effects | – The Sun – Effects of the interaction between the sun and the Earth | – Uses simple activities to illustrate earth’s rotation and revolution – Observe stars in the night – Read about stars’ constellations | – Charts – Picture of moon phases – Light from a torch light – Model of the Earth, Moon, and the sun |
| 7 | Midterm Test | – | – | – | – |
| 8 | Changes in our Climate | Pupils should be able to: – Identify and write simple weather symbols – Observe changes in our climate over a period of time | – Weather Symbols – Sun, Rain, Cloud, etc. | – Use charts to identify and draw weather symbols | – Chart showing the weather symbols |
| 9 | Changes in our Climate | Pupils should be able to: – Use weather symbols to keep records of weather and climatic changes | – Weather record, e.g., Temperature, Rainfall | – Make weather observations – Keep weather records | – Cardboard papers, color pencils, crayon |
| 10 | Changes in our Climate | Pupils should be able to: – Identify some effects of climate change on Earth | – Global Warming – Causes and effects | – Show pictures of events showing effects of climate change | – Pictures, newspaper/magazine cuttings |
| 11 | Revision | – | – | – | – |
| 12-13 | Examination | – | – | – | – |
Second Term Basic Science scheme of work for Primary 6
Basic Science Scheme of Work for Primary 3
Basic Science Scheme of Work For Primary 4
| Week | MODULE/TOPIC | PERFORMANCE OBJECTIVES | Contents | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision of Last Term Work / Welcome Test | – | – | – | – |
| 2 | Force | Pupils should be able to: – State the meaning of force – Explain forces as a push or pull – Give examples of forces: gravity, friction, magnetic, etc. | – Meaning of force – Meaning of pull and push – Examples of force | – Play with springs, magnets, batteries, rubber bands, etc. – Draw and label the human heart and blood vessels | – Nails – Stones and pebbles – Rough Surfaces (e.g., wood) – Smooth surfaces (e.g., glass) |
| 3 | Force | Pupils should be able to: – Identify the male and female reproductive organs | – Male reproductive organs – Female reproductive organs | – Use charts to explain the male and female reproductive organs | – Charts or models of male and female reproductive organs |
| 4-5 | Force | Pupils should be able to: – Differentiate between arteries, veins, and capillaries – State some basic functions of the human heart and blood vessels | – Blood vessels: arteries, veins, capillaries | – Use charts and relevant pictures to explain the sources of the minerals – Guide class discussion on the uses and importance of mineral resources | – Pictures, models of minerals/ores (or pictures) – Kerosene, grease, engine oil, polythene bags |
| 6 | Force | Pupils should be able to: – State the advantages and disadvantages of friction | – Advantages and disadvantages of friction | – Guides and moderates class discussion on: – How air pressure enables things to move in air (airplanes, air balloons, birds, etc.) – Examine things that float in air and identify their special characteristics | – Ball bearing – Machete – Knife – Water – Vaseline – Sandpaper – Oil – Soapy water |
| 7 | Midterm Test | – | – | – | – |
| 8 | The Human Body System: Blood Circulation | Pupils should be able to: – Name some parts of the human heart and major blood vessels | – The human heart: structure, function | – Sources and brings the model of the human heart and blood vessels to the class | – Model of the human heart |
| 9 | The Human Body System: Blood Circulation | Pupils should be able to: – Differentiate among arteries, veins, and capillaries – State some basic functions of the human heart and blood vessels | – Blood vessels: arteries, veins, capillaries | – Use charts and relevant pictures to explain the sources of the minerals – Group the minerals into solid and liquid minerals | – Charts or models of male and female reproductive organs |
| 10 | The Human Body System: Blood Circulation | Pupils should be able to: – Describe in simple terms how food and materials are distributed to different parts of the body by the blood | – Blood circulation | – Trace the movement of food and other materials by the blood to all parts of the human body using a chart | – Diagram/chart showing blood circulation |
| 11 | Revision | – | – | – | – |
| 12-13 | Examination | – | – | – | – |
Third Term Basic Science scheme of work for Primary 6
Basic Science Scheme of Work For Primary 5
| Week | MODULE/TOPIC | PERFORMANCE OBJECTIVES | Contents | ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Revision of Last Term Work / Welcome Test | – | – | – | – |
| 2 | The Human Body System: Reproduction | Pupils should be able to: – Explain reproduction in human beings | – Reproductive System – Meaning of reproduction | – Explains the meaning of reproduction in human beings | – Charts or Models of male and female reproductive organs |
| 3 | The Human Body System: Reproduction | Pupils should be able to: – Identify the male and female reproductive organs | – Male reproductive organs – Female reproductive organs | – Use charts to explain the male and female reproductive organs | – Charts or models of male and female reproductive organs |
| 4 | The Human Body System: Reproduction | Pupils should be able to: – State the functions of male and female reproductive organs | – Functions of the reproductive organs | – Guides pupils to state the functions of male and female reproductive organs using diagrams | – Charts/models of male and female reproductive organs |
| 5 | Air | Pupils should be able to: – Demonstrate that air presses on every object – Explain why things move in air | – Air pressure – Things that fly in air | – Demonstrate the collapsible can experiment – Use an inverted tumbler filled with water and sealed with nylon or a leaf to illustrate and explain air pressure | – Water tumbler – Cardboard – Cell phone – Balloons – Bicycle tyre – Pumps – Football – Paper – String |
| 6 | Air | Pupils should be able to: – Explain why boats fixed with sails move faster on windy days – State some of the applications of air pressure in navigation, generation of electricity, floatation, suction | – Why things move in air – Applications of air pressure | – Use inflated balloons to lift objects – Look at a picture or model of a windmill | – Ball bearing – Machete – Knife – Water – Vaseline – Sandpaper – Oil – Soapy water |
| 7 | Midterm Test | – | – | – | – |
| 8 | Mineral Resources | Pupils should be able to: – Name some of the mineral resources found in Nigeria and their sources | – Types of mineral resources in Nigeria | – Collect samples of minerals (e.g., tin ore, coal, iron ore, crude oil) for class activities – Lead pupils to identify minerals | – Samples of minerals/ores (or pictures) – Kerosene, grease, engine oil, polythene bags |
| 9 | Mineral Resources | Pupils should be able to: – Identify the mineral resources based on observable characteristics | – Physical characteristics of some major mineral resources | – Use charts and relevant pictures to explain the sources of the minerals – Guide class discussion on the uses and importance of mineral resources | – Pictures, models of minerals/ores (or pictures) – Kerosene, grease, engine oil, polythene bags |
| 10 | Mineral Resources | Pupils should be able to: – State the importance of mineral resources to Nigeria | – Importance of mineral resources in industries, transport/communication, the economy, etc. | – Use charts and relevant pictures to explain the sources of the minerals – Arrange for a guest talk on the exploitation, development, and use of mineral resources | – Pictures, models of minerals/ores (or pictures) – Kerosene, grease, engine oil, polythene bags |
| 11 | Revision | – | – | – | – |
| 12-13 | Examination | – | – | – | – |
Important Tips On Basic Science scheme of work for Primary 6
Learning Outcomes On Basic Science scheme of work for Primary 6
By the end of the academic year, students should be able to:
- Apply the scientific method to investigate and solve problems.
- Understand the human body systems and their functions.
- Comprehend the concepts of matter, energy, and their interactions.
- Identify the Earth’s structure, natural processes, and their effects.
- Demonstrate awareness of technological advancements and their impact on society and the environment.
Assessment Methods On Basic Science scheme of work for Primary 6
Assessment will encompass both formative and summative evaluations. Formative assessments, such as class discussions and group projects, will provide continuous feedback on students’ progress. Summative assessments, including written tests and practical demonstrations, will gauge students’ mastery of concepts and their ability to apply knowledge.
Curriculum Content On Basic Science scheme of work for Primary 6
Scientific Investigation and Problem Solving
- Steps of the scientific method: observation, hypothesis, experimentation, analysis, conclusion
- Variables and controls in experiments
- Data collection and interpretation
- Designing experiments to answer specific questions
Human Body Systems and Health
- Digestive system: organs and functions, digestion process
- Respiratory system: structure, breathing process, and gas exchange
- Circulatory system: heart structure, blood circulation
- Skeletal and muscular systems: bones, muscles, and movement
- Personal hygiene and healthy lifestyle practices
Matter and Energy
- Elements, compounds, and mixtures
- Physical and chemical properties of matter
- Changes in matter: physical and chemical changes
- Energy sources and transformations: potential, kinetic, thermal, electrical, light, sound
- Conservation of energy and its applications
Earth and Environment
- Earth’s structure: layers, crust, mantle, core
- Plate tectonics: earthquakes, volcanoes, mountain formation
- Weathering, erosion, and deposition
- Natural resources: types, extraction, and conservation
- Climate change and environmental sustainability
Teaching Strategies On Basic Science scheme of work for Primary 6
- Inquiry-Based Learning: Encourage students to ask questions, design experiments, and explore topics independently.
- Problem-Based Learning: Present real-world scenarios to foster critical thinking and problem-solving skills.
- Hands-On Activities: Conduct experiments, demonstrations, and simulations to enhance understanding.
- Cross-Curricular Connections: Integrate science with other subjects, such as mathematics and geography, to highlight real-world applications.
- Field Trips and Guest Speakers: Organize visits to science-related sites and invite experts to share insights.
Resources and Materials On Basic Science scheme of work for Primary 6
- Textbooks, reference books, and workbooks
- Laboratory equipment for experiments
- Multimedia presentations and educational videos
- Online simulations and interactive resources
- Maps, diagrams, and charts
Feedback and Support On Basic Science scheme of work for Primary 6
Regular feedback will be provided through class discussions, formative assessments, and personalized feedback on assignments. Students in need of additional support will receive extra assistance during scheduled help sessions. Parental involvement will be encouraged through updates on student progress, suggestions for at-home reinforcement, and open communication channels.
In conclusion, this scheme of work for Basic Science in Primary 6 aims to provide a comprehensive and engaging learning experience for students. By aligning with the outlined objectives, assessment methods, teaching strategies, and resources, educators can create an environment that nurtures scientific curiosity, critical thinking, and a solid foundation in fundamental scientific principles. Through this curriculum, students will be well-prepared to navigate the complexities of the natural world and apply scientific concepts in various contexts.
