Basic Science & Technology Scheme of Work For Nursery 1 (Age 3)
Nursery education plays a pivotal role in a child’s early development, laying the foundation for future academic success and nurturing their curiosity. In the realm of early education, Basic Science and Technology stands as a fascinating subject that introduces young minds to the wonders of the world around them. This article delves into the comprehensive and engaging Scheme of Work for Basic Science and Technology, designed specifically for Nursery pupils. Through a variety of hands-on activities and creative learning experiences, children are empowered to explore, discover, and comprehend the living and non-living entities that shape their environment
First Term Unified Basic Science & Technology Scheme of Work For Nursery 1
| Week | Topic | Learning Objectives | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| 1 | Introduction to self – part of the body | – List major locations in the body: Head, hands, legs. | – Pupils mime the rhyme “My Head, My Shoulder, My Knees, My Toes” as a class. | – Pupils colour a picture of an eye. | – Audio-visual resources (Picture charts, posters). Web resources: theschoolrun.com |
| – Identify body parts of different locations. | – Pupils identify parts of their body in small groups. | – Creativity and imagination | |||
| – Pupils discuss the function of body parts. | |||||
| – Pupils color a picture of an eye. | |||||
| 2 | My five senses | – Mention the five senses. | – Teacher displays pictures of sense organs for recognition and naming. | – Critical thinking | – Audio-visual resources. Objects for sensory activities. Web resources: theschoolrun.com/homework-help/our-senses |
| – Identify the five senses. | – Pupils in pairs identify the five senses and state their importance. | – Personal development | |||
| – Explain the importance of each sense organ. | – Pupils color pictures of sense organs. | ||||
| 3 | Colour | – Explain the meaning of color. | – Pupils discuss the meaning of colors as a class. | – Communication and collaboration | – Audio-visual resources (Charts of basic colored objects). Web resources: Early Childhood Care Education Teaching Scheme |
| – Identify basic colors around (red, blue, yellow, etc.) | – Pupils identify colors they can see in the classroom in groups. | – Creativity and imagination | |||
| – Use colors to do handprints. | – Pupils sing songs on colors. | ||||
| 4 | Safe environment (Home) | – Explain the meaning of environment. | – Pupils discuss the meaning of a safe environment. | – Critical thinking and problem-solving | – Communication and Collaboration |
| – Give reasons for keeping the environment safe. | – Pupils mention unsafe objects at home in pairs. | – Communication and Collaboration | |||
| – Sing songs on safety. | – Pupils sing songs on safety as a class. | ||||
| 5 | Safety in the environment (school) | – State reasons for safety in the school. | – Pupils sing songs on safety. | – Pupils colour pictures of safety workers. | – Audio-visual resources (Posters, charts). Web resources: www.roadsafety.org/schools-colleges/lesson-plans |
| – Mention steps to ensure safety in the classroom. | – Communication and Collaboration | ||||
| – Identify safety workers in the school. | – Pupils demonstrate safe ways to play with classmates in groups. | ||||
| 6 | Midterm Break | – | – | – | – |
| 7 | – Communication and Collaboration | – Explain the meaning of traffic lights. | – Pupils discuss the meaning and importance of traffic lights using a chart or story. | Road Signs: Identification, meaning, and Importance | – Audio-visual resources (Pictures, posters, video clips). Web resources: www.resououforearlylearning.org/educated/activities-teachingsafety |
| – State the importance of traffic lights. | – Pupils identify and discuss pictures of traffic lights in small groups. | – Citizenship | |||
| – Pupils colour traffic light pictures using the three colours. | – Identify the colours of traffic lights. | ||||
| 8 | Road Signs, Zebra Crossing | – Explain the meaning of zebra crossing. | – Pupils discuss the meaning of zebra crossing using a poster showing the zebra crossing. | – Pupils colour pictures of a zebra crossing in their books/activity book. | – Audio-visual resources (Pictures, posters, charts). Web resources: www.roadsafety.org/schools-colleges/lesson-plans |
| – Mention the importance of zebra crossing. | – Pupils demonstrate the safe use of a zebra crossing as a class. | – Citizenship | |||
| – Give a vivid description of zebra crossing. | – Give a vivid description of the zebra crossing. | ||||
| 9 | Safety, Personal Cleanliness | – Explain the meaning of personal cleanliness. | – Teacher shows pictures of clean, healthy children and dirty unhealthy children. | – Critical thinking and problem-solving | – Audio-visual resources (Toothbrushes, soap, water, tissues). Web resources: None specified |
| – Analyze the importance of good personal hygiene. | – Pupils group illustrations to show levels of cleanliness. | – Personal development | |||
| – Identify two objects needed for personal hygiene. | – Pupils practice washing hands in pairs. | ||||
| – Pupils play games to show how germs are transferred using glitter. | |||||
| – Pupils sing songs on cleanliness (bathing, brushing teeth, etc.). | |||||
| 10 | Revision | – | – | – | – |
| 11-13 | Examination | – | – | – | – |
Second Term Unified Basic Science & Technology Scheme of Work For Nursery 1
| WEEK | TOPIC | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
|---|---|---|---|---|---|
| 1 | Back for school/Revision | – | – | – | – |
| 2 | Plants we eat fruit | – Give a simple explanation of fruit.<br> – Identify types of fruit and their importance to the body. | – Pupils feel, touch, and discuss different types of fruit.<br> – Pupils mention various types of fruit they know and their importance to the body in small groups.<br> – Pupils talk about their favorite fruit and why they like it in pairs.<br> – Pupils color pictures of fruit in their books. | – Critical thinking and problem solving.<br> – Communication and collaboration.<br> – Personal development. | Audio-visual: different fruit samples, crayons, flashcards, posters<br>Web resources<br>Video clips of fruit |
| 3 | Plants We Eat: Vegetables | – Mention various types of vegetables.<br> – Enumerate some importance of vegetables. | – Pupils mention various types of vegetables.<br> – Pupils touch leaves of vegetables to feel the texture in small groups.<br> – Pupils discuss the importance of vegetables as a class.<br> – Pupils discuss the different methods of eating vegetables raw and cooked in small groups.<br> – Pupils sing rhymes about vegetables as a class.<br> – Pupils sort vegetables and fruit into groups as group activities. | – Critical thinking and problem solving.<br> – Communication and collaboration.<br> – Personal development. | Audio-visual resource: pictures of vegetables in a market, vegetable crayons, charts, video clips<br>Web resources |
| 4 | Transportation land | – Give a simple explanation of transportation.<br> – Mention some importance of transportation.<br> – Identify some examples of vehicles seen on land. | – Pupils discuss the meaning of transportation as a class.<br> – Pupils sing songs about driving on land as a class.<br> – Pupils use toy vehicles to compare land vehicles in pairs.<br> – Pupils identify and name vehicles on a chart (bus, car, truck, train) in groups.<br> – Pupils talk about vehicles they have seen on land and mention where they saw them in pairs.<br> – Pupils match vehicles used on land roads in groups.<br> – Pupils sing rhymes about motor cars and watch videos of land vehicles. | – Communication and collaboration.<br> – Leadership and personal development. | Audio-visual resources<br>Toy vehicle chart land vehicle<br>Web resources |
| 5 | Transportation air | – State the importance of air transportation.<br> – Identify different types of air vehicles.<br> – Match vehicles to the mode of transportation. | – Pupils observe an aeroplane flying in the air outside.<br> – Pupils give examples of air vehicles in small groups.<br> – Pupils talk about vehicles in the air they have seen and where they saw them in pairs.<br> – Pupils color aeroplanes.<br> – Pupils match vehicles to their respective modes of transportation. | – Communication and collaboration.<br> – Personal development. | Audio-visual resources: plane, helicopter, storybooks about aeroplanes, video clips, picture of people<br>Web resources |
| 6 | MID-TERM BREAK | – | – | – | – |
| 7 | FLOATING OBJECTS | – Give a simple explanation of sinking and floating objects.<br> – Identify some objects that float.<br> – Select floating objects from a pile of other objects. | – Pupils in groups drop different types of objects in a bowl of water to illustrate floating (avoid splashing).<br> – Pupils practice placing objects inside water to float and mention some objects that can float in water in pairs.<br> – Pupils select floating objects from a pile of objects in small groups.<br> – Pupils paint leaves and create leaf prints in their books as a class. | – Communication and collaboration. | Audio-visual resources: floating objects, large bowl of water, posters, video clips<br>Web resources |
| 8 | SINKING OBJECTS | – Analyze a simple explanation of sinking objects.<br> – Give examples of sinking objects.<br> – Describe sinking objects. | – Pupils discuss the meaning of sinking using objects as a class.<br> – Pupils drop different types of heavy objects into a bowl of water to illustrate sinking (avoid splashing) in small groups.<br> – Pupils place objects into the water to sink (teacher monitors).<br> – Pupils select sinking objects from a pile of other objects.<br> – Pupils give examples of sinking objects.<br> – Pupils sing rhymes on sinking as a class. | – Communication and collaboration.<br> – Personal development. | Audio-visual resources: tub of water, water, sinking objects, toilet papers to clean spills<br>Web resources |
| 9 | SINKING AND FLOATING OBJ. | – Give a simple explanation of sinking and floating objects.<br> – Itemize the criteria for sinking and floating of objects.<br> – Enumerate the major differences between floating and sinking objects. | – Pupils give a simple explanation of sinking and floating objects as a class.<br> – Pupils demonstrate the sinking and floating process in small groups.<br> – Pupils sort floating objects from sinking objects into different trays.<br> – Pupils use a particular color each to circle either sinking or floating objects in a chart.<br> | – Communication and collaboration.<br> – Critical thinking and problem-solving. | Audio-visual resources: tub of water, water, sinking and floating objects, chairs of objects for pupil activities<br>Web resources |
| 10 | Revision | – | – | – | – |
| 11-13 | Examination | – | – | – | – |
Third Term Unified Basic Science & Technology Scheme of Work For Nursery 1
| Week | Topic | Learning Objective | Learning Activities | Embedded Core Skills | Learning Resources |
|---|---|---|---|---|---|
| 1 | Back to School/Revision | Revision of second term’s work | – Pupils discuss the previous term’s topics and lessons. | – Communication and Collaboration | None |
| 2 | Living Things | By the end of the lesson, pupils should be able to: | – Pupils discuss the meaning of living things around them. – Pupils sing songs and rhymes about living things. – Pupils point out living things in a chart with pictures of living and non-living things. – Pupils colour living and non-living things with different colours. – Teacher leads a game to identify living things from a chart of living and non-living things. | – Communication and Collaboration – Critical Thinking and Problem Solving | – Critical Thinking and Problem-Solving – Communication and Collaboration |
| 3 | Non-Living Things | By the end of the lesson, pupils should be able to: | – Critical Thinking and Problem-Solving – Communication and Collaboration | – Pupils discuss the meaning of non-living things in small groups. – Pupils sing songs/rhymes about non-living things. – Pupils identify non-living things from a chart on the board. – Pupils colour pictures of non-living things. – Pupils pick and touch non-living things in their classrooms in pairs. | Audio-Visual resources, pictures, charts, video of non-living things, Web resources. |
| 4 | Living Things and Non-Living Things | By the end of the lesson, pupils should be able to: | – Pupils as a class discuss the meaning of living and non-living things. – Pupils differentiate between living and non-living things in small groups. – Pupils mention living things they have seen at home and what they need to survive. – Pupils arrange into two groups to mention living and non-living things in the school environment. | Audio-Visual Resources, charts, video clips/non-living objects, small living things/pets, Web Resources. | – Pupils watch videos or charts of various plants. – Pupils mention some parts of a plant as a class. – Pupils discuss the uses of plants in groups. – Pupils colour plants in their books. – Pupils paint the leaves of plants and create leaf prints in their books. – Pupils sing rhymes about plants and their uses. – The teacher and pupils play a game on the uses of plants. |
| 5 | What Living Things Can Do | By the end of the lesson, pupils should be able to: | – Pupils in small groups discuss what living things can do. – Show pictures/video clips of living things moving, eating, and with their babies. – Pupils move around the class to show that living things can move. – Pupils sing and dance to demonstrate movement in the class. – Pupils sing and dance to illustrate the life cycles of human beings and show growth. | – Communication and Collaboration – Critical Thinking and Problem Solving | – Pupils watch videos or charts of various plants. – Pupils mention some parts of a plant as a class. – Pupils discuss the uses of plants in groups. – Pupils colour plants in their books. – Pupils paint leaves of plants and create leaf prints in their books. – Pupils sing rhymes about plants and their uses. – The teacher and pupils play a game on the uses of plants. |
| 6 | Mid-Term Revision/Break | None | None | None | None |
| 7 | Plants | By the end of the lesson, pupils should be able to: | Audio-Visual Resources, pictures, charts, colour paints, Web resources. | – Communication and Collaboration – Creativity and Imagination | – Critical Thinking and Problem-Solving – Communication and Collaboration |
| 8 | Animals – Domestic | By the end of the lesson, pupils should be able to: | – Critical Thinking and Problem-Solving – Communication and Collaboration | – Pupils give a simple explanation of domestic animals. – Pupils sing songs about domestic animals. – Pupils describe domestic animals in groups using a chart. – Pupils discuss domestic animals they have seen at home and in their environment in pairs. – Pupils listen to stories about animals on the farm. – Pupils mimic the sounds of different domestic animals. – Pupils play with farm animal toys. – Pupils demonstrate animal sounds and match them to animals. – Pupils practice matching animals on a worksheet. | Web Resources, Audio-Visual Resources: Activity books, flashcards, video clips, sound player for songs, storybooks, plastic toys. |
| 9 | Animals – Wild Animals | By the end of the lesson, pupils should be able to: | – Pupils in groups pick flashcards or toy animals and mention their names and sounds. – Pupils give vivid descriptions of wild animals as a class. – Pupils in pairs select wild animals from a pack of flashcards or toy animals. – Pupils play a game of walking like some animals (lions, elephants, monkeys, etc.). – Pupils watch videos of wild animals. – Pupils colour animals in a worksheet. | Audio-Visual resources, pictures, charts, video of living things, small animal pets, Web resources. | Web Resources, Audio-Visual Resources: Worksheet (Photocopied), crayons, toy animals, flashcards, storybooks, sound player, video player. |
| 10 | Revision | None | None | None | None |
| 11-13 | Examination | None | None | None | None |
Note: The materials listed are suggestions and may vary depending on the availability and resources of the nursery school. The activities can include class discussions, group work, practical demonstrations, and outdoor observations. The learning materials can be adapted to suit the nursery level and make the learning experience interactive and engaging.