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Description of

CURRICULUM SPECIFICATIONS
FOR
FORM 1
SCIENCE
TABLE OF CONTENTS

Page

THEME: INTRODUCING SCIENCE


Learning Area:1. Introduction to Science 3

THEME: MAN AND THE VARIETY OF LIVING THINGS


Learning Area:1. Cell as a Unit of Life 9

THEME: MATTER IN NATURE


Learning Area:1. Matter 12
Learning Area:2. The Variety of Resources on Earth 14
Learning Area:3. The Air Around Us 17

THEME: ENERGY
Learning Area:1. Sources of Energy 21
Learning Area:2. Heat 23

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THEME: INTRODUCING SCIENCE

Learning Area: 1. Introduction to Science

Week Learning Objectives Learning Outcomes Suggested Learning Activities

1.1 Understanding A student is able to: Describe examples of natural phenomena that
6,7 that science is part of students see around them:
everyday life • list what he sees around him that is related a) growth of human from a baby to an adult,
to science, b) fall of a ball to the ground,
• explain the importance of science in c) melting of ice.
everyday life,
• name some careers in science such as: Discuss the uses and benefits of science in
a) science teachers everyday life.
b) doctors
c) engineers Attend talks on careers in science.

8,9 1.2 A student is able to: Carry out a scientific investigation/experiment, e.g.
Understanding the ‘To find out what affect the number of times the
steps in scientific • state the steps in scientific pendulum swings back and forth (oscillations)
investigation investigation/experiment, during a given time’.
• carry out a scientific investigation.

The students will be:


a) determining ‘what I want to find out’ (identifying
the problem),
b) making a smart guess (forming a hypothesis),
c) planning how to test the hypothesis (planning
the experiment)
• identify the variables,
• determine the apparatus and materials
required,

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Week Learning Objectives Learning Outcomes Suggested Learning Activities

1.1 Understanding A student is able to: Describe examples of natural phenomena that
6,7 that science is part of students see around them:
everyday life • list what he sees around him that is related a) growth of human from a baby to an adult,
to science, b) fall of a ball to the ground,
• explain the importance of science in c) melting of ice.
everyday life,
• name some careers in science such as: Discuss the uses and benefits of science in
a) science teachers everyday life.
b) doctors
c) engineers Attend talks on careers in science.

• determine the procedure to carry out the


experiment, method to collect and analise
data.
d) carry out the experiment,
e) writing down what has been observed
(collecting data),
f) finding a meaning for what has been observed
(analyzing and interpreting data),
g) deciding whether the hypothesis is true (making
conclusions),
h) writing a report on the investigation (reporting).

Students can be asked to report on their


investigations to the class. Student emphasises the
steps they have taken; what they have changed;
what they have kept the same and what they have
measured.

12,13 1.3 A student is able to: Identify physical quantities (length, mass, time,
Knowing physical temperature and electric current), their values and
quantities and their units found on product descriptions.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities

1.1 Understanding A student is able to: Describe examples of natural phenomena that
6,7 that science is part of students see around them:
everyday life • list what he sees around him that is related a) growth of human from a baby to an adult,
to science, b) fall of a ball to the ground,
• explain the importance of science in c) melting of ice.
everyday life,
• name some careers in science such as: Discuss the uses and benefits of science in
a) science teachers everyday life.
b) doctors
c) engineers Attend talks on careers in science.

units • state physical quantities: length, mass, time,


temperature and electrical current, Find words with the prefixes used in measurements
• state the S.I. units and the corresponding such as kilo-, centi-, and milli- .
symbols for these physical quantities,
• state the symbols and values of prefixes for Find the symbols used for these unit of
units of length and mass: milli-, centi-, and measurement.
kilo-,
Find the value of these prefixes.
• identify and use appropriate prefixes in the
measurement of length and mass.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities

1.1 Understanding A student is able to: Describe examples of natural phenomena that
6,7 that science is part of students see around them:
everyday life • list what he sees around him that is related a) growth of human from a baby to an adult,
to science, b) fall of a ball to the ground,
• explain the importance of science in c) melting of ice.
everyday life,
• name some careers in science such as: Discuss the uses and benefits of science in
a) science teachers everyday life.
b) doctors
c) engineers Attend talks on careers in science.

14,15 1.4 A student is able to: Measure the length of straight lines, curves and
Understanding the diameter of objects using rulers, thread and
use of measuring • choose the right tool and measure length in calipers.
tools the context of an experiment,
• estimate area of regular and irregular Estimate the area of regular and irregular shapes
shapes using graph paper in the context of using graph paper.
an experiment,
• choose the right tool and measure the Measure volume of liquids using measuring
volume of liquid in the context of an cylinder, pipette and burette.
experiment,
Determine the volume of regular and irregular
• choose the right tool to measure the body
solids using the water displacement method.
temperature and temperature of a liquid,
• determine the volume of solids using water Measure the body temperature and temperature of
displacement method in the context of an water.
experiment.
Discuss the right choice tool in making
measurements.

Apply the above measurement skills in the context


of experiments.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities

1.1 Understanding A student is able to: Describe examples of natural phenomena that
6,7 that science is part of students see around them:
everyday life • list what he sees around him that is related a) growth of human from a baby to an adult,
to science, b) fall of a ball to the ground,
• explain the importance of science in c) melting of ice.
everyday life,
• name some careers in science such as: Discuss the uses and benefits of science in
a) science teachers everyday life.
b) doctors
c) engineers Attend talks on careers in science.

16,17 1.5 A student is able to: Find the weights of different objects using a spring
Understanding the balance.
concept of mass • determine the weight of an object,
• explain the concept of weight, Discuss weight as the pull of the earth (gravitational
• explain the concept of mass, force) on an object.
• determine the mass of an object,
Discuss mass as quantity of matter.
• explain the difference between mass and
weight, Find the mass of different objects using beam/lever
• apply the use of spring and beam/lever balance or lever balance.
balance in the context of an experiment.
Discuss the difference between mass and weight.

Apply the skills of using the spring balance and


beam/lever balance in the context of an
experiment.

16,17 1.6 A student is able to: Discuss the various units of measurements, e.g.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities

1.1 Understanding A student is able to: Describe examples of natural phenomena that
6,7 that science is part of students see around them:
everyday life • list what he sees around him that is related a) growth of human from a baby to an adult,
to science, b) fall of a ball to the ground,
• explain the importance of science in c) melting of ice.
everyday life,
• name some careers in science such as: Discuss the uses and benefits of science in
a) science teachers everyday life.
b) doctors
c) engineers Attend talks on careers in science.

Realising the units for length (feet, yard, chain, mile, meter,
importance of • give examples of problems that may arise if kilometer), units for weight (pound, ounce, kati,
standard units in standard units are not used. tahil, gram, kilogram).
everyday life
Act out a scene to show the problem caused by not
using standard units e.g. buying things at the
market.

Discuss the advantages and disadvantages of


using different units of measurement.

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THEME: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 1. Cell as a Unit of Life

Week Learning Objectives Learning Outcomes Suggested Learning Activities

18,19 1.1 Understanding cells A student is able to: Gather information on living
organisms and identify the smallest
• identify that cell is the basic unit living unit that makes up the
of living things, organism.
• prepare slides following the
proper procedures, Prepare slides of cheek cells and
• use a microscope properly, onion cells.
• identify the general structures
Study the general structure of
of animal cells and plant cells,
cheek cells and onion cells under a
1.2 Understanding unicellular • draw the general structures of microscope, using the correct
organism and multicellular an animal cell and a plant cell, procedure.
organism • label the general structure of
an animal cell and a plant cell, Draw and label the different
• state the function of each cell structures of an animal cell and a
structure, plant cell.
• state the similarities and
differences between the two Compare an animal cell and a plant
cells. cell.

Gather information on cell


structures and discuss their
functions.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities

20 A student is able to: Gather information about unicellular


organisms and multicellular
• state the meaning of unicellular organisms.
organisms and multicellular
organisms, Provide students with picture cards,
• give examples of unicellular name cards, ‘unicellular’ and
organisms and multicellular ‘multicellular’ cards. Students use
organisms. reference materials and/or
information to match the three
cards for each organism.

Observe examples of unicellular


organisms and multicellular
organisms under a microscope.

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1.3 Understanding that cells form A student is able to: Gather information and discuss the
tissues, organs and systems in the following:
human body. • name the different types of a) types of human cells,
human cells, b) functions of different types of
• state the function of different human cells.
types of human cells,
• arrange sequentially cell
organisation from simple to
complex using the terms cell,
tissue, organ, system and
organism.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities
Use a graphic organiser (e.g.
ladder of hierarchy) to show the
organisation of cells:
cell  tissue  organ 
system  organism

organism

system

organ
tissue
cell

25 1.4 A student is able to: Discuss why human beings are


Realising that humans are complex organisms.
complex organisms • explain why human beings are
complex organisms.

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THEME: MATTER IN NATURE

Learning Area: 1. Matter

Week Learning Objectives Learning Outcomes Suggested Learning Activities

26,27 1.1 Understanding that matter has A student is able to: Through activities, show that things
mass such as book, air, water, soil and
and occupies space • state that things has mass and living things have mass and
occupies space, occupy space.
• explain what matter is, relate
things and matter, Discuss what matter is.
• carry out activities to show that
air, water, soil and living things List examples of matter.
have mass and occupy space.

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1.2 Understanding the three states A student is able to: Gather information and discuss
of matter a) what matter is made up of,
• state that matter is made up of b) what the three states of matter
particles, are.
• state the three states of matter,
• state the arrangement of Compare the three states of matter
particles in the three states of in terms of:
matter, a) the arrangement of particles,
b) the movement of particles.
• state the differences in the
movement of particles in the
Simulate the arrangement and
three states of matter.
movement of particles in the three
states of matter.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities
1.3 Understanding the concept of A student is able to: Recall the definition of density.
density
• define density, Through activities, find the
• explain why some objects and densities of:
liquids float, a) objects with regular or irregular
• solve simple problems related shape,
to density, b) different liquids.
• carry out activities to explore
Discuss why some objects and
the densities of objects and
liquids float by relating it to density.
liquids.

28 1.4 Appreciating the use of A student is able to: Gather information and discuss
properties of matter in everyday how:
life • describe how man uses the
different states of matter, a) man uses his knowledge of
• describe how man applies the different states of matter to
concept of density, store and transport gases and
• carry out an activity to explore liquids,
the applications of the concept b) man uses the concept of
of floating and sinking related to density in making rafts, floats
density. etc.

Carry out an activity to explore the


applications of the concept of
floating and sinking related to
density.

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Learning Area: 2. The Variety of Resources on Earth

Week Learning Objectives Learning Outcomes Suggested Learning Activities

29 2.1 A student is able to: Gather information about the


Knowing the different resources resources on earth, i.e. water, air,
on earth • list the resources on earth soil, minerals, fossil fuels and living
needed to sustain life, things.
• list the resources on earth
used in everyday life.

30 2.2 A student is able to: Gather information and discuss


Understanding elements, a) what elements, compounds
compounds and mixtures • state what elements, and mixtures are,
compounds and mixtures are, b) what metals and non-metals
• give examples of elements, are,
compounds and mixtures, c) examples of elements,
• state the differences between compounds, mixtures,
elements, compounds and metals and non-metals.
mixtures,
Compare and contrast the
• carry out activities to compare
properties of elements, compounds
the properties of different metal
and mixtures.
and non metals,
• classify elements as metals Carry out activities to compare the
and non-metals based on their properties of metals and non-metals
characteristics, in terms of appearance,
• give examples of metals and hardness, conductivity of heat and
non-metals, conductivity of electricity,

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Week Learning Objectives Learning Outcomes Suggested Learning Activities
Carry out activities to separate the
• carry out activities to separate components of mixtures e.g.
the components of a mixture. a) mixture of iron filings and sulphur
powder,
b) mixture of sand and salt.

31 2.3 A student is able to: Discuss the importance of earth’s


Appreciating the importance of the resources (water, air, soil, minerals,
variety of earth’s resources to man • explain the importance of fossil fuels and living things) to man.
variety of earth’s resources to
man, Draw a concept map to show the
• state the meaning of the relationship between these
preservation and conservation resources to the basic needs of life.
of resources on earth,
• state the importance of the Gather information on the
preservation and conservation preservation and conservation of
of resources on earth, resources on earth.
• practise reusing and recycling
Discuss the importance of the
of materials e.g. using old
preservation and conservation of
unfinished exercise books as
resources on earth (e.g. recycling
note books and collecting old
of paper will help reduce the
newspapers for recycling.
cutting down of trees; conserving
clean water prevents water
shortage).

Carry out a project/ campaign/


competition on the reusing and
recycling of materials.

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Learning Area: 3. The Air Around Us

Week Learning Objectives Learning Outcomes Suggested Learning Activities

32 3.1 A student is able to: Gather information on:


Understanding what air is made up a) the composition of air,
of (the composition of air) • state what air is made up of, b) the percentage of nitrogen,
• explain why air is a mixture, oxygen and carbon dioxide in
• state the average percentage of air.
nitrogen, oxygen and carbon
dioxide in air, Carry out activities to show:
a) the percentage of oxygen in
• carry out activities to show:
air,
a) the percentage of oxygen in
b) that air contains water vapour,
air,
microorganisms and dust.
b) that air contains water
vapour, microorganisms
and dust.

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3.2 A student is able to Gather information on the
Understanding the properties of properties of oxygen and carbon
oxygen and carbon dioxide • list the properties of oxygen dioxide.
and carbon dioxide,
• identify oxygen and carbon Carry out activities to show the
dioxide based on its properties, properties of oxygen and carbon
• choose a suitable test for dioxide in the following aspects:
oxygen and carbon dioxide
a) solubility in water,

b) reaction with sodium


hydroxide,

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Week Learning Objectives Learning Outcomes Suggested Learning Activities

c) the effect on:


glowing and burning wooden
splinter, litmus paper, lime
water, bicarbonate indicator.

35 3.3 A student is able to Gather information and discuss


Understanding oxygen is needed respiration.
in respiration • state that energy, carbon
dioxide and water vapour are Carry out an experiments to
the products of respiration, show that during respiration,
• relate that living things use living things
oxygen and give out carbon (a) use oxygen,
dioxide during respiration, (b) give out carbon dioxide.
• compare and contrast the
content of oxygen in inhaled
and exhaled air in humans,
• state that oxygen is needed for
respiration,
• carry out an experiment to
show that living things use
oxygen and give out carbon
dioxide during respiration.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities

36 3.4 A student is able to: Gather information and discuss


Understanding oxygen is needed combustion.
for combustion (burning) • state what combustion is,
• state that oxygen is needed for Carry out experiments to:
combustion, a) show that oxygen is
• list the products of combustion, needed for combustion,
b) investigate the effect of
• carry out experiments to
the size of a container on
investigate combustion.
the length of time a candle
burns,

Carry out activity to test for the


products of combustion of
charcoal such as carbon dioxide
and water.

37 3.5 A student is able to: Gather information and discuss:


Analysing the effects of air
pollution • explain what air pollution is, a) what air pollution is,
• list examples of air pollutants, b) examples of air pollutants,
• list the sources of air pollutants, c) the sources of air pollutants,
d) the effects of air pollution on
• describe the effects of air
man and the environment,
pollution,
e) the steps needed to control air
• explain the steps needed to pollution.
prevent and control air
pollution.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities

Carry out a project to study:

a) air pollution in an area around


the school.
b) the effects of air pollution.

38 3.6 A student is able to: Gather information and discuss:


Realising the importance of
keeping the air clean • describe how life would be a) how life would be without
without clean air, clean air,
• suggest ways to keep the air b) ways to keep the air clean,
clean, c) habits that keep the air clean.
• practise habits that keep the air
clean. Carry out activity to show the
pollutants in cigarette smoke.

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THEME: ENERGY

Learning Area: 1. Sources of Energy

Week Learning Objectives Learning Outcomes Suggested Learning Activities

39 1.1 A student is able to: Gather information about the


Understanding various forms and various forms and sources of
sources of energy • list the various forms of energy, energy and energy changes.
• list the various sources of
energy, Discuss the sun as the primary
• identify energy changes, source of energy.
• identify the sun as the primary
Carry out activity to see the
source of energy,
energy change
• carry out an activity to
• from potential to kinetic
investigate energy change from
energy for example a ball
potential to kinetic energy and
rolling down an inclined
vice versa.
slope
• from kinetic to potential
energy for example the
winding of the coil in a toy
car.

40 1.2 A student is able to: Gather information and discuss


Understanding renewable and the meaning of renewable and
non-renewable energy • define renewable and non- non-renewable energy sources.
renewable sources of energy.
• group the various sources of Carry out a project on:
energy into renewable and non- a) renewable and non-renewable
renewable. energy sources.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities
• explain why we need to b) the uses of solar energy.
conserve energy. c) the ways to increase efficient
• suggest ways to use energy use of energy
efficiently.
41
1.3 A student is able to
Realising the importance of
conserving energy sources • describe the importance of
conserving energy sources.
• explain the use and
management of energy
sources.

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Learning Area : 2. Heat

Week Learning Objectives Learning Outcomes Suggested Learning Activities

42 2.1 Understanding heat as a form A student is able to Carry out activities to show:
of energy
• state that the sun gives out a) the sun gives out heat
heat, b) ways to produce heat
• state other sources of heat, c) heat and temperature are not
• state that heat is a form of the same
energy, (Ask students to predict and
observe how the temperatures
• give examples of the uses of
change when they: e.g. mix
heat,
volumes of hot and cold water).
• state the meaning of
temperature, Discuss
• state the difference between a) heat is a form of energy
heat and temperature. b) the uses of heat in our daily
life
c) what temperature is
d) the difference between
temperature and heat.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities

42 2.2 Understanding heat flow and A student is able to Carry out activities to show that
its effect heat causes solids, liquids and
• state that heat causes solids, gases to expand and contract.
liquids and gases to expand (ball and ring, mercury in
and contract, thermometer and air in round-
• state that heat flows in three bottomed flask)
different ways (conduction,
convection and radiation), Carry out activities to show how
• state that heat flows from hot to heat flows by conduction,
cold, convection and radiation.
• give examples of heat flow in
Carry out group activities to
natural phenomena,
discuss:
• state what a heat conductor is, a) natural phenomena such as
• state what a heat insulator is, land breeze, sea breeze and
• list uses of heat conductors and the warming of the earth by
heat insulators in daily life, the sun,
• carry out experiment to b) how buildings can be kept
investigate different materials cool,
as heat insulators. c) what a heat conductor is,
d) what a heat insulator is,
e) the uses of heat conductors
and heat insulators in daily
life.

Carry out an experiment to


investigate different materials as
heat insulators.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities

43 2.3 A student is able to Carry out activities to show the


Analysing the effect of heat on change in state of matter in
matter • state the change in state of physical processes.
matter in physical processes.
• explain that change in state of Discuss
matter involves absorption and (i) the effects of heat on the
release of heat. state of matter
• give examples of daily (ii) examples of daily
observations which show a observation which shows
change in state of matter. a change in state of
matter.

43 2.4 A student is able to Discuss the use of expansion


Applying the principles of and contraction of matter in the
expansion and contraction of • explain with examples the use following:
matter of expansion and contraction of
matter in daily life. a) mercury in a thermometer
• apply principle of expansion b) the bimetallic strip in a fire
and contraction of matter in alarm.
solving simple problems. c) gaps in railway tracks
d) rollers in steel bridges.

Discuss the use of the principle


of expansion and contraction of
matter to solve simple problems.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities

44 2.5 A student is able to Carry out experiments to show


Understanding that dark, dull that:
objects absorb and give out heat • state that dark, dull objects
better absorb heat better than white, a) dark, dull objects absorb
shiny objects, heat better than white, shiny
• state that dark, dull objects objects,
gives out heat better than b) dark, dull objects gives out
white, shiny objects, heat better than white, shiny
• carry out experiments to objects.
investigate heat absorption and
heat release.

44 2.6 A student is able to: Discuss and put into practice


Appreciating the benefits of heat such as opening of windows in
flow • put to practise the principle of the classroom or laboratory to
heat flow to provide improve air circulation.
comfortable living.

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