Integrated Science PDF

INTEGRATED SCIENCE
Grade 1-7
March, 2012
1 Integrated Science grade 1 to 7

INTRODUCTION
The contributing subjects to this learning area are Environmental Science, Home Economics and Agricultural Science. It also
integrates other cross cutting issues such as Environment, Reproductive Health, HIV/AIDS, Hygiene, Nutrition, Substance Abuse,
Water and Sanitation.
METHODOLOGY
The success of Integrated Science can be achieved by maximum participation by learners. This learning area, that enhances creativity,
analysis, problem solving and an investigative approach, can be taught effectively using a variety of methods both in the classroom
and outside. Learners are expected to conduct experiments, study tours, field work and project work.
GENERAL OUTCOMES FOR GRADES 1 - 7

Integrated Science is an area in which learners are required to develop scientific knowledge, skills and attitudes which will help them to explore
and understand their immediate environment and the world at large.
By the end of Grade 7 learners are expected to develop:
• an attitude of scientific curiosity and enquiry;
• the ability to generate new ideas;
• ability to co-operate;
• willingness to share knowledge;
• an understanding of human beings and their environment;
• awareness of a variety of life;
• an understanding of the relationship of living things in their environment; and
• knowledge, skills and positive attitudes in health and nutrition.
Grade 1
Key Competences
• Demonstrate the ability to follow basic hygienic practices
• Demonstrate an understanding and appreciation of the local environment

Unit 1.0 The Human Body

General Outcomes:
• Demonstrate an understanding of the basic facts about the human body
• Develop investigative skills
TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
1.1.0 The 1.1.1 External 1.1.1.1 Identify the external parts • Head, neck, arm, elbow, • Identification • Appreciation
human body parts of of the human body. hand, abdomen, knee, leg, • Observation • Inquisitiveness
ankle, foot. • Awareness
the
human
body
1.2 .1 The 1.2.1.1 Identify the parts • Sight - eyes; smell- nose; • Identification • Appreciation
senses associated with the hearing - ears; taste - • Relating • Inquisitiveness
senses tongue; touch -skin • Team work
1.3.1 Breathing 1.3.1.1 Explain how the nose and • The nose and lungs • Comparison • Inquisitiveness
the lungs work during • Rate of breathing. • Communicati • Team work
breathing. on • Appreciation
1.3.1.2 Find out the rate of • Identification • Awareness
breathing when running • Observation
or at rest.
1.4.1 Heart beat 1.4.1.1 Find out how the heart • Pulse rate and Heart beat. • Comparison • Appreciation
and Pulse beats when resting, • Communicati • Inquisitiveness
rate running, or afraid. on • Team work
• Identification • Critical
thinking
1.5.1 Stages of 1.5.1.1 Identify the stages in the • Baby, toddler, infant, • Comparison • Inquisitiveness

human life human life cycle. child, teenager, adult, • Communicati • Team work
1.5.1.2 Describe what a human aged person on • Creative
being can do at different • Sitting; crawling; • Identification thinking
stages of growth. standing; running • Observation • Critical
1.5.1.3 Measure the height and • Height and weight thinking
weight. (from term one to term
1.5.1.4 Mention what the clinic three).
does for babies and • Vaccination of children
children in the and babies at clinics
community

Unit 2.0 Health
General Outcomes:
• Recognise the importance of personal health
• Develop investigative skills on personal health
1.2.0 Health 1.2.1 Hygiene 1.2.1.1 Explain the importance of • Prevention of diseases • Communication • Appreciation
keeping the body clean. • Cleaning the face, teeth, • Identification • Inquisitiveness
1.2.1.2 Demonstrate how to clean hands and feet. • Team work
the face, teeth, hands and • Prevention of • Critical
feet. transmission of thinking
1.2.1.3 Explain the importance of germs(diseases) • Cleanliness
washing hands. • Prevention of • Creative
1.2.1.5 Explain the importance of breeding/transmission thinking
keeping the surroundings grounds of germs
clean.
1.2.2 Diseases 1.2.2.1 State common • Diarrhoea, Dysentry, • Comparison • Appreciation
communicable diseases Cholera, HIV and • Interpretation • Inquisitiveness
AIDS, common colds • Communication • Team work
• Identification • Awareness

Unit 3.0 The Environment
General Outcomes:
• Develop knowledge, values and positive attitudes for the immediate environment
• Develop investigative skills about the immediate environment

1.3.0 The 1.3.1 The 1.3.1.1 Identify the main features • Plants, Rocks, animals • Comparison • Appreciation
Environment Environment of the local environment. Streams, buildings • Communication • Inquisitiveness
1.3.1.2 Distinguish between • Identification • Team work
• Houses, roads, heating
• Analysis • Critical thinking
urban and rural and lighting, water • Interpretation • Awareness
environment. supply
1.3.1.3 Explain the importance of • Food, shelter,
the environment to living medicines, water,
things. wood,

Unit 4.0 Plants and Animals
General Outcomes:
• Demonstrate an understanding of the basic facts about plants and animals
• Develop investigative skills about plants and animals
TOPIC SUBTOPIC SPECIFIC CONTENT
OUTCOMES KNOWLEDGE SKILLS VALUES
1.4.0 Plants and 1.4.1 Plants 1.4.1.1Identify and name • Food crop, weed, • Comparison • Appreciation
Animals plants in the local decorative plant. • Identification • Inquisitiveness
environment. • Classification • Team work
1.4.1.2 Observe the early • Seed, root and • Observation • Critical thinking
stages of plant shoot. • Awareness
growth. • Crops, flowers.

1.4.1.3 Identify plants

grown by man.
.1.4.2 Animals 1.4.2.1 Identify wild and • Wild and domestic • Comparison • Appreciation
domestic animals animals in the local • Classification • Inquisitiveness
in the local environment • Identification • Team work
environment. • Move, feed, breath,
grow, reproduce.
1.4.2.2 Name things that
all animals do.
UNIT 5.0 MATERIALS AND ENERGY

General Outcomes:
• Develop knowledge, values and positive attitudes about materials and energy
• Demonstrate investigative skills about materials and energy
1.5.0 1.5.1 Materials 1.5.1.1 Identify different types • Wood, metal, • Comparison • Appreciation
MATERIALS of materials. plastic, stone, mud, • Identification • Inquisitiveness
AND ENERGY 1.5.1.2 Describe properties of textiles, water • Demonstration • Team work
materials. • Rough/smooth; • Problem solving • Creative thinking
1.5.1.3 Explain different uses hard/soft; • Critical thinking
of materials. flexible/rigid;
1.5.1.4 Investigate which strong/fragile
materials float or sink. • Shelter, clothing,
building, toys
• Wood, metal,
concrete block,
cork, rubber
1.5.2 Forces 1.5.2.1 Distinguish between a • A push and a pull • Comparison • Awareness
push and a pull. • Identification • Application
• Demonstration • Team work

Grade 2
Key competences
• Demonstrate the ability to move legs and arms
• Demonstrate an understanding of the importance of good hygiene
• Demonstrate the existence of matter in solid, liquid and gas form
General Outcomes:
2.1.0 The 2.1.1 Structure 2.1.1.1 Demonstrate the • Movement of arms • Comparison • Appreciation
human body of the Body movement of arms and and legs • Identification • Curiosity
legs • Demonstration • Awareness
2.1.1.2 Name the major • Elbow, knee, • Empathy
shoulder, hip, • Teamwork
movable joints in the
wrists and ankle.
body.
2.1.1.3 Explain the role played • Hold structure,
by bones, joints and support the body
muscles. and help in
2.1.1.4 Explain what happens if movement
a bone gets broken.
2.1.1.5 Identify the major parts • Broken arm or leg:
of the human skeleton pain, no movement
or playing.
• Skull, neck, arms,
ribs, hip, legs, feet,
spine

Unit 2.0 Health

General Outcomes:
• Recognise the importance of health
• Develop investigative skills on health
2.2.0 Health 2.2.1 Food 2.2.1.1Explain the importance • Getting rid of • Communication • Appreciation
Hygiene of washing of food before germs • Identification • Inquisitiveness
eating it • Demonstration • Team work
• Causes diarrheoal
• Creative
2.2.1.2 Explain the danger of diseases. thinking
eating exposed food. • Critical
2.2.1.3 Explain the need to • Avoiding taking in thinking
drink clean and safe germs/disease
water.
2.2.2 HIV and 2.2.2.1 State what HIV and • Human immuno • Comparing • Awareness
AIDS AIDS stand for. deficiency virus; • Communication • Inquisitiveness
2.2.2.2 Mention ways through • Identification • Team work
Acquired immune
• Creative
which HIV can be deficiency thinking
transmitted syndrome • Critical
2.2.2.3 Explain how HIV can • Contaminated Blood thinking
be prevented. and body fluids. • Empathy
• Assertiveness
• Avoiding touching
blood and body
fluids, sharp objects.

General Outcomes:


2.3.0Environment 2.3.1 Our 2.3.1. 1 List things that are • Waste dumps, toxic • Comparison • Appreciation
environment harmful to human fumes from • Communication • Inquisitiveness
beings and the factories, • Identification • Team work
environment automobiles and • Problem • Creative
2.3.1.2 Explain why wastes fires. solving thinking
should be deposited in the • Avoid • Critical
right places. thinking
contamination of the
2.3.1.3 Explain why people • Awareness
Environment.
should value and care
for the environment. • Habitation for living
2.3.1.4 Explain the importance things.
of keeping our homes • Land and water
and schools clean. pollution
2.3.1.5 Explain what people in • Cleaning, planting
the community do to flowers, trees and
care for their grass. slashing,
surroundings. decorating.
2.3.2The air we 2.3.2.1 Explain ways of Air conditioners, Air • Comparison • Appreciation
breathe providing good vents, Windows, Fans • Interpretation • Inquisitiveness
ventilation in buildings • Observation • Team work
• Problem • Creative
solving thinking
• Critical
thinking


General Outcomes:

2.4.0 Plants and 2.4.1 Plants 2.4.1.1 Name some wild plants in the • Wild plants • Comparison • Appreciation
Animals environment. • Identification • Inquisitiveness
2.4.1.2 Explain the importance of • Reduce competition • Drawing and • Team work
removing weeds around crops for nutrients and water. labeling • Creative
2.4.1.3 Identify parts of a plant • Root, stem, leaf, thinking
flower, and fruits • Critical
thinking
• Care.
2.4.2 Animals 2.4.2.1Name birds, insects, and • Sun bird, eagle, owl; • Comparison • Team work
animals in the environment. mosquitoes, bees, wasps, • Communication • Appreciation
2.4.2.2 Mention some animals which ants; lion, elephant, dog, • Identification • Care
depend on others for food. cow, pig, donkeys. • Observation • Curiosity
2.4.2.3 Mention some animals which • Dog, cat, lion, fox, snake, • Classification • Awareness
live on grass and crop plants. leopard
2.4.2.4 Mention places where wild • Goat, pig, cow, rabbit,
impala
animals are found
• Bush, game parks, zoos
2.4.2.5 Explain how animals protect
• Adaptation, camouflage,
themselves from their enemies running, horns.
2.4.2.6 Explain the importance of • Avoid extinction of wild
conserving wild life. life, foreign exchange,
tourism



General Outcomes:
•

2.5.0 Materials 2.5.1 Basic 2.5.1.1 Identify the basic laboratory • Beaker, funnel, • Identification • Awareness
and Energy laboratory apparatus Petri-dish, • Comparison • Application
measuring cylinder, • Inquisitiveness
apparatus
thermometer,
stirring rod, filter
paper, support
stand, spatula, spirit
burner.
2.5.2 Matter 2.5.2.1 Demonstrate the existence of • Solid, liquid or gas • Comparison • Appreciation
materials in solid, liquid or • Analysis • Inquisitiveness
gas forms. • Sugar, salt, sand. • Identification • Team work
• Demonstration • Resourcefulness
2.5.2.2 Demonstrate that some • Interpretation • Critical thinking
materials are soluble and • Hot and cold water
as solvent • Observation
others are insoluble
2.5.2.3 Show that some materials
dissolve quicker in hot water
than in cold water.
2.5.3 Sound 2.5.3.1 Mention the Sources of • Metals, drum, • Comparison • Appreciation
Sound. speakers, • Identification • Inquisitiveness
2.5.3.2 Distinguish between different headphones, bell • Analysis • Team work
sounds. • Loud/soft, high • Interpretation • Critical thinking
pitch/low pitch,

2.5.4 Light 2.5.4.1Mention the sources of light • Sun, fire, candle, • Comparison • Appreciation
2.5.4.2 Relate different positions of bulb • Identification • Inquisitiveness
the source of light to shadow • Observation • Team work
• Shadows and
• Creative
and shade. shades. thinking
2.5.4.3Relate the length of the • Critical thinking
shadow to time. • Morning, noon and
evening
Grade 3
Key competences
• Show basic skills and knowledge in measuring temperature of various objects
• Show basic knowledge and skills in taking the pulse rate
• Demonstrate the ability to classify plants and animals
General Outcomes:
3.1.0 The human 3.1.1 The Heart 3.1.1.1 State the function of • Pumping blood • Comparison • Appreciation
body the heart. • Red and white • Identification • Application
3.1.1.2 Describe the blood cells • Observation • Team work
composition of blood. • Transporting • Demonstration • Critical thinking
3.1.1.3 State the main food, and gases.
functions of blood • The pulse rate
3.1.1.4 Demonstrate how to
take the pulse rate.

Unit 2.0 Health
General Outcomes:
3.2.0 3.2.1 Food 3.2.1.1 State the importance of food • Energy, body building • Comparison • Appreciation
Health nutrients and protection • Identification • Application
3.2.1.2 Classify foods according to • Carbohydrates: rice • Classification • Team work
their nutrients. nshima, potatoes proteins: • Analysis • Critical
3.2.1.3 Demonstrate the meat, eggs beans • Interpretation thinking
composition of a balanced vitamins: fruits, • Demonstration • Awareness
diet from available foods. vegetables, • Creative
• Balanced diet: thinking
carbohydrates, proteins
and vitamins
3.2.2 Substance 3.2.2.1 Identify

common drugs in • Dagga, alcohol, organic • Comparison • Awareness
Abuse the community. solvents • Identification • Inquisitiveness
3.2.2.2 Explain the effects of • Observation • Team work
drinking too much alcohol. • Critical
• Poor health, violence,
thinking
accidents
• Assertiveness
3.2.3 Illnesses 3.2.3.1Identify the common causes • Parasites, bacteria and • Comparison • Appreciation
and of disease viruses. • Identification • Curiosity
diseases 3.2.3.2 List common diseases in the • Analysis • Application
community • Malaria, cholera, • Observation • Team work
3.2.3.3 Distinguish between dysentery, colds, • Critical

infectious and non- bilharzia. thinking

infectious diseases • Infectious (AIDS, TB, • Awareness
3.2.3.4 Explain different ways of Measles, chicken pox)
preventing diseases .Non-infectious
. (Asthma, Malnutrition).
• Personal hygiene, good
sanitation, vaccination,
healthy food.
General Outcomes:

3.3.0 The 3.3.1 3.3.1.1 Identify the agents of • Wind, trees, water, • Comparison • Awareness
Environment Weathering weathering in soil animals • Identification • Inquisitiveness
formation. • Weathering in soil • Classification • Team work
3.3.1.2 Identify the rocks which formation • Critical
weather easily. thinking
• Sedimentary rocks

General Outcomes:


3.4.0 Plants 3.4.1 Plants 3.4.1.1 Explain the meaning of • Plant classification • Comparing • Awareness
and Animals plant classification. • Observation • Curiosity
3.4.1.2 Classify plants into • Flowering and non • Identification • Team work
flowering and non flowering plants • Classification • Critical
flowering. thinking
3.4.2 Animals 3.4.2.1 Classify animals into • Vertebrates-Man, • Comparison • Appreciation

vertebrates and invertebrates. chicken, snake • Identification • Awareness
3.4.2.2 Classify vertebrates into Invertebrates-worms • Classification • Inquisitiveness
spiders, insects. • Observation • Team work
their groups. • Critical
• Mammals, birds,
amphibians, fish, thinking
reptiles
3.4.3 Habitat 3.4.3.1 Explain the term habitat. • Place of living(forest, • Comparison • Appreciation
3.4.3.2 Describe adaptation of ponds). • Identification • Curiosity
living things in their habitats • Climate, availability • Observation • Teamwork
of nutrients and • Critical
danger from thinking
predators.

General Outcomes:


3.5.0 3.5.1 Heat 3.5.1.1 Determine the temperature of • Measuring • Comparison • Appreciation
Materials and human body; boiling water; Temperature • Observation • Awareness
energy and air inside and outside the • Demonstration • Inquisitiveness
classroom. • Change of state of • Recording • Team work
3.5.1.2 Demonstrate the effect of solid, liquid and • Critical
heating and cooling on solids, gas thinking
liquids and gases.
• Evaporation and
3.5.1.3 Demonstrate the process of condensation.
evaporation and condensation
3.5.2Solutions 3.5.2.1 Demonstrate the existence of Salt and sugar • Observation • Application
saturated and unsaturated solutions • Interpretation • Awareness
solutions • Demonstration • Team work
3.5.3 Forces 3.5.3.1 Distinguish pushing and • Pushing and • Comparison • Appreciation
pulling forces. pulling forces. • Identification • Awareness
3.5.3.2 Explain ways in which • Wheelbarrow, • Demonstration • Team work
animals or machines can help door, window • Critical
us to push or pull. thinking
• Transportation,
work, pumping
water, ploughing
3.5.4 Pressure 3.5.4.1 Show the effect of pressure • Increases the • Comparison • Appreciation
on objects. force applied • Demonstration • Curiosity
3.5.4.2 Explain why tools and • Less force applied • Identification • Team work
implements should be sharp. • Increasing water • Critical
3.5.4.3 Explain why water tanks are thinking
pressure.
placed on a higher level.
• Building up of
3.5.4.4 Explain why pumping a bicycle
pressure inside the
tube becomes more difficult as
tube.
the tube gets inflated.

Grade 4
Key competences
• Show basic knowledge and skills in cleaning and caring for the external body parts
• Demonstrate basic knowledge and skills in appreciating nature
General Outcomes:
4.1.0 The 4.1.1 The 4.1.1.1 Identify the main parts of • Mouth, stomach, small • Identification • Appreciation
human body Digestive the digestive system. intestine, large • Comparison • Inquisitiveness
System intestine and rectum. • Observation • Team work
4.1.1.2 Identify the types of teeth • Incisor &canine- • Critical
and their functions. cutting, premolar & thinking
molar-crashing.
4.1.2 Water in 4.1.2.1 Explain the importance of • Dissolving substances, • Comparison • Appreciation
the body water in the body. distributing heat, • Identification • Inquisitiveness
4.1.2.2 Explain the effects of moistening skin • Demonstration • Team work
dehydration. • Kidney failure, death • Critical
4.1.2.3 Explain how to prevent and • Oral rehydration thinking
treat dehydration Therapy(ORT), Drugs
Unit 2.0 Health

General Outcomes:

4.2.0 Health 4.2.1 Personal 4.2.1.1 Identify the external • Eyelid, iris, pupil, eye • Comparison • Appreciation
Hygiene features of an eye. lash; • Identification • Awareness
4.2.1.2 Explain the importance of • Sight, reading; hearing, • Drawing and • Inquisitivenes
eyes. balancing, labeling s
4.2.1.3 Describe the care for eyes.• Washing, treatment and • Team work
4.2.1.4 Identify the external protection of the eye. • Critical
features of an ear. • Cleaning and protection thinking
4.2.1.5 Explain the importance of of ears
ears. • Ear lobe, middle ear,
4.2.1.6 Describe the care for ears. inner ear.
4.2.1.7 Explain the importance of • Hearing, balance
feet. • Cleaning/removing wax.
4.2.1.8 Describe the care of the • Movement; protection;
feet. climbing; swimming
• Washing and protection
of the feet
4.2.2 Medicines 4.2.2.1Identify traditional and • Traditional(Tembusha/al • Identification • Appreciation
conventional medicines for oe vera, moringa, • Classification • Awareness
common ailments. cinnamon, ginger, garlic; • Application
Conventional(paracetamo
l, antibiotics, malarial
drugs)

General Outcomes:

4.3.0 The 4.3.1 Forests 4.3.1.1 Explain the importance of forests to • Wood, shelter, food, • Comparison • Appreciation

Environment people and other forms of life. medicine, rainfall, • Identification • Inquisitivenes
4.3.1.2 Explain the effects of human reducing soil erosion. • Problem s
activities on forests. • Deforestation, soil solving • Team work
4.3.1.3 Describe ways of conserving erosion, droughts • Conservation • Critical
forests. • Tree planting, avoiding thinking
bush fires, alternative • Care
heating system,
logging
4.3.2 Game 4.3.2.1 Explain how to control the wild • Game cropping and • Comparison • Appreciation
Management animal population in the GMA conservation. • Identification • Inquisitiveness
Areas (GMA) 4.3.2.2 Explain threats to wildlife • Team work
• Poaching,
• Critical
4.3.2.3State the importance of conserving encroachment, increase thinking
wildlife. in human population • Care
• Tourist attraction, wild
life population, source
of income
4.3.3 Soils 4.3.3.1 Classify soil samples according to • Clay, loam and sand. • Comparison • Appreciation
type • Inorganic and organic • Identification • Inquisitiveness
4.3.3.2 Describe how soil fertility can be manures. • Classification • Team work
improved. • Do not make soils • Problem solving • Critical
4.3.3.3 Explain why natural methods of acidic/retain fertility thinking
improving soil fertility are better • Application
than artificial ones
4.3.4 Air 4.3.4.1 Identify the sources of air pollution • Burning, mining, • Comparison • Appreciation
pollution 4.3.4.2 Explain the effects of polluted air quarrying, • Identification • Inquisitiveness
on living things. automobiles, industrial • Problem solving • Team work
activities. • Awareness
• Lung diseases( e.g. • Safety
TB, Asthma, consciousness
bronchitis) and destroy
plants


General Outcomes:

4.4.0 Plants 4.4.1 Flowering 4.4.1.1 Identify the main parts of • Root, stem, leaf and • Comparison • Appreciation
and Animals plants the flowering plants and flower. • Identification • Inquisitiveness
their uses. • Anchorage, • Drawing and • Team work
absorption, food labeling • Critical
making, thinking
reproduction
4.4.2 Crops • Cassava, beans, • Comparison • Appreciation
4.4.2.1 State the main crops grown maize, sorghum, • Communication • Inquisitiveness
in Zambia cotton, coffee, • Identification • Team work
sunflower, rice. • Critical
4.4.2.2 Name the crops grown • Finger millet, thinking
primarily for consumption. maize, cassava,
potatoes, beans,
groundnuts.
4.4.2.3 Name the crops grown for • Cotton, coffee,
sale in Zambia. beans, sunflower,
sugar cane,
cassava, maize,
groundnuts.
4.4.3 Livestock 4.4.3.1 List the main animals kept • Cattle, pigs, goats, • Comparison • Appreciation
by farmers in the sheep, chickens, • Identification • Inquisitiveness
community ducks, guinea fowl • Problem • Team work
4.4.3.2 Explain why some animals • Favorable pasture solving • Critical
are kept in certain areas

only. and conditions, thinking

4.4.3.3 State the importance of traditional practices
animals in the community. • Sources of food,
hides, manure,
ploughing and
transportation.

General Outcomes:

4.5.0 4.5.1 Air 4.5.1.1 Explain the importance of • Breathing, burning, • Comparison • Appreciation
Materials air to living things. and making food • Identification • Inquisitiveness
and energy 4.5.1.2 Explain advantages and • Power generation, • Problem • Team work
disadvantages of strong sailing boats, drying solving • Critical
things, seed thinking
winds.
dispersal and
pollination;
Destruction of trees,
buildings, bush fires
4.5.2 Light 4.5.2.1Demonstrate the passage of Transparent, opaque • Comparison • Appreciation
light through different and translucent materials • Identification • Inquisitiveness
materials. • Observation • Team work
• Demonstration • Awareness
4.5.3 Heat 4.5.3.1 Distinguish good and bad • Good conductors: • Comparison • Awareness
conductors of heat. metals; Bad • Identification • Inquisitiveness
4.5.3.2 Identify materials which conductors: wood • Demonstration • Team work

are good insulators. rubber, wool, plastic • Critical

4.5.3.3 Explain the uses of good • wood, plastic, thinking
and bad conductors of heat. rubber
• Good conductors:
for cooking, ironing
clothes. Bad
conductors: warmth,
making handles for
pots/pans/utensils.
4.5.4 Machines 4.5.4.1 Identify the types of simple • wheelbarrow, hoe • Comparison • Awareness
machines used in the home bicycles, pair of • Identification • Appreciation
and school. scissors, machetes, • Classification • Inquisitiveness
4.5.4.2 Demonstrate the use of axe, knife • Team work
simple machines in doing • Pulling, cutting, • Creative
work . thinking
transportation,
watering, digging
Grade 5
Key competences
• Show basic knowledge and skills in measuring mass , weight and volume of different substances
• Demonstrate basic understanding of good and bad conductors of electricity
• Demonstrate basic understanding of pest control using natural pesticides
General Outcomes:

5.1.0 The 5.1.1 The 5.1.1.1Identify organs of the • Heart, lungs, • Comparison • Appreciation
human body Circulatory circulatory system. arteries, veins, liver. • Identification • Curiosity
System 5.1.1.3Describe how blood • Double circulation • Analysis • Team work
circulates in the body. of blood in the body.
5.1.1.4 Describe the functions of • Transportation of
blood in the body. food and gases;
defense
Unit 2.0 Health

General Outcomes:
5.2.0 5.2.1 Ventilation 5.2.1.1 Explain the importance of • Good respiration. • Comparison • Appreciation
Health fresh air • Colds, spread of air borne • Identification • Application
5.2.1.2 State effects of poor diseases and suffocation • Demonstration • Team work
ventilation. • Removing source of • Problem • Creative
5.2.1.3 Demonstrate ways of solving thinking
suffocation; artificial
treating a suffocated • Critical
breathing thinking
person.
5.2.2 Diseases 5.2.2.1 Name common airborne • Tuberculosis, • Comparison • Awareness
and water borne diseases in pneumonia, cholera, • Identification • Team work
Zambia typhoid, dysentery, • Analysis • Critical
measles and bilharzia. • Interpretation thinking
• TB: prolonged cough, • Problem • Cleanliness
5.2.2.2 Describe signs and sweating at night, fever, solving • Application
symptoms of air borne and loss of weight and
water borne diseases. appetite, Measles:
running nose and watery

5.2.2.3 Describe how to prevent eyes, rash, fever,

air and water borne pneumonia: fever, cough,
diseases difficult in breathing.
Typhoid: headache,
vomiting, fever,
diarrhoea. Dysentery:
fever headache, bloody
stool
• Good ventilation, and
hygiene
5.2.3 HIV and 5.2.3.1 Describe ways in which • Unprotected sexual • Comparison • Awareness
AIDS and STIs STIs and HIV are activities; contaminated • Identification • Team work
transmitted. blood and breast milk • Problem • Care
5.2.3.2 Describe the care and • Good nutrition, good solving • Critical
treatment for AIDS hygiene, love and thinking
patients. ARVs. • Assertiveness
5.2.4 Substance 5.2.4.1 Mention the substances • Cocaine, mandrax, • Comparison • Appreciation
Abuse which are harmful to the heroin, petrol, alcohol, • Observation • Inquisitiveness
human body. dagga. • Identification • Team work
5.2.4.2 State the harmful effects of • Aggressiveness, brain • Problem • Critical
substance abuse on the damage, solving thinking
body. unconsciousness, • Assertiveness
restlessness, nausea,
addiction

General Outcomes:


5.3.0 The 5.3.1 Soil 5.3.1.1 Explain the importance of • Seed germination, and • Comparison • Appreciation
Environment water in the soil. photosynthesis • Identification • Inquisitiveness
5.3.1.2 Mention ways in which • Mulching, shading • Demonstration • Team work
water can be retained in terracing, weeding and • Critical
the soil. intercropping thinking
5.3.1.3 Demonstrate the drainage • Drainage rates of clay,
rates of soils. loamy and sandy soils
5.3.2 5.3.2.1 Explain what organic and • Organic-Natural • Comparison • Appreciation

Fertilizers inorganic fertilizers are. fertilizers, inorganic- • Identification • Inquisitiveness
5.3.2.2 Demonstrate various ways man made fertilizers • Problem • Team work
of preparing compost solving • Critical
• Making compost thinking
manure.
manure
5.3.2.3 Explain the importance of
maintaining a supply of • Continuous supply of
composted materials. manure to plants.
5.3.2.4 Explain the advantages and • Advantages: required
disadvantages of chemical nutrients, quick
fertilizers in agriculture. absorption.
Disadvantages; spoil
soil, leaching, cost
General Outcomes:


5.4.0 Plants 5.4.1 Pests 5.4.1.1 Identify common pests in the • Aphids, locusts, • Comparison • Appreciation
and Animals local environment. caterpillars, ticks, • Identification • Inquisitiveness
beetle, worm, flea • Problem • Team work
5.4.1.2 Describe the harm caused by weevils, termites, tsetse solving • Critical
pests on plants and animals. fly, lice thinking
• Suck nutrients, cause

5.4.1.3 Explain how pests can be diseases, affect growth
controlled using local plant of the host.
materials.
• Spraying garlic, red
5.4.1.4 Explain how chemical pepper and ash
pesticides can cause harm to
the environment. • Chemical pesticides:
contamination of
environment, killing
snails, worms, rats

General Outcomes:


5.5.0 5.5.1 Electricity 5.5.1.1 Identify sources of • Comparison • Appreciation

Materials electricity. • Hydro, thermal, solar. • Identification • Inquisitiveness
and energy • Problem • Team work
5.5.1.2 Identify the components • Cell, bulb, switch solving • Critical
of a simple electric circuit. connecting wires. • Demonstration thinking
5.5.1.3 Identify electrical • Electric heater, stove,

appliances used at home, iron, fridge, fan.
school and in the
community. • Copper wire, iron
sheets, carbon, wood,
5.5.1.4 Identify good and bad plastic, rubber
conductors of electricity
• Electric wires and
5.5.1.5 Describe the uses of good appliances; insulators
and bad conductors of and handles of electric
electricity. appliances
5.5.2 Heat 5.5.2.1 Identify sources of heat. • Sun, electricity, fire • Comparison • Appreciation
• Radiation, • Identification • Inquisitiveness
5.5.2.2Describe how heat is conduction, • Problem solving • Team work
transferred convection. • Critical thinking
5.5.3 Mass 5.5.3.1 Measure mass of various • Mass of stone, • Comparison • Awareness
substances. oranges, books, toys, • Identification • Inquisitiveness
• Accuracy • Team work

5.5.4 Weight 5.5.4.1 Identify various weight • Weight Balances. • Comparison • Critical thinking
balances. • more on earth and less • Identification
5.5.4.2 Explain the weight of on the moon • Demonstration
substances on earth and on • Accuracy and
the moon. inaccuracy in hand
5.5.4.3 Explain advantages and
measurements
disadvantages of hand
weight measurements.
5.5.5 Volume 5.5.5.1 Identify various • Beaker, measuring • Comparison • Appreciation
instruments and apparatus cylinder, • Identification • Inquisitiveness
used to measure volume • Volume of given • Problem solving • Team work
5.5.5.2 Measure the volume of liquids. • Accuracy • Critical thinking
liquids. • Volume of regular
5.5.5.3 Measure the volume of and irregular solid
various regular and objects.
irregular solid objects.
5.5.6 Separating 5.5.6.1 Demonstrate the • Sand from water, • Comparison • Appreciation
substances separation of an insoluble chalk powder from • Identification • Inquisitiveness
solid from water water • Demonstration • Team work
• Critical thinking
Grade 6
Key competences
• Show knowledge and skills of maintaining a healthy human body
• Demonstrate basic skills of making a magnet
• Demonstrate knowledge and skills of conserving plants and animals in the environment
General Outcomes:


6.1.0 The 6.1.1 The 6.1.1.1 Identify the organs of the • Liver, pancreas and • Identification • Appreciation
human body Digestive digestive system. alimentary canal • Problem • Inquisitiveness
6.1.1.2 Mention parts of the • Mouth and stomach, solving • Team work
System
alimentary canal where intestine • Critical
food digestion takes • Small intestine thinking
place. • Avoiding diarrhoeal
6.1.1.3 Identify parts of the diseases
alimentary canal where • Faecal material
digested food is
absorbed.
6.1.1.4 Explain the importance
of eating clean food.
6.1.1.5 Explain what happens to
undigested food.
6.1.2 Reproductive 6.1.2.1 Describe the physical • Pubic hair, beards • Comparison • Appreciation
health changes at puberty in breaking of voice, • Identification • Inquisitivenes
human beings pimples, pelvic girdle, • Observation s
breasts • Team work
• Critical
thinking
• Assertiveness
Unit 3.0 Health

General Outcomes:

6.3.0 Health 6.3.1 Food 6.3.1.1 List foods which are • Vegetables, fruits, milk, • Comparison • Appreciation
Nutrients good sources of vitamins liver, oils, fish, diary • Identification • Inquisitiveness
and minerals. products. • Analysis • Team work
6.3.1.2 Explain the importance • Protection against • Interpretation • Critical
of vitamins and minerals diseases, better body thinking
in a diet. functions • Safety
6.3.1.3 Explain the importance • Good healthy consciousness
of eating a variety of • Expiry date, and • Awareness
foods. nutrients, information of • Application
6.3.1.4 Explain the importance packaged foods.
of food labeling and
packaging. • Scurvy, rickets, night
6.3.1.5 Identify common blindness, marasmus,
deficiency diseases in kwashiorkor, goitre
the communities. • Immunisations, weight,
6.3.1.6 Interpret children’s age growth curve,
clinic cards.
6.3.2 Substance 6.3.2.1Explain how substance • Addiction, diseases, • Comparison • Appreciation
Abuse abuse can ruin the lives crime, accidents • Identification • Inquisitiveness
of people. • Recreation, • Problem • Team work
6.3.2.2 Explain how substance rehabilitation solving • Critical
addicts can be helped. thinking
• Care
• Assertiveness

General Outcomes:


6.3.0 The 6.3.1 The water 6.3.1.1 Describe the water cycle. • The water cycle. • Comparison • Appreciation
Environment cycle 6.3.1.2 Describe evaporation • Evaporation and its • Identification • Inquisitiveness
and its importance in importance in everyday • Analysis • Team work
everyday life life. • Interpretation • Critical
6.3.1.3 Describe the • Condensation of water. thinking
condensation of water.

General Outcomes:

6. 4.0 Plants 6.4.1 Plants 6.4.1.1 Compare reproduction in • Reproduction in algae, • Comparison • Appreciation
and Animals flowering and non- ferns, mosses conifers • Identification • Inquisitiveness
flowering plants. vs beans, potatoes, • Classification • Team work
6.4.1.2 Identify some useful and maize, mangoes • Observation • Critical
• Yeast, mushroom thinking
harmful fungi.
penicillium vs moulds,
6.4.1.2 Explain how dissolved puffballs, toadstools,
mineral salts reach the ringworms.
leaves. • Transportation of
6.4.1.3 Describe the process by mineral salts to the
which plants make food leaves.
• Photosynthesis.
6.4.2 Livestock 6.4.2.1 Explain the basic needs • Food, shelter, water, • Comparison • Appreciation
of livestock. • Avoid outbreak of • Identification • Inquisitiveness
6.4.2.2 Explain the importance diseases. • Problem • Team work

of cleanliness in the care • E.g. protection, solving • Critical

of livestock. reproduction, thinking
6.4.2.3 Explain the advantages interaction
of keeping livestock
together.
6.4.2.4 Explain the • Outbreak of diseases,
disadvantages of fights, overgrazing,
crowding livestock.
6.4.3 Fish 6.4.3.1 Identify external and • Scales, fins, eyes, • Observation • Appreciation
internal parts of a fish mouth, anus, gill plate • Identification • Inquisitiveness
6.4.3.2 State what fish feed on. cover, gills, intestines, • Analysis • Team work
6.4.3.3 Describe how fish swim bladder, air sac. • Creative
breathe in water. • Larvae, planktons thinking
6.4.3.4 State ways of conserving worms, weeds
fish. • Operations of gills and
6.4.3.5 State the effects of water operculum
pollution on fish. • Fish bans, cross
breeding, protection
against predators.
• Diseases, suffocation,
6.4.4 6.4.4.1 Name animals classified • Amphibian: frog • Comparison • Appreciation

Amphibian as amphibians and Reptile:lizard, • Identification • Inquisitiveness
s and reptiles. crocodile, tortoise. • Classification • Team work
6.4.4.2 Describe adaptations • Breathing, feeding • Problem • Critical
reptiles solving thinking
shown by reptiles and protection
amphibians. • Conservation • Awareness
• Mambas, cobra, puff
6.4.4.3 Name common adder,
poisonous snakes. • Eggs, young adult,
6.4.4.4 Describe the life cycle of adult
a lizard.

6.4.4.5 Describe the life-cycle • Eggs, tad pole, adult.

of a frog or a toad. • Unnecessary killing,
6.4.4.6 State ways of conserving Maintaining habitats.
amphibians and reptiles.

General Outcomes:

6.5.0 6.5.1 Magnets 6.5.1.1 Explain what a magnet • A magnet. • Comparison • Appreciation
Materials and is. • Iron and steel • Identification • Inquisitiveness
energy 6.5.1.2 Identify materials that • Electrical and stroking • Demonstration • Team work
can be attracted by a • Critical
methods.
magnet thinking
6.5.1.3 Demonstrate how to • North and South poles.
make a magnet by the • Like poles repel; unlike
electromagnetic and poles attract.
stroking Methods. • Attraction/repulson,
6.5.1.4 Identify the poles of a magnetic field.
magnet.
6.5.1.5 Demonstrate the laws • Uses of magnet: Radios,
of repulsion and television sets,
attraction. refrigerators, watches
6.5.1.6 Distinguish a magnet and mobile phones.
from a non-magnet.
6.5.1.7 State the uses of
magnets.

6.5.2 Air 6.5.2.1 Describe the • Oxygen, carbon dioxide, • Comparison • Appreciation
composition of air. nitrogen, water vapour. • Identification • Inquisitiveness
6.5.2.2 State the physical • Invisible, no smell, • Demonstration • Team work
properties of air. colourless. • Critical
6.5.2.3 Demonstrate that air thinking
has weight and mass.
6.5.2.4 Demonstrate that air • Weight and mass of air.
exerts pressure.
• Air pressure in balloons,

tubes
6.5.3 Sound 6.5.3.1 Demonstrate how • Vibrating materials. • Identification • Appreciation
sound is produced. • Comparison • Inquisitiveness
6.5.3.2 Demonstrate how • Increasing amplitude. • Demonstration • Team work
sound can be made • Manipulation • Critical
louder. thinking
6.5.3.3 Describe how sound • Transmission of sound
travels from one place
to another.
6.5.4 6.5.4.1 State methods of • Phones, drums, radio, • Comparison • Appreciation
Communication communication. television. • Identification • Inquisitiveness
6.5.4.2 Explain the importance • Passage of messages. • Observation • Team work
of communication • Analysis • Critical
6.5.4.3 Describe components • Interpretation thinking
of the telephone. • Awareness.
• Earpiece, handset,
6.5.4.4 Identify basic external mouthpiece, ringer and
features of a cell phone keypad.
6.5.4.5 Describe how radio • Keypad, screen, mouth
messages are sent and piece, ear piece.
received. • Change of sound signal
6.5.4.6 Distinguish between to waves, transmitted into
digital and analogue

transmission air.
6.5.4.7 State the advantages of • Digital and analogue
digital transmission transmission
• Faster, clear, wider
coverage.
Grade 7
Key competences
• Show knowledge and skills of plant propagation in the local area
• Demonstrate basic skills of wiring a three pin plug
• Show basic understanding of the use of conductors and insulators of electricity
General Outcomes:
7.1.0 The 7.1.1 The skin 7.1.1.1 Identify the parts of the • Epidermis, dermis, hair • Comparison • Appreciation
human body skin. follicle, sweat poles. • Identification • Awareness
7.1.1.2 State the functions of the • Protection, Sensitivty, • Observation • Inquisitiveness
skin. stores fat, temperature • Team work
7.1.1.3 Identify diseases of the control. • Critical
skin. • Ringworms, measles, thinking
7.1.1.4 Explain the effects of scabies, Scurvy, warts,
chicken pox.
the lightening creams on
the skin. • Bleach, rash, pimples, skin
cancer, cracks.

Unit 2.0 Health

General Outcomes:
7.2.0 Health 7.2.1 Diseases 7.2.1.1 Explain the difference • Size, survival, • Comparison • Appreciation
between a virus and a reproduction, control. • Identification • Inquisitivenes
bacterium. • Problem s
• Cause diseases solving • Team work
7.2.1.2 Explain how viruses and • Critical
bacteria can affect health. • Death, orphans, thinking
shortage of basic • Care
7.2.1.3 Explain the effects of needs, reduced
diseases on the population,
population. absenteeism, child
headed homes,
7.2.1.4 Explain the prevalence of

diseases in relation to the • Pressure on health
provision of health services
services.

General Outcomes:

7.3.0 The 7.3.1 Water 7.3.1.1 Describe water supply • Wales, rivers, dams, • Comparison • Appreciation

Environment supply system in the village and bore holes, taps • Identification • Inquisitiveness
towns (urban areas). • Analysis • Team work
• Filtration, decantation, • Problem • Cleanliness
7.3.1.2 Identify different types of boiling, Chlorination. solving • Critical
water treatment. thinking
• Making water clean • Application
7.3.1.3 State the importance of and safe for drinking.
water treatment
• Bacteria, viruses,
7.3.1.4 Identify causes of water- potozoa, schistosomes.
borne diseases
7.3.1.5 Explain the effects of • Water borne diseases,

water pollution on the ill health of marine life
quality of life.
• Proper disposal of
7.3.1.6 Explain how to prevent feacal matter, drinking
and treat water-borne treated water, washing
diseases hands before eating
food and avoid
pollution of water.
General Outcomes:


7.4.0 Plants 7.4.1 The flower 7.4.1.1 Identify the parts of a • Anthers,filament,petals, • Comparison • Appreciation
and Animals flower. Ovary, stigma, style, • Observation • Inquisitiveness
7.4.1.2 Explain the functions sepal, stalk • Identification • Team work
of the parts of the flower • Functions of • Critical
anthers,filament,petals, thinking
Ovary, stigma, style,
sepal, stalk.
7.4.2 Pollination 7.4.2.1 Describe pollination. • Transfer of pollen • Comparison • Awareness
and grains. • Identification • Inquisitiveness
fertilization 7.4.2.2 Explain the role played • Wind and insects as • Observation • Team work
by wind and insects in agents of pollination.
in flowering
pollination.
plants
• Uniting of ovule and
7.4.2.3 Describe fertilization in pollen grains.
flowering plants.
7.4.3 Fruits and 7.4.3.1 Identify fruits used as • Mangoes, avocados, • Comparison • Appreciation
seeds food. paw paws, Tomatoes, • Observation • Awareness
7.4.3.2 Classify seeds used as oranges, passion fruits. • Identification • Inquisitiveness
food. • Legumes and cereals. • Classification • Team work
7.4.3.3 Explain why plants • Reproduction and • Problem • Critical
produce seeds. propagation solving thinking
7.4.3.4 Explain the importance purposes.
of improving seed • Improve yields and
varieties adapt to conditions
7.4.3.5 Describe how legumes • Sun drying, changing
and cereals can be seed into flour, canning
preserved to enhance or tinning,
food security. refrigeration.
7.4.4 Seed 7.4.4.1 Describe ways in which • Wind, animals, water, • Comparison • Awareness
dispersal seeds are dispersed. explosive mechanism. • Identification • Inquisitiveness
7.4.4.2 Explain the importance • For survival of plant • Observation • Team work

of seed dispersal. species. • Creative

thinking
7.4.5 Propagation 7.4.5.1 State methods of plant • Seed and vegetative • Comparison • Appreciation
propagation. propagation. • Identification • Inquisitiveness
7.4.5.2 Demonstrate how some • Row planting e.g. • Demonstration • Team work
plants are propagated in maize, beans. • Conservation
the local area. Planting by
broadcasting e.g.
millet, sorghum.

General Outcomes:

7.5.0 Materials 7.5.1 7.5.1.1 Demonstrate the function of • Copper and • Comparison • Awareness
and energy Electrical conductors and insulators of aluminium wires and • Identification • Inquisitiveness
energy electricity. insulators wood, • Demonstration • Team work
7.5.1.2 Identify insulating plastic, • Critical
Rubber. thinking
materials used for making
cables. • Plastic, rubber,
7.5.1.3 Explain why electric wires porcelain.
are insulated. • Avoid getting electric
7.5.1.4 Explain how electrical shock, burnt, safe use.
energy can be converted into • E.g, Bulb (Electrical
other forms of energy. energy to light to
heat).

7.5.2 Circuits 7.5.2.1 Demonstrate how a simple • Wire, switch, dry cell, • Comparison • Awareness
electric circuit works. bulb, flow of • Identification • Inquisitiveness
electricity from the • Demonstration • Team work
7.5.2.2 Describe the action of a fuse cell to the bulb and • Observation • Critical
and a strip switch in a back. • Problem thinking
circuit. • To break circuit in solving • Application
7.5.2.3 Explain why some electrical case of short circuit.
appliances should be • Avoid damage and
earthed. electric shock,
• Live-red/brown,
7.5.2.4 Demonstrate wiring of a neutral- blue/black,
three-pin plug. earth-yellow/green
7.5.2.5 Identify a short circuit in an • Naked wires in

actual circuit. contact.
7.5.3 7.5.3.1 State advantages and • Hydro(clean, non • Comparison • Awareness
Conserving disadvantage of hydro and diminishing, cheap/ • Identification • Inquisitivenes
electricity thermal electricity expensive to build. • Problem s
generation. • Thermal (easy to solving • Team work
construct, portable/ • Creative
pollution, noisy, thinking
7.5.3.2 Explain methods of diminishing resource). • Critical
conserving electricity in • Use of energy saver thinking
homes and schools. bulbs, switch and save
practices, alternative
sources of energy
7.5.4 7.5.4.1 Identify the causes of • Static electricity. • Comparison • Appreciation
Lightning lightning. • Identification • Inquisitiveness
• Damage, fire, death. • Demonstration • Team work
7.5.4.2 Explain the effects of • Problem • Critical
lightning on plants, animals • Lightning arresters, solving thinking
and buildings.

avoid standing under • Application

7.5.4.3 Demonstrate how to prevent trees, walking in rain, • Awareness
damage caused by lightning. stay away from
electrical appliances
during thunder
storms.
7.5.5 Mining 7.5.5.1 Identify minerals mined in • Copper,gold,cobalt,le • Comparison • Appreciation
Zambia ad,iron,zinc • Identification • Team work
Silver, tin, coal, • Analysis • Creative
7.5.5.2 List the properties of copper. aluminium. • Interpretation thinking
• Properties of • Critical
7.5.5.3 Explain how copper is copper.(electrical thinking
extracted and refined. conductivity, • Entrepreneurs
resistance to rust) hip
7.5.5.4 Identify items made from • Drilling/ blasting- • Awareness
copper within Zambia. crushing- floatation- • Safety
electrolysis consciousness
7.5.5.5 Explain the importance of • Ornaments, jewellery,
making copper items within copper coins, cables,
Zambia. utensils.
• Foreign exchange,
taxes, trade,
7.5.5.6 Describe the impact of employment.
mining on the environment. • Pollution of air, land,
water.
7.5.6 The 7.5.6.1 Describe the solar system. • The sun and the 8 • Comparison • Awareness
solar planets • Identification • Inquisitiveness
system 7.5.6.2 Explain the differences • Emitting own and • Observation • Team work
between luminous and bouncing of light. • Problem • Critical
reflective surfaces. solving thinking
7.5.6.3 State different sources of • Sun,stars,comets,fire
light in the solar system.

7.5.6.4 Describe the formation of fly

solar and lunar eclipses. • Moon between sun
7.5.6.5 State the reasons for space and earth, earth
exploration. between sun and
moon,
• Protection of the
environment,
communication,
survival, inspiration.
7.5.7 Types 7.5.7.1Classify substances into • Metals (aluminum, • Comparison • Awareness
of metals and nonmetals copper, iron, zinc) • Classification • Inquisitiveness
substan • Non metals (carbon, • Identification • Team work
7.5.7.2 Name common elements hydrogen, oxygen and • Observation • Critical
ces thinking
carbon dioxide)
• Oxygen, nitrogen,
hydrogen, Copper,
calcium, magnesium,
alluminium, iron, zinc


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1 Integrated Science grade 1 to 7

GENERAL OUTCOMES FOR GRADES 1 - 7

2 Integrated Science grade 1 to 7

Unit 1.0 The Human Body

4 Integrated Science grade 1 to 7

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

5 Integrated Science grade 1 to 7

1.4.1.3 Identify plants

UNIT 5.0 MATERIALS AND ENERGY

7 Integrated Science grade 1 to 7

Unit 2.0 Health

• Develop investigative skills about the immediate environment

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

9 Integrated Science grade 1 to 7

Unit 4.0 Plants and Animals

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

10 Integrated Science grade 1 to 7

UNIT 5.0 MATERIALS AND ENERGY

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

11 Integrated Science grade 1 to 7

12 Integrated Science grade 1 to 7

3.2.2 Substance 3.2.2.1 Identify

13 Integrated Science grade 1 to 7

infectious and non- bilharzia. thinking

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

14 Integrated Science grade 1 to 7

3.4.2 Animals 3.4.2.1 Classify animals into • Vertebrates-Man, • Comparison • Appreciation

UNIT 5.0 MATERIALS AND ENERGY

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

15 Integrated Science grade 1 to 7

Unit 2.0 Health

17 Integrated Science grade 1 to 7

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

Unit 4.0 Plants and Animals

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

only. and conditions, thinking

UNIT 5.0 MATERIALS AND ENERGY

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

21 Integrated Science grade 1 to 7

are good insulators. rubber, wool, plastic • Critical

Unit 2.0 Health

5.2.2.3 Describe how to prevent eyes, rash, fever,

Unit 3.0 The Environment

24 Integrated Science grade 1 to 7

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

5.3.2 5.3.2.1 Explain what organic and • Organic-Natural • Comparison • Appreciation

Unit 4.0 Plants and Animals

25 Integrated Science grade 1 to 7

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

• Suck nutrients, cause

UNIT 5.0 MATERIALS AND ENERGY

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

26 Integrated Science grade 1 to 7

5.5.0 5.5.1 Electricity 5.5.1.1 Identify sources of • Comparison • Appreciation

5.5.1.3 Identify electrical • Electric heater, stove,

27 Integrated Science grade 1 to 7

28 Integrated Science grade 1 to 7

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

Unit 3.0 Health

29 Integrated Science grade 1 to 7

30 Integrated Science grade 1 to 7

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT