Week

Learning Area
1. Introduction to
Science
1.1 Understanding that
science is part of
everyday life

1.2 Understanding the

steps in scientific
investigation

1.3 Knowing physical

quantities and their
units

1.4 Understanding the

use of measuring
tools

Learning Outcomes
A student is able to:
relate what he sees around him to science
explain the importance of science in everyday life
name some careers in science such as:
(a) science teachers
(b) doctors
(c) engineers
(d) environmental scientists
A student is able to:
state the steps in a scientific investigation /
experiment
carry out a scientific investigation

Science Process
Skills (SPS)

Critical and Creative

Thinking Skills (CCTS)

Observing

Attributing

Inferring and
communicating

Evaluating

Classifying

Grouping and classifying

Communicating

Sequencing

Experimenting

Analysing and making

conclusion

Paging

A student is able to:

state the physical quantities length, time, mass,
temperature and electric current
state the S.I. units and the corresponding symbols
for these physical quantities
Communicating
state the symbols and values of prefixes for unit
of length and mass: milli-, centi- and kilo identify and use appropriate prefixes in the
measurement of length and mass
A student is able to:
choose the right tool and measure length
Measuring and using
estimate the area of regular and irregular
numbers
shapes using graph paper
choose the right tool and measure the volume
Observing
of liquid
choose the right tool to measure the body
temperature and the temperature of a liquid
determine the volume of solid using the water
displacement method

Attributing

10

Attributing

13 22

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Week

Learning Area
1.5 Understanding the
concept of mass

1.6 Realising the

importance of
standard units in
everyday life
2. Cell as a Unit of Life
2.1 Understanding cells

Learning Outcomes
A student is able to:
determine the weight of an object
explain the concept of weight
explain the concept of mass
determine the mass of an object
explain the difference between mass and
weight
apply the use of spring, beam or lever
balance in the context of an experiment
A student is able to:
give examples of problems that may arise if
standard units are not used

A student is able to:

identify that cell is the basic unit of living things
prepare slides following the proper procedure
use a microscope properly
identify the general structures of animal cells and
plant cells
draw the general structure of an animal cell and a
plant cell
state the function of each cell structure
state the similarities and differences between an
animal cell and a plant cell
2.2 Understanding
A student is able to:
unicellular organism state the meaning of unicellular organism and
and multicellular
multicellular organism
organism
give examples of unicellular organism and
multicellular organism
2.3 Understanding that
A student is able to:
cells form tissues,
name the different types of human cells
organs and systems in state the function of different types of human
the human body
cells
arrange sequentially cell organisation from
simple to complex using the terms cell, tissue,
organ, system and organism

Science Process
Skills (SPS)

Critical and Creative

Thinking Skills (CCTS)

Measuring and using

numbers

Attributing
Comparing and
contrasting

Observing

Generating ideas

Observing

Attributing

Communicating

Comparing and
contrasting

Classifying

Paging

11

23

28 30

Attributing
31
Grouping and classifying

Communicating

Sequencing
33

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Week

Learning Area

Learning Outcomes

2.4 Realising that

humans are complex
organisms
3. Matter
3.1 Understanding that
matter has mass and
occupies space

A student is able to:

explain why human beings are complex
organisms
A student is able to:
state that things have mass and occupy space
explain what matter is
relate things and matter
carry out activities to show that air, water,
soil and living things have mass and occupy
space
3.2 Understanding the
A student is able to:
three states of matter state that matter is made up of particles
state the three states of matter
state the arrangement of particles in the three
states of matter
state the differences in the movement of
particles in the three states of matter
3.3 Understanding the
A student is able to:
concept of density
define density
explain why some objects and liquids float
solve simple problems related to density
carry out activities to explore the densities of
objects and liquids
3.4 Appreciating the
A student is able to:
use of properties of
describe how man uses the different states of
matter in everyday life
matter
describe how man applies the concept of
density
carry out an activity to explore the
applications of the concept of floating and
sinking related to density
4. The Variety of
A student is able to:
Resources on Earth
list the resources on Earth needed to sustain
4.1 Knowing the different
life
resources on Earth
list the resources on Earth used in everyday
life

Science Process
Skills (SPS)

Critical and Creative

Thinking Skills (CCTS)

Paging

Observing

Generating ideas

35

Observing

Attributing
Relating
Making inferences
Making conclusions
Making generalisations

41

Comparing and
contrasting
Analysing
Making analogies
Making conclusions

43 46

Communicating

Observing
Communicating
Inferring

Observing
Inferring
Communicating

Analysing
Making inferences

Communicating

Generating ideas

47

49

Observing

Attributing
55

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Learning Area

Learning Outcomes

4.2 Understanding
elements, compounds
and mixtures

A student is able to:

state what elements, compounds and mixtures
are
give examples of elements, compounds and
mixtures
state the differences between elements,
compounds and mixtures
carry out activities to compare and contrast
the properties of different metals and nonmetals
classify elements as metals and non-metals
based on their characteristics
give examples of metals and non-metals
carry out activities to separate the
components of a mixture
A student is able to:
explain the importance of variety of Earths
resources to man
state the meaning of the preservation and
conservation of resources on Earth
state the importance of the preservation and
conservation of resources on Earth
practice reducing the use, reusing and
recycling of materials
A student is able to:
state what air is made up of
explain why air is a mixture
state the percentage of nitrogen, oxygen and
carbon dioxide in air
carry out activities to show:
(a) the percentage of oxygen in air
(b) that air contains water vapour,
microorganisms and dust

4.3 Appreciating the

importance of the
variety of Earths
resources to man

5. The Air Around Us

5.1 Understanding what
air is made up of

Science Process
Skills (SPS)

Critical and Creative

Thinking Skills (CCTS)

Observing

Attributing

Classifying

Comparing and
contrasting

Communicating

Paging

56 63
Grouping and classifying

Communicating

Generating ideas
Visualizing

Communicating
Observing
Experimenting

Predicting
Making hypothesis
Making inferences
Making conclusions

64

70 72

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Learning Area

Learning Outcomes

5.2 Understanding the

properties of oxygen
and carbon dioxide

A student is able to:

list the properties of oxygen and carbon
dioxide
identify oxygen and carbon dioxide based on
their properties
choose a suitable test for oxygen and carbon
dioxide
5.3 Understanding that
A student is able to:
oxygen is needed in
state that energy, carbon dioxide and water
respiration
vapour are the products of respiration
relate that living things use oxygen and give
out carbon dioxide during respiration
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
5.4 Understanding that
A student is able to:
oxygen is needed for state what combustion is
combustion (burning) state that oxygen is needed for combustion
list the products of combustion
carry out experiments to investigate
combustion
5.5 Analysing the effects
A student is able to:
of air pollution
explain what air pollution is
list examples of air pollutants
list the sources of air pollutants
describe the effects of air pollution
explain the steps needed to prevent and
control air pollution
5.6 Realising the
A student is able to:
importance of
describe how life would be without clean air
keeping the air clean suggest ways to keep the air clean
practice habits that keep the air clean

Science Process
Skills (SPS)

Critical and Creative

Thinking Skills (CCTS)

Observing

Attributing
Analysing

Observing

Relating

Experimenting

Comparing and
contrasting

Communicating

Paging

73

77 80
Making hypothesis
Making conclusions

Observing
Interpreting data
Defining
operationally
Experimenting

Analysing
Making conclusions

Observing

Generating ideas

Communicating

Analysing

Communicating

Generating ideas

81 82

83

85

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Week

Learning Area

Learning Outcomes

6. Sources of Energy
6.1 Understanding
various forms and
sources of energy

A student is able to:

list the various forms of energy
list the various sources of energy
identify energy changes
identify the Sun as the primary source of
energy
carry out an activity to investigate the change
of energy from potential to kinetic energy
and vice versa
6.2 Understanding
A student is able to:
renewable and non define renewable and non-renewable sources
renewable energy
of energy
group the various sources of energy into
renewable and non-renewable
explain why we need to conserve energy
suggest ways to use energy efficiently
6.3 Realising the
A student is able to:
importance of
describe the importance of conserving energy
conserving energy
sources
sources
explain the use and management of energy
sources
7. Heat
A student is able to:
7.1 Understanding heat as state that the Sun gives out heat
a form of energy
state other sources of heat
state that heat is a form of energy
give examples of the uses of heat
state the meaning of temperature
state the difference between heat and
temperature
7.2 Understanding heat
A student is able to:
flow and its effect
state that heat causes solids, liquids and gases
to expand and contract
state that heat flows in three different ways
(conduction, convection and radiation)
state that heat flows from hot to cold

Science Process
Skills (SPS)

Critical and Creative

Thinking Skills (CCTS)

Communicating

Attributing

Inferring

Relating

Paging

91 97
Observing

Communicating

Grouping and classifying

Classifying

Generating ideas

Communicating

Generating ideas

98

99

Communicating

Attributing
Comparing and
contrasting

103 106

Generating ideas

Predicting
Communicating
Experimenting

Attributing
Relating
Generating ideas
Visualising

107 112

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Week

Learning Area

Science Process
Skills (SPS)

Learning Outcomes

give examples of heat flow in natural

phenomena
state what a heat conductor is
state what a heat insulator is
list the use of heat conductors and heat
insulators in daily life
carry out an experiment to investigate the use
of different materials as heat insulators
7.3 Analysing the effect of A student is able to:
heat on matter
state the change in state of matter in physical
Observing
processes
explain that change in state of matter
Inferring
involves the absorption and release of heat
give examples of daily observations which
Communicating
show a change in state of matter
7.4 Applying the principle A student is able to:
of expansion and
explain with examples the use of expansion
Observing
contraction of matter
and contraction of matter in daily life
Inferring
apply the principle of expansion and
Communicating
contraction of matter in solving simple
problems
7.5 Understanding that
A student is able to:
dark, dull objects
state that dark, dull objects absorb heat
Observing
absorb and give out
better than white, shiny objects
Communicating
heat better
state that dark, dull objects give out heat
Experimenting
better than white, shiny objects
Controlling variables
carry out experiments to investigate heat
absorption and heat release
7.6 Appreciating the
A student is able to:
benefits of heat flow
put into practice the principle of heat flow to
provide comfortable living

Critical and Creative

Thinking Skills (CCTS)

Paging

Analysing
Making inferences

113

Relating

Attributing
Analysing
Relating

115

Analyzing
Making hypothesis

117 119

Making conclusions

Inventing

120

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