Grade 4: Science and Technology
Grade 4: Science and Technology
Grade 4: Science and Technology
CURRICULUM GUIDE
KEY STAGE 2
GRADE 4
© MINISTRY OF EDUCATION
HUMAN RESOURCE DEVELOPMENT
DOMINICA.
2010.
1
ACKNOWLEDGEMENT
The Ministry of Education, Human Resource Development, Sports and Youth Affairs
through the Curriculum Measurement and Evaluation Unit would like to thank in a very
special way a number of schools, Principals and Teachers for their cooperation, and
practical involvement in the development of the Science and Technology Program of Study
and curriculum guides for Key Stage 2(KS 2).
DfID: for its financial contribution toward the development of the curriculum framework
and all the associated activities which preceded the piloting of the curriculum guide.
Cambridge group of consultants lead by Mr. John Stewart for his services in making
available and managing the DfID funds, and for securing its availability for the financing of
the National Curriculum and its associated activities.
Mrs. Lindsay Howard for her critical contribution in supervising and advising curriculum
Officers, aided by Principals and dedicated teachers, in seeing that the task could be
approached professionally to arrive at a conclusion which reflects the goals and vision of
our education system and reflect the values of our society.
Principals and staff of all primary and secondary schools from which teachers were often
requested and whose services were solicited at every stage of the curriculum development
process. The following teachers who consistently worked along with the Education Officer,
Mr. Frank J Newton, must be commended for their invaluable contribution, and these
would include; Mr. Andrew Shaw of Wesley Primary, Mr. Alexander Burton of Sineku
Primary, Mr. Solomon Pascal - Principal of Grand fond Primary, Mrs. Albertha Peter of
Portsmouth Secondary School, Miss Annette Austrie of the Convent High School, Miss
Sonia Felix of Bellevue Chopin Primary, Miss. Anthea Felix of St. Luke’s Primary, Mr. Jerry
Coipel principal of Roseau Primary and Mr. Jeff Jno. Baptiste - head of science department
at the Isaiah Thomas Secondary School.
Another group of teachers worked directly on the writing of the Science and technology
Curriculum guides for Key Stage two (KS2). Their consistency and professionalism brought
the process to the piloting stage. They are Miss. Jacqueline Henderson of Goodwill
primary, Miss Nadette Douglass of Grand Bay Primary, Miss. Nadia Laurent of the Roseau
Primary, Miss Gloria Angol of Soufriere Primary and Miss Jemima Hill of Newtown Primary.
Of course, special mention must be made of Mr. Nicholas Goldberg head of the
Curriculum, Measurement and Evaluation unit for steering and guiding the process in all
the subjects to completion by giving valuable advice for and assisting in the planning
towards the piloting of the entire process.
2
The General Editor Mr. Raymond Henderson whose responsibility it will be to produce a
final document which will excite all those who come in contact with the same.
And last but not least, the many typists who engaged their typing skills in formatting the
finished documents. These would include; Mrs. Margaret Gordon, Miss Florisca Moses,
Miss. Christianie Myler, Mrs. Glenda Irish and Ms Doria Honoré.
3
CONTENT PAGE
ACKNOWLEDGEMENT 1
INTRODUCTION 5
UNIT I 9
UNIT 2 11
UNIT 3 13
UNIT 4 15
UNIT 5 23
UNIT 6 26
UNIT 7 28
UNIT 8 30
UNIT 9 37
UNIT 10 38
UNIT 11 40
UNIT 12 44
4
ASSESSMENT ACTIVITIES (UNIT 9-12) 47
5
INTRODUCTION
While Science is the study of nature, including the biological and physical world, Technology on
the other hand, is a method of problem solving which requires all the necessary resources and skills
used to gather objective evidence to design and develop gadgets geared towards making life easier
and more pleasant.
The Science and Technology curriculum is therefore designed to develop these skills and habits of
mind, which are not only directed towards investigating and arriving at plausible conclusions but
also towards finding answers to the problems that affect our daily lives. Thus, science education
will develop personal strengths, which can be directed in a properly conceptualised and
implemented science programme. These strengths include; the ability to read, understand and write
complete mathematical operations, to develop good communication, interpersonal and intra-
personal skills, problem solving skills and critical attitudes to work.
The Curriculum guide has proposed a number of science activities geared towards helping all
students develop their personal strengths. The science and technology activities are also expressed
in such a way that they should meet students’ social and psychological needs or recognition,
affection, security, belongingness and so on. Students will demonstrate an awareness of social
realities and natural phenomena and their natural curiosity should be tapped and made the prime
motivating device in inspiring them to learn about science and technology.
Through the science and technology programme, students will enjoy science as a fun activity which
includes artistic experiences, creating projects, carrying out investigations that they plan, taking part
in science games and contests, recognizing that recreational activities and sports, example
basketball, all have science information for students. Students involved in science activities will
also recognize science as a means of advising them on how to live healthy and safety life styles.
The agriculture strand included in the science and technology programme at every key stage of
primary education is an indication that the Ministry sees the critical importance of that industry in
our food security policy. So in order to make sure that our students are given the opportunity to
apply science and technological knowledge and skills, to identify and solve practical problems
related to the sustainable use of agricultural resources, to facilitate production, distribution and
marketing to meet the needs of society, it is worthy that it be included in the science curriculum and
not as a separate subject.
The Curriculum guide is organizes in such a way that teachers, students and parents can easily
follow it. In the past it was felt that a process approach was the way forward to an authentic science
curriculum guide. However, we at the curriculum unit have noticed that teachers find it easier
teaching from a unit model approach. The teachers must realise that science needs a lot of
preparation if students are to gain the maximum from their efforts. No longer should we concentrate
our efforts on the above average students. The differentiation of the curriculum in order to address
the learning needs of all students should be our foremost goal if we are to comply with the
ministry’s vision of quality education for all.
6
The science and technology curriculum was not designed for a textbook but rather for the scientific
advancement of all students. While we all agree that not all students will develop the necessary
skills to be doctors and engineers, however, all our students must be given that choice rather than
we making that choice for them. All our students can be equipped with the minimum science skills
which can permit them to take part in a day to day conversation on the different natural
phenomenon and the way such phenomenon impact their lives.
Thus the strand is further organizes into four broad strands to include; Life Science, Earth and
Space Science, Physical Science, and Agricultural science. It is expected that these strands together
with the teachers’ intervention and guidance will equip students with the necessary knowledge and
skills needed for the successful completion of the learning programme. The learning outcomes and
success criteria should be seen as a step forward towards a student-centred learning programme.
We are calling on our hard working teachers to become facilitators in the management of the
curriculum instead of being the distributors of knowledge. Students or pupils can play a part in
contributing meaningfully to their own learning. When this is done science becomes exciting, fun,
interesting and enjoyable. We need to stimulate our students’ interest and give them the opportunity
to express these without interruption. This is the way to go. Only this time, we are clearing the
misconceptions rising time and time again.
Science and technology are also linked to all the various subjects within the broader curriculum.
Here we may mention that the scientific process is the preferred approach to investigating problems
within the other subjects. The tools, devices and other gadgets necessary to deliver the other
subjects are made possible through the timely inventions of technology. Science could not be
completed without the added contribution of the Social Sciences, Health and Family Life Education,
but more so for the direct impact of Mathematics and Language on the scientific development of the
students - the former for the measurement and calculation skills and the latter for its broad
communication skills which are impacted on all students.
The year summary is broken up into its corresponding term summary, and each is placed at the
beginning of each term’s activities. The term consists of three (3) or more units and each unit
consist of the unit title, the learning outcome and the success criteria. A number of Success criteria
have been designed to help students achieve the Learning outcomes and likewise a number of
activities have been designed to facilitate the fulfilment of the success criteria. Teachers are kindly
asked to carefully evaluate these activities and to feel free to develop their own activities to
facilitate their students’ specific learning needs. Make use of the various learning opportunities that
the Internet affords us, so that our students can be exposed to a wide range of learning opportunities
so that their experiences won’t be limited.
It is not an easy task to teach science to students of Grade 2, however we can guide them through,
questions and answers, matching answers and colouring objects. Help them to observe using their
senses and to describe what they discover. As they develop, help them to be excited about the world
around them so that they can begin asking questions and give responses. Remember that their
interest in the subject at an early age will help them develop a love for it later.
7
In ending, always seek the most recent information to help your students develop scientifically.
Scientific information is not absolute and may change as we advance because of the advent of new
technologies and better approaches. Dominica is a big, well-equipped laboratory and you are called
upon to make use of this God-given (natural) teaching tool.
Life science
Agriculture
Science
8
SCIENCE AND TECHNOLOGY
KEY STAGE 2
GRADE 4
TERM 1
AT 1: LO1 6-8
SC’s (1-3)
SC’s (1-5)
UNIT 3: ENERGY
AT 3: LO1 6-8
SC’s (1-3)
SC’s (1-3)
9
GRADE 4
TERM 1
AT 1: LIFE SCIENCE
SESSIONS (6-8)
SUCCESS CRITERIA: 1 Research the terms habitat, environment, ecology and ecosystem
ACTIVITIES:
Using the Internet as a resource, let pupils research the terms habitat,
environment, ecology and ecosystem. Let them do a class presentation.
They can work individually or collectively
Let pupils use the library (encyclopaedia as a resource to search for the
terms habitat, environment, ecology and ecosystem. Let them do a class
presentation. Let them work in groups. A leader in each group will
report their findings
Using whatever resource possible let pupils research the terms habitat,
environment, ecology and ecosystem. Let them do a class presentation.
(They work in groups or individually)
Have pupils working in groups stake out an area on the school ground
1x1 m or let pupils observe the animal and plant life and non-living things
and report along these lines
SUCCESS CRITERIA: 2 Identify non-living (abiotic) factors in an ecosystem and show how
they contribute to the support of life
10
ACTIVITIES:
Let pupils identify non-living factors in the ecosystem such as rocks, air,
and water. Let pupils discuss and report how these factors contribute to
the support of life
Place pupils in small groups of 4-5. Let them carry out an experiment to
describe the reaction of seedlings when there is a change in the direction
of sunlight
(see page 21 activity 1 chapter 3 in book 4 “New Modern Science for the
Caribbean”)
Take pupils on a nature walk to the seashore. Let them identify some
abiotic factors such as rocks and water. Let them describe how they
support life. Let them share their findings when they return to the
classroom
ACTIVITIES:
Using the Internet or encyclopaedia as a resource let pupils research the
terms, parasitism, commensalisms, mutualism and let them do a
presentation either in groups or individually
Given a number of parasitic relationship let pupils identify the host and
the prey or parasite. Let them identify mutual relationship between two
organisms. Let pupils identify commensual relationship between two
organisms and state the names and roles of each organism in the
relationship examples: identify the prey and host in the following: a
caterpillar on a rose plant, a worm inside a dog, a tick on a cow.
11
UNIT 2: WEATHER AND CLIMATE
SESSIONS 8-10
ACTIVITIES:
Using the following materials (paper, pencil, scissors, cardboard,
compass, plastic, soft drink bottle, drinking straw, shallow pan filled with
rocks and marker) construct a wind vane for measuring wind direction
Take students on a field trip to a Met office. Let them observe how the
instruments used in the measurement of weather are used
SUCCESS CRITERIA: 2 Use a wind vane to observe wind direction and use the instrument
to keep records
ACTIVITIES:
Let pupils record the direction of the wind. Using a wind vane they have
constructed let pupils fill out the following table. Their recording must be
done at the same time everyday.
12
Day Wind Direction
1
2
3
4
ACTIVITIES:
Let pupils look at a DVD of someone presenting the weather report
Let pupils take a look at some of the symbols used. Pupils will now
discuss the symbols and its importance to everyone. (Meaning persons
who are unable to read will recognize the pictures)
Pupils will use things in the environment to construct their own weather
chart (cotton for cloudy, rice for rain drops etc)
Ask pupils to construct a chart to collect data on the daily weather for a
week. This can be done as a group or individually. Encourage pupils to
listen to the weather report given on the T.V. In class pupils will
compare their observations and what was given on the T.V.
SUCCESS CRITERIA: 4 Summarize and represent data from their recording of weather
by using bar charts
ACTIVITIES
Pupils will use the information that they collect on the daily weather fir a
week and represent it on a bar chart
Pupils will discuss the information which they would wish to obtain from
the graph
Pupils construct two bar graphs. One to record their findings and the
other what was given on the nightly/morning weather report
13
Degree Temperature
Slight rain
Heavy shower
Raining
Mon Tues Weds Thurs Fri
Slightly windy heavy shower
Cloudy
Partly cloudy
Clear day
Pupils are asked to interpret both charts and analyze what the graph
shows
14
UNIT 3: ENERGY
ACTIVITIES:
See activity in book (Let’s Learn Science textbook – Standard 3) –
Take and record the temperature of water. Place container of water in the
sun or on a stove. Record temperature again after 10 minutes in the sun/2
minutes on stove. Discuss what caused the change in temperature
Put some milk in a pan on stove. Allow milk to heat until it begins to rise
then put off stove. Before milk boils over the pan ask students what
caused the milk to rise. Let students say what happened when the stove
was turned off. Ask them why did this happen
SUCCESS CRITERIA: 2 Investigate the way light does or does not pass through different
materials
ACTIVITIES:
Have students collect a variety of materials; cardboard, paper (different
types) glass, mirrors, different colour plastics, plain cloth, cloth of
different thickness
Place students in groups of about 4-5. Provide each group with a light
source preferably flashlight
15
• Have students stand between material and flashlight
Students group materials into those which light passes
through fully, (transparent) partially (translucent) or not at all (opaque)
or reflectors
• Have students discuss why this is so. Place objects on a surface. Allow pupils to
notice the shadow created. Pupils give reasons for the shadow. Move objects
further from and closer to the light source. Let pupils observe what happens
• Let students use a light source to play shadow puppets: Source: ‘Let’s Learn
Science 4’ pg 138
ACTIVITIES:
• Explain that heat can be transferred through convection (water); radiation (sun);
and conduction (through solids)
Teacher does this activity to show that heat is transferred through conduction
Source: ‘Let’s Learn Science workbook 3 pg 61-62 Heat on the Move
16
UNIT 4 AGRICULTURAL PRACTICES
AT 4: AGRICULTURAL SCIENCE
SESSIONS 6-8
SUCCESS CRITERIA: 1 List activities that are carried out before plants are planted/seeds
are sewn
ACTIVITIES:
Take pupils to the un-cleared spot in the school garden
Discuss with them what should be done in order to grow crops in this area
Let pupils prepare a parcel of land and then plant and cultivate it with vegetable
crops of their own. (Preferably short term crops, cabbage, cucumber, lettuce, or
tomato).
o seeds
o seedlings
o Buy good, healthy seed
o Make nursery boxes
Prepare nursery boxes using – dry grass and straw – potted soil mixture
17
List this activity with the one above.
SUCCESS CRITERIA 2: Place in proper sequence the various activities that must be done
before crops are planted
ACTIVITIES:
Have students role play situation showing in sequence the steps they
should follow before planting crops
ACTIVITIES:
Take students on a field trip to a farm. Allow them to observe a farmer
planting crops from seeds, suckers and stems
18
ASSESSMENTS
SUCCESS CRITERIA: 1 Describe the terms habitat, environment, ecology and ecosystem
2. the study of how living and non-living parts of the environment affect
each other………………… (ecology)
SUCCESS CRITERIA: 2 Identify non-living factors in an ecosystem and show how they
contribute to the support of life
19
SUCCESS CRITERIA: 3 Give examples of interactions among (living things) habitat (biotic
factors in an ecosystem
ASSESSMENT:
How is commensalism like mutualism? How is it different?
SUCCESS CRITERIA: 1 Design and construct a wind wane, anemometer and simple
working thermometer
ASSESSMENT:
Assess students on group participation, ability to work together and
completion of the instruments
SUCCESS CRITERIA: Use a wind wane to observe wind direction and use the
instrument to keep records
ASSESSMENT:
After students have observed the wind direction for 1 week, collect
books and check students’ records
20
N
N.W N.E.
W E
S.W S S.E.
ASSESSMENT:
Make a chart to record the weather conditions in this report:
SUCCESS CRITERIA: 4 Summarize and represent data from their chart of weather by
using bar charts
ASSESSMENT:
Assess pupils on how they have used the information to construct
their graph and the completion of their graphs
UNIT 3 Energy
ASSESSMENT:
The following items were placed in the sun for 30 minutes. Explain
what changes you expect in each
A cube of lard/shortening
Mr. Brown fitted the nail into the hole without any problems. He then removed the nail and
heated it. When he tried to put it back into the hole, the hole seemed too small. What do
you think happened?
These containers of water were placed in the sun for the times indicated. Put them in order from
coolest to hottest
21
45 Minutes 90 minutes 1 hour 15 minutes
SUCCESS CRITERIA: 3 Investigate the way light does or doesn’t pass through different
materials
ASSESSMENT:
Write opaque, translucent, reflecting or transparent next to the
following:
(b) A mirror…………….
ASSESSMENT:
Give 3 ways in which heat can be transferred
When Mrs. Brown touched the handle of this pan on the fire it burnt her fingers.
How was the heat transferred to the pan’s handle?
Complete:
We are able to feel the sun’s heat through…………
22
UNIT 4 Agricultural Practices
SUCCESS CRITERIA: 1 List activities that are carried out before plants and seeds are
sewn
ASSESSMENT:
List the activities which should be done before seeds are sewn
23
TERM 2
GRADE 4
AT 1: LO2
SC’s (1-4)
AT 2: LO2
SC’s (1-5)
AT 3: LO2
SC’s (1-3)
AT 4: LO2
SC’s (1-4)
24
UNIT 5 PLANTS AND ANIMALS
AT 1: LIFE SCIENCE
SESSIONS: 8-10
ACTIVITIES:
Take pupils on a nature walk around the school or neighbourhood.
Let pupils look for butterflies. Their pupae, larva and eggs. Let them
note where these were found. On returning let the pupils place the
different stages of the development of the butterfly in correct order;
(eggs, caterpillar, pupa, adult butterfly). Let them make drawings in
their note books (see page 22 of ‘Let’s Learn Science Book 3)
Let pupils use the textbook on page 26-27 to study the life cycle of
the mosquito. Let them describe the various stages. (Let’s Learn
Science Book 3). Let them draw the different stages of the life cycle
of the mosquito (see page 27 of text book and page 25 of work book
‘Let’s Learn Science)
ACTIVITIES:
Let pupils describe how human beings reproduce in their own words.
Teacher may introduce topic through discussion on conception. Male
and female reproduce through conception during which the sperm
from the male and the egg from the female join together to form a
foetus which remains in the female for nine (9) months. The foetus is
formed in the uterus which is filled with amniotic fluid. The foetus is
attached to the mother through the umbilical cord. At birth a baby is
born. Let pupils draw the sperm and the egg or ovum to note the
difference.
25
− How long does it take from conception to birth in humans? What are
the unborn young called? What is the fluid which surrounds the
young called? Mane the cord which by which the foetus is attached to
the mother.
ACTIVITIES:
Invite a veterinarian to the classroom to talk to the pupils on
reproduction in birds (chicken). Let them discuss a number of
questions in the class before the arrival of the Veterinary officer.
They should ask the questions that they previously discussed in the
class. Let them write a report on the Vet’s presentation.
ACTIVITIES:
Take pupils on a visit to the prawn farm at Belfast. Let the Fisheries
Officer explain the process of reproduction in fishes to the pupils. Let
the pupils note the important points and write a report on returning to
the classroom. Let them present their report to the class or collect the
reports for assessment
26
their notebooks and use arrows to point to the direction in which the
fish development occurs.
27
UNIT 6: Resources
ACTIVITIES:
To identify air let pupils put their hands in front of their mouth and
breathe in and out consciously
(a) can they feel something pushing against their hand?
(b) what do they think it is?
Let pupils hold a sheet of paper and swing their hand around
Fill a bottle with water. Place the mouth of the bottle into the mouth
of the tap. Observe what happens when you turn on the tap slowly to
allow the bottle to be filled with water.
(a) what do you hear when the bottle is being filled up with water?
(b) what do you think is escaping from the bottle when it is being
filled with water?
Air occupies space. Air is found everywhere. All spaces are filled
with air. All empty objects are not really empty but filled with air
Take a balloon pump or blow air into it. Observe what happens
(a) why does water not completely fill the empty upside down
glass?
(b) does this show that air occupies space?
28
Pass a drinking straw under the glass until it is just above the level of
the water in the glass then take a pull at the straw and observe what
happens. Describe what happens
ACTIVITIES:
Place pupils in 3 groups and give each group a sample of a sandy soil
or a clay soil or a loam soil. Let pupils carry out the below activity;
Materials: funnel or bottle top and bottle bottom, (by cutting a small
water bottle into two halves), cotton wool/fitter/tissue paper, soil
samples, water, plastic cup/bottle bottom obtained from cutting the
water bottle.
Push some cotton wool into the necks of the funnels. Stand the
funnels in the containers
Fill the plastic cup with water and pour it into the soil sample in the
funnel. Measure the amount of water which passes through each soil
sample. Also find out what amount of the water remained in the soil.
The difference between the amount of water poured and the amount
of water filtered through the funnel is the amount of water remained
in the soil.
29
(2) which soil drained the slowest?
Take a sample of wet soil between your thumb and forefinger and feel
whether the sample is gritty, coarse or smooth. If it is coarse then the
soil is sandy. If it is smooth it is clay. If it is gritty it is loam
Let pupils present the result of their tests in table form. (The table
below is just an example and the students should be given an empty
one to fill in their information).
30
UNIT 7 FORCES
AT 3 PHYSICAL SCIENCE
SESSIONS: 6-8
SUCCESS CRITERIA 1: Observe and describe ways in which the strength of materials can
be altered
ACTIVITIES:
Give pupils a rubber band and ask them to stretch the material until its
shape is altered, ask them to describe what happened and why. The
materials get thinner and smaller in width. The force applied caused the
material to stretch.
Place pupils in small groups give them a sheet of A-4 paper. Let them roll
it into a cylinder (use scotch tape to form the cylinder) then place a small
load on it, (a book, a stone or a piece of wood/board). Observe what
happens; repeat the experiment by folding the paper into cylinders of
various diameters. Let them record their findings in the table below.
(Pupils should conclude that the larger the diameter the stronger is the
paper cylinder).
31
SUCCESS CRITERIA 2: Describe using observation forces that can alter the shape of
materials
ACTIVITIES:
Give pupils materials such as clay, plasticine or play dough and let
them develop various shapes of objects. Let them state the type of
force applied such as push, pull and twist
Using plastic bottles, balloons and cups. Let pupils apply various
forces to change the shape of the objects. (Squeeze, pressure when
blowing a balloon). Let pupils state the force used to change the
shape of the object
SUCCESS CRITERIA 3: Observe how the materials used in a structure affect its
strength
ACTIVITIES:
Take pupils on a field trip to observe bridges and other structures. Let
them write what they observed such as the type of materials used in
constructing the named structures. Let the pupils list other materials that
could be used to enhance the strength of the structure. Steel, cement,
sand, etc)
Let pupils stack magazines and or books on top of a cardboard box and
observe what happens. Let them explain what happened and note the
same in their textbook
Let pupils place the same number of magazines and books on a wooden
box of similar size to the cardboard box above. Let them observe and
explain what happened. Compare the results above to that of this activity
Let pupils do the activity 1O.3 in work book 2, page 85, ‘Let’s Learn
Science’ Use match boxes that are stacked in different position, that is
long sides to long sides, then short sides to short sides, then flat sides to
flat sides.
Let them answer the following: which structure was easier to topple if it
is given a push? Which is more difficult to topple when given a similar
push? Let them conclude that the wider the base the stronger the
structure. In this case the structure made from the boxes placed on their
flat sides is stronger.
32
UNIT 8: CROPS
AT 4 AGRICULTURE SCIENCE
SESSIONS: 6-8
ACTIVITIES:
Place pupils in small groups and give each group an empty fertilizer bag
with the formulae N-P-K. Let them state what the symbols N-P and K
stands for. Let each group choose a nutrient and state its function in
plants. Let them record their findings in their note books and make a
presentation to the whole class. The teacher may choose to invite an
extension officer from the ministry of agriculture to explain to the
students the use of fertilizes in agriculture production and the importance
and functions of the major nutrients to plant development.
Let pupils find out the parts of the plant that are most affected by
nitrogen, phosphorus, and potassium. Let the pupils fill the following
table.
SUCCESS CRITERIA 3: Name at least two symptoms associated with the deficiencies of
various nutrients (such as potassium, nitrogen,
phosphorus etc)
ACTIVITIES:
Let pupils use the Internet and other research medium to find out the
symptoms associated with the deficiencies of potassium, nitrogen and
phosphorus
33
Invite an Extension Officer from the Ministry of Agriculture to come to
the classroom to talk to the pupils on the effects of potassium, nitrogen,
phosphorus, zinc and magnesium deficiencies on the growth and
development of plants
EVALUATION/ASSESSMENT
UNIT 5:
9) Place the following stages of the life cycle of a mosquito in order; (larva – egg –
adult mosquito – pupa)
10) The mosquito spends all their life cycle in water (true/false)
UNIT 6:
1) State two properties of air ((1) air has mass and; (2) occupies space)
34
8) Sugar and salt are (soluble, insoluble) in water
UNITE 7: Which of the following statements are true and which are false?
UNIT 8:
3) The major nutrient/element responsible for the green parts of plant is…………….
35
GRADE 4
TERM 3
AT 1: LO3
SC’s (1-3)
AT 2: LO3
SC’s (1-4)
AT 3: LO2
SC’s (1-4)
AT 4: LO3
SC’s (1-5)
36
UNIT 9 ADAPTATIONS OF ORGANISMS
AT 1: LIFE SCIENCE
SESSIONS: 6-8
ACTIVITIES: Activity to show that cells are the building blocks of living things
Crush a piece of chalk into very fine particles. Ask pupils to compare
how the piece of chalk has become to how it was before. Explain that
each of these tiny particles can be compared to a cell in a living thing
SUCCESS CRITERIA 2: Use blocks to show that all organisms are made up of cells
ACTIVITIES:
Have pupils work in groups to build a model of a living thing (e.g. tree,
human out of plastic blocks. Pupils describe what they did and what was
used. Pupils say what each block represents. (a cell) in a living thing.
Pupils write out a definition for cells
ACTIVITIES:
Group pupils in groups of 4-5. Provide each group with a picture of a
plant and an animal cell. Have pupils describe the structure of the
different cells. Have pupils draw the cells. Let them identify parts of the
cell such as: cell wall, cell membrane, nucleus, cytoplasm, chloroplasts,
vacuole and mitochondrion. They should record the information in their
not book. Also let them share with the whole class.
37
Let pupils with the help of the teacher discuss the functions of the
following parts of the cell, a table is provided below to help them. The
teacher will give them an empty table to fill out in class after the
discussion or it may be given to them as home assignment.
Let pupils note the main differences between the plant and the animal
cell.
-A plant cell has cell wall the animal cell has no cell wall
-A plant cell has chloroplast the animal cell has no chloroplasts
-A plant cell has a big vacuole located almost to the centre; the animal
cell has many small vacuoles located all over the cell.
-The nucleus is located at the centre of an animal cell and in a plant
cell it is pushed to one side of the cell by the vacuole.
PLANT CELL
38
ANIMAL CELL
Note: ONLY the MOST important parts related to the pupils’ level should be given to them
and these have been outlined in the table.
39
UNIT 10: SOLAR SYSTEM
SUCCESS CRITERIA 1: Explain the relationship between the earth and sun
ACTIVITIES:
Write the words ‘Night and Day’ on the board. Have pupils explain how
the earth depends on the sun to form night and day
Have pupils draw pictures showing location of the sun during the day and
its location during the night. Have pupils explain what is happening in
their picture
ACTIVITIES:
Mark an X on a globe. Slowly spin the globe around from West to East.
Pupils indicate every time the X reappears. The reappearance of the X is
the result of one rotation
Have a pupil stand at a spot. Have the pupil pivot slowly from West to
East. Indicate that when the pupil returns to the same spot at which they
begin, this is equal to one rotation
ACTIVITIES:
Put off lights and close windows in order to darken the classroom
40
night. That it is day at the parts of the globe facing the light and day at the
parts of the globe away from the light.
Have pupils draw a diagram to show how night and day are formed
Take a pupil to represent the earth. Rotate the pupil slowly. Have
another pupil shine a flashlight on the pupil. Divide the class into 4
quarters……around the classroom. Have pupils call out when it is day or
night for them
ACTIVITIES:
How to construct a sun dial
Place a stick vertically into the ground. Every hour measure the distance
of the shadow from the base of the stick and record the measurement
taken. This can be done by placing a smaller stick in the ground to mark
the end of the shadow. Let pupils determine which hours produced the
longest and shortest shadow etc. Pupils then explain why this is so.
41
UNIT 11: MATTER
AT 3: PHYSICAL SCIENCE
SESSIONS: 8-10
ACTIVITIES:
Separation by filtration and heating (evaporation)
Source: ‘Let’s Learn Science 3 pg 115-117
What has been collected on the filter paper? What has been collected in
the conical flask? Filtration is used to separate soluble solids from
insoluble solids
To remove salt from the salt and water mixture, simply evaporate by
heating the filtrate until the water dries.
• Separation by chromatography
Source: ‘Let’s Learn Science pgs 118-119
• Separation by decanting
Pupils mix oil with water
Pupils separate the mixture by pouring out the water
42
SUCCESS CRITERIA 2: Determine how the dissolving time of a solid is affected by
temperature
ACTIVITIES:
To determine how dissolving time is affected by temperature
Source: ‘Let’s Learn Science 3 – Part 11 pg 122-123
SUCCESS CRITERIA 3: Investigate how the dissolving time of a solid is affected by its
Particle size
ACTIVITIES:
Activity to show how the dissolving time of a solid is affected by its
particle size
Source: ‘Let’s Learn Science Book 3 pages 121-122
Materials needed: 2 teaspoons of sugar, 2 beakers/glasses, 2 stirrers,
water, mortar and pestle (this can be substituted by paper and stone.
ACTIVITIES:
43
1. Fill a beaker with water
2. Add a spoonful of sugar into the water and stir until all the sugar has
dissolved
3. Keep adding the sugar until it does not dissolve any more.
4. Record the number of spoonfuls of sugar added.
5. Heat the sugar solution what happens to left over sugar in the beaker.
6. Add some more sugar to the hot solution. What happens?
What is the effect of heat on the amount of sugar that can be dissolved?
It should be noted that the solubility of a solid increases with an increase
in temperature. That is to say, heating a solid will increase its solubility.
Solubility therefore is the maximum amount of a solute (solid) that can
dissolve in a given amount of solvent (liquid) at a fixed temperature.
44
UNIT 12: AGRICULTURAL PRACTICES
AT 4: AGRICULTURAL SCIENCE
SESSIONS: 10-12
ACTIVITIES:
Have pupils brainstorm for names of animals used in Agriculture
Have pupils collect pictures of animals used in Agriculture them let them
construct a collage or a picture board.
Agriculture
Animals
ACTIVITIES:
Provide students with a list of breeds of animals
45
Have pupils call out and record the information presented above.
Provide pupils with a jumbled list of breeds of animals. Have them place
them under the categories of goats, sheep, birds, rabbits, and cows.
ACTIVITIES:
Group pupils based on the numbers in the classroom
Assign one animal to each pupil. (Based on class population two or more
pupils may have the same animal). Have the pupils research the
characteristics of the breed as a home assignment. Have each child share
their findings with the class
ACTIVITIES:
Have pupils talk about their pets or an animal which lives close to them.
Have pupils suggest the best ways of caring for these animals. Have
pupils make a list of what they would look for in order to determine if an
animal is well cared for
Have pupils choose an animal to care for. Hold discussions as to the best
ways to care for these animals. Have pupils carry out these duties and
share their experiences with the class
Arrange a class visit to the home of a pupil with a pet or farm. Let pupils
help to take care of the animal feed, bathe, provide water, as well as
cleaning their quarters
46
SUCCESS CRITERIA 5: Write a report on the animal you cared for and share it with
your class
ACTIVITIES:
Let pupils briefly talk about the animal which they cared for or with their
neighbour, in the classroom. Have pupils write a report about the animal
which they cared for. Pupils give their report a title. Have pupils read
their report to the class
47
ASSESMENT
TERM 3
UNIT 9
SUCCESS CRITERIA: Use blocks to show that all organisms are made up of cells
ASSESSMENT: Draw a living thing made up of blocks to show all organisms are made up
of cells
SUCCESS CRITERIA: Describe the simple structure of plants and animals cells
ASSESSMENT:
1. Describe a plant cell
3. Describe an animal cell
4. Give two differences between a plant cell and an animal cell
5. What are the main differences between a plant cell and an animal cell?
48
UNIT 10
SUCCESS CRITERIA: Explain the relationship between the earth and sun
ASSESSMENT:
1. What part does the sun play in producing:
(a) night and (b) day?
2. Imagine you are the sun, you are about to begin the day in a part of the world.
Write down what you would say to this part of the earth?
2.
ASSESSMENT:
1. Using a diagram explain how night and day is formed
49
SUCCESS CRITERIA: Construct a simple sun dial
ASSESSMENT:
(Insert next diagram)
UNIT 11 Matter
ASSESSMENT:
1. Say how you would separate the following mixtures:
3.
you want to remove these nails from the container
without pouring out the water or dipping your hand into
the bottom of the container. Show how you can do that
ASSESSMENT:
1. In which of these will the sugar dissolve quicker?
50
2. True or false
When did the sugar dissolve quicker? Slower? Study the table
carefully. What can you conclude from it?
SUCCESS CRITERIA 3: Determine how the dissolving time of a solid is affected by its
particle size
ASSESSMENT:
Sugar A Sugar B
1. In which set will the sugar dissolve quicker? Why is that so?
2.
A B
51
SUCCESS CRITERIA 4: Determine how temperature affects the solubility of a
substance
ASSESSMENT:
Sue Jack
1. Sue placed 10 teaspoons of sugar in her glass and began stirring. Jack’s
glass also had 10 teaspoons. After the same time stirring, Jack’s sugar
dissolved while Sue’s glass still had sugar at the bottom. This may be
because:
(a) Jack was stronger than Sue
(b) Sue’s glass had less sugar
(c) The water in Jack’s glass was hotter
2. Sharon keeps adding 1 teaspoon salt to water, then stirring it. After some
time, no matter how much she stirred, particles of salt remained at the
bottom. What can she do to have the water take in more salt?
3.
(ice water) – why is the boy having difficulties in sweetening the
juice?
ASSESSMENT:
1. Pick out the odd one
52
SUCCESS CRITERIA 2: Name some of the breed of animals e.g.. birds, cows
ASSESSMENT:
1. List one different breed of animal in each of these:
Goat…………., sheep………………
ASSESSMENT:
1) Who am I?
(c) I am a big rabbit with grey fur and very large ears………………
ASSESSMENT:
Observe students caring for an animal. Use this checklist to evaluate them
Yes No
Feeds the animal
53
Waters the animal
54