SCHEME OF WORK FOR FORM 1 SCIENCE – 2010

THEME : INTRODUCING SCIENCE

LEARNING AREA : 1. Introduction To Science

Week Learning Objectives Suggested Learning Learning Outcomes Notes

s activities

1 ORIENTATION WEEK

1.1 Understanding that science is
part of everyday life
Describe examples of natural phenomena
that students see around them :
a) Growth of human from a baby to an
adult.
b) Fall of a ball to the ground
c) Melting ice
Discuss the uses and benefits of science in
everyday life.
Attend talks on careers in science
A student is able to :
 list what he sees around him
that is related to science
 explain the importance of
science in everyday life
 name some careers in science
such as
a) science teachers
b) doctors
c) engineers
During the learning
activities, bring out the
science concepts and
principles students have
learned in primary school.
Talks on careers in
science by professionals.

2 1.2 Understanding the steps in
scientific investigation
Carry out a scientific
investigation/experiment, e.g. ‘ To find out
what affect the number of times the
pendulum swings back and forth
(oscillations) during a given time’.
A student is able to :
 state the steps in scientific
investigation/experiment
 carry out a scientific
investigation
Scientific investigation
involves the use of
science process skills.

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a) Making a smart guess ( forming a
hypothesis),
b) Planning how to test the hypothesis
(planning the experiment)
• identify the variables,
• determine the apparatus and materials
required This is helping the teacher
• determine the procedure to carry out the identify the students’
experiment method to collect and analyse capability to carry out a
data scientific investigation.
c) carry out the experiment
d) writing down what has been observed
(collecting data)
e) finding a meaning for what has been
observed (analyzing and interpreting
data )
f) deciding whether the hypothesis is true
( making conclusions)
g) writing a report on the investigation
(reporting)

Students can be asked to report on their

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

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Week Learning Objectives Suggested Learning Learning Outcomes Notes
s activities

1.3 Knowing physicals
quantities and their units
Identify physicals quantities (length, mass,
time, temperature and electric current), their
values and units found on product
descriptions.
Find words with the prefixes used in
measurements such as kilo-, centi-, and
milli-.
Find the symbols used for these unit of
measurement.
Find the value of these prefixes.
A student is able to :
 state physical quantities;
length, mass, time,
temperature and electrical
current,
 State the S.I unit and the
corresponding symbols for
these physical quantities,
 State the symbols and values
of prefixes for units of length
and mass; milli-, centi-, and
kilo-
 Identify and use appropriate
prefixes in the measurements
of length and mass
Product descriptions can
be found on labels, boxes
of electrical appliances,
food packets, etc.
S.I is an abbreviation for
the French term Systeme
International Unites
which means international
system for units, i.e,
meter, kilogram, second,
etc.

3 1.4 Understanding the use of
measuring tools
Measure the length of straight lines, curves
and diameter of objects using rulers, thread
and calipers.
Estimate the area of regular and irregular
shapes using graph paper.
Measure volume of liquids using measuring
cylinder, pipette and burette.
A students is able to :
 Choose the right tool and
measure length in the context
of an experiment,
 Estimate area of regular
and irregular shapes using
graph paper in the context of
an experiment,
 choose the right tool and
measure the volume of liquid
in the context of an

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 experiment,

Week Learning Objectives Suggested Learning Learning Outcomes Notes

s activities

Determine the volume of regular and  determine the volume of Make sure students take
irregular solids using the water displacement solids using water measurements correctly
method. displacement method in the and accurately.
context of an experiment,
Measure the body temperature and  Choose the right tool to
temperature of water. measure the body
temperature and temperature
Discuss the right choice tool in making of a liquid.
measurements.

Apply the above measurement skills in the

context of experiments.

4 1.5 Understanding the concept
of mass
Find the weights of different objects using a
spring balance.
Discuss weight as the pull of the earth
(gravitational force) on an object.
Discuss mass as quantity of matter.
Find the mass of different objects using
beam balance or lever balance.
Discuss the difference between mass and
weight.
A student is able to: Unit of weight : Newton
 Determine the weight of an Unit for mass : kilogram
object.
 Explain the concept of weight

 Explain the concept of mass
 Determine the mass of an
object.
 Explain the difference
between mass and weight,

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Week Learning Objectives Suggested Learning Learning Outcomes Notes
s activities

Apply the skills of using the spring balance  Apply then use of spring and Carry out an experiment
and beam/lever balance in the context of an beam/lever balance in the where students have to
experiment. context of an experiment. apply the measurement
skills of mass or weight.

1.6 Realizing the importance of Discuss the various units of measurements, A student is able to : Get assistance from
standard units in everyday e.g. units for length (feet, yard, chain, mile,  Give examples of problems English Language
life meter, (kilometer), units for weight (pound, that may arise if standard teachers in preparing the
ounce, kati, tahil, gram, kilogram). units are not used. script for the act.

Act out a scene to show the problem caused

by not using standard units, e.g, buying
things at the market.

Discuss the advantages and disadvantages of

using different units of measurement.

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THEME : MAN AND THE VARIETY OF LIVING THINGS
LEARNING AREA : 1. Cell As A Unit Of Life

Week Learning Objectives Suggested Learning Learning Outcomes Notes

s activities

5 1.1 Understanding cells
Gather information on living organisms and A student is able to : General structure of a cell
identify the smallest living unit that makes  Identify that cell is the base includes cell wall, cell
up the organism. unit of living things, membrane, protoplasm
 Prepare slides following the (cytoplasm and nucleus),
Prepare slides of cheeks cells and onion proper procedures, chloroplast and vacuole.
cells.  Use a microscope properly,
 Identify the general structures The usage and handling of
Study the general structure of cheek cells and of an animal cell and a plant a microscope is introduce
onion cells under a microscope, using the cell, here.
correct procedure.  Draw the general structures
Remind pupils of the
of an animal cell and a plant
Draw and label the different structures of an safety precautions to be
cell,
animal cell and plant cell. taken when preparing
 Label the general structure of
samples of cheeks cells.
an animal cell and a plant
Compare an animal cell and a plant cell.
cell,
Gather information on cell structures and  State the function of each cell
discuss their functions. structure,
 State the similarities and
differences between the two
cells.

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 6 1.2 Understanding unicellular Gather information about unicellular A student is able to :
organism and multi-cellular organisms and multi-cellular organisms  state the meaning of
organism unicellular organisms and
multi-cellular organisms,

Week Learning Objectives Suggested Learning Learning Outcomes Notes

s activities

Provide students with picture cards, name  give examples of unicellular

cards, ‘unicellular’ and ‘multi-cellular’ cards. organisms and multi-cellular
Students use reference materials and/or organisms.
information to match the three cards for each
organism.

Observe examples of unicellular organisms

and multi-cellular organisms under a
microscope.

7 CHINESE NEW YEAR HOLIDAY

8 1.3 Understanding that cells form
tissue, organs, and systems in
the human body.
Gather information and discuss the
following.
a) types of human cells,
b) Functions of different types of
human cells.
Use a graphic organizer (e.g. ladder of
hierarchy) to show the organization of cells:
A student is able to:
 Name the different types of
human cells,
 State the function of different
types of human cells,
 Arrange sequentially cell
organization from simple to

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 complex using the terms cell,
Cell → tissue → organ → system → tissue, organ, system and
organism organism.

Week Learning Objectives Suggested Learning Learning Outcomes Notes

s activities

Organism

System

Organ

Tissue

cell

1.4 Realizing that humans are Discuss why human beings are complex  Explain why human beings
complex organisms organisms. are complex organisms.

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THEME : MATTER IN NATURE
LEARNING AREA : 1. Matter
Week Learning Objectives Suggested Learning Learning Outcomes Notes
s activities
A student is able to :
9 1.1 Understanding that matter Through activities, show that things such as .
 State that things has mass and
has mass and occupies book, air, water, soil and living things have
occupies space,
space mass and occupy space.
 Explain what matter is, relate
things and matter,
Discuss what matter is
 Carry out activities to show
List examples of matter that air, water, soil and living
things have mass and occupy
space

10 FIRST MONTHLY TEST &

MID-SEMESTER 1 BREAK

11 DISCUSSION OF THE FIRST MONTHLY TEST

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12 1.2 Understanding the three
states of matter
Gather information and discuss
a) what matter is made up of,
b) what the three states of matter are
Compare the three states of matter in terms of
a) the arrangement of particles,
b) the movement of particles
Simulate the arrangement and movement of
particles in the three states of matter.
A student is able to :
 State that matter is made up
of particles
 State that 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

13 1.3 Understanding the concept Recall the definition of density. A student is able to : Archimedes Principles
of density  Define density, need not be introduced
Through activities, find the densities of  Explain why some
objects with regular or irregular shape objects and liquids float,
different liquids  Solve simple problems
related to density
Discuss why some objects and liquids float by  Carry out activities to
relating it to density. explore the densities of
objects and liquids

1.4 Appreciating the use of Gather information and discuss how:
properties of matter in a) man uses his knowledge of different states of
everyday life. matter to store and transport gases and
liquids,
b) man uses the concept of density in making
rafts, floats, etc
A student is able to :
 describe how man uses the
different states of matter,
 Describe how man applies the
concept of density,
 Carry out activities to

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Week Learning Objectives Suggested Learning Learning Outcomes Notes
s activities

Carry out an activity to explore the applications explore the applications of the
of the concept of floating and sinking related to concept of floating and sinking
density. related to density.

14 SECOND TEST

15 DISCUSSION OF SECOND TEST

LEARNING AREA : 2. The Variety Of Resources On Earth

Week Learning Objectives Suggested Learning Learning Outcomes Notes

s activities

16 2.1 Knowing the different
resources on earth
Gather information about the resources on A student is able to : .
earth, i.e. water, air, soil, minerals, fossil fuels  List the resources on earth
and living things. needed to sustain life,
 List the resources on earth
used in everyday life.

17 2.2 Understanding elements,
compounds and mixtures
Gather information and discuss A students is able to:
a) what elements , compounds and mixtures,  State what elements,
what metals and non-metals are, compounds and mixtures are,
examples of elements, compounds, mixtures,  Give examples of elements,
metals and non-metals.

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 compounds and mixtures,
Compare and contrast the properties of  State the differences between
elements, compounds and mixtures. elements, compounds and
mixtures,
Carry out activities to compare the properties of  Carry out activities to
metals and non-metals in compare the properties of

terms of appearance, hardness, conductivity of  different metal and non-

heat and conductivity of electricity. metals
 Classify elements as metals
Carry out activities to separate the components and non-metals based on their
of mixtures e.g characteristics,
a) mixtures of iron filings and sulphur powder.  Give examples of metals and
b) Mixture of sand and salt. non-metals,
 Carry out activities to
separate the components of a
mixture.

18 - 20 MID YEAR EXAM

21 MID SEMESTER 1 BREAK

22 DISCUSSION OF MID YEAR EXAM

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23 2.3 Appreciating the importance
of the variety of earth’s
resources to man
Discuss the importance of earth’s resources A student is able to :
(water, air, soil, minerals, fossil fuels and living  Explain the importance of
things) to man variety of earth’s resources to
man
Draw a concept map to show the relationship  State the meaning of the
between these resources to the basic needs of preservation and conservation
life. of resources on earth,
 State the importance of the
Gather information on the preservation and preservation and conservation
conservation of resources on earth. of resources on earth,
Discuss the importance of the preservation  Practice reusing and recycling
of materials e.g. using old
and conservation of resources on earth (e.g. unfinished exercise books as
recycling of paper will help reduce the cutting note books and collecting old
down of trees; conserving clean water prevents newspapers for recycling.
water shortage)
Carry out a project/campaign / competition on
the reusing and recycling of materials.
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LEARNING AREA : 3. The Air Around Us
Week Learning Objectives
s activities
24 3.1 Understanding what air is
made up of (the composition
of air)
Suggested Learning
Gather information on:
a) the composition of air;
b) 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
Learning Outcomes
A student is able to :
 State what air is made up of,
 Explain why air is a
mixture,
 State the average 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
Notes
During the learning
activities, bring out the
science concepts and
principles students have
learned in primary school.
Talks on careers in
science by professionals.
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25 3.2 Understanding the
properties of oxygen and
carbon dioxide
26 3.3 Understanding oxygen is
needed in respiration
Gather information on the properties of A student is able to:
oxygen and carbon dioxide.  List the properties of oxygen
and carbon dioxide
Carry out activities to show the properties of
 Identify oxygen and carbon
oxygen and carbon dioxide in the following
dioxide based on its
aspects:
properties,
a) solubility in water,
Choose a suitable test for
b) reaction with sodium hydroxide
oxygen and carbon dioxide
c) the effect on glowing and burning wooden
splinter, litmus paper, lime
water, bicarbonate indicator
Gather information and discuss respiration A student is able to:
 State that
Carry out an experiments to show that during energy, carbon dioxide and
respiration, living things water vapour are the products
a) use oxygen of respiration,
b) give out carbon dioxide  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
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  oxygen and
give out carbon dioxide
during respiration.

27 SECOND MONTHLY TEST

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28 3.4 Understanding oxygen is Gather information and discuss combustion. A student is able to : Charcoal is an example of
needed for combustion  State what combustion is, carbon.
(burning) Carry out experiments to;
 State that oxygen is needed
a) show that oxygen is needed for
for combustion,
combustion,
b) investigate the effect of the size of a  List the products of
container on the length of time a combustion,
candle burns  Carry out experiments to
investigate combustion.
Carry out activity to test for the products of
combustion of charcoal such as, carbon
dioxide and water.

29 3.5 Analyzing the effects of air Gather information and discuss; A student is able:
pollution a) what air pollution is  Explain what air pollution is
b) examples of air pollutants,  List examples of air
c) the sources of air pollutants, pollutants
d) the effects of air pollution on man  List the sources of air
ant the environment, pollutants
e) the steps needed to control air  Describe the effects of air
pollution. pollution
Carry out a project to study;  Explain the steps needed to
a) air pollution in an area around the prevent and control air
school pollution
b) the effects of air pollution.

30 3.6 Realizing the importance of
keeping the air clean
Gather information and discuss:
a) how life would be without clean air,
b) ways to keep the air clean,
c) habits that keep the air clean
Carry out activity to show the pollutants in
A student is able to :
 Describe how life would be
without clean air,
 Suggest ways to keep the air
clean,
 Practice habits that keep the

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THEME : ENERGY
LEARNING AREA : 1. Sources Of Energy
Week Learning Objectives
s activities
31 1.1 Understanding various forms
and sources of energy
32 1.2 Understanding renewable and
non-renewable energy
cigarette smoke.
Suggested Learning
Gather information about the various forms and
sources of energy and energy changes.
Discuss the sun as the primary source of
energy.
Carry out activity to see the energy change
• from potential to kinetic energy for
example a ball rolling down an inclined
slope
• from kinetic to potential energy for
example the winding of the coil in a toy
car.
Gather information and discuss the meaning of
renewable and non-renewable energy sources.
Carry out a project on:
a) Renewable and non-renewable energy
sources.
b) The uses of solar energy.
c) The ways to increase efficient use of
energy
air clean
Learning Outcomes Notes
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 energy change
from potential to kinetic
energy and vice versa.
A student is able to :
 Define renewable and non-
renewable sources 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.
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 33 1.3 Realizing the importance of Discuss the importance of conserving energy Project includes of making
conserving energy sources sources scrap books, models and
posters.

Discuss the use and management of energy Discussion can in the form of
sources. forums, brain storming etc.

LEARNING AREA : 2. Heat

Week Learning Objectives Suggested Learning Learning Outcomes Notes
s activities

34 2.1 Understanding heat as a Carry out activities to show: A student is able to : .

form of energy  State that the sun gives out
a) the sun gives out heat heat
b) ways to produce heat
 State other sources of heat,
c) heat and temperature are not the same
( Ask student to predict and observe how the  State that heat is a form of
temperatures change when they e.g. mix energy,
volumes of hot and cold water)  Give examples of the uses of
heat,
Discuss  State the meaning of
temperature,
a) heat is a form of energy  State the difference between
b) the uses of heat in our daily life heat and temperature
c) what temperature is
d) the difference between temperature and
heat.

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35 2.2 Understanding heat flow and Carry out activities to show that heat causes
its effect solids, liquids and gases to expand and contract.
(ball and ring, mercury in thermometer and air
in round-bottomed flask)
Carry out activities to show how heat flows by
conduction, convection and radiation.
Carry out group activities to discuss:
a) natural phenomena such as land breeze, sea
breeze and the warming of the earth
by the sun,
b) how buildings can be kept cool,
c) what a heat conductor is,
d) what a heat insulator is,
e) the uses of heat conductors and heat
insulators in daily life.
Carry out an experiment to investigate different
materials as heat insulators.
A student is able to : Explain the effect of
 State that heat causes solids, heating and cooling on the
liquids and gases to expand volumes of solids, liquids
and contract, and gases.
 State that heat flows in three
different ways (conduction,
convection and radiation),
 State that heat flows from hot
to cold,
 Give examples of heat flow
in natural phenomena,
 State what a heat conductor
is,
 State what a heat insulator is,
 List uses of heat conductors
and heat insulators in daily
life,
 Carry out experiment to
investigate different materials
as heat insulators.

36 2.3 Analyzing the effect of heat Carry out activities to show the change in state A student is able to: Physical processes
on matter of matter in physical processes.  State the change in state of includes melting, boiling,
matter in physical processes freezing, evaporation,
Discuss  Explain that change in state condensation and
a) the effects of heat on the state of matter of matter involves absorption sublimation.
and release heat
 Give examples of daily
b) examples of daily observation which observations which show a
shows a change in state of matter. change in state of matter

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 37 2.4 Applying the principles of
expansion and contraction
of matter
Discuss the use of expansion and contraction of A student is able to :
matter in the following:  Explain with examples the
mercury in a thermometer use of expansion and
the bimetallic strip in a fire alarm contraction of matter in daily
gaps in a railway tracks life,
roller in steel bridges

Discuss the use of the principle of expansion  Apply principle of expansion

and contraction of matter to solve simple and contraction of matter in
problems solving simple problems.

38 2.5 Understanding that dark,
dull objects absorb and give
out heat better
Carry out an experiments to show that:
a) dark, dull objects absorb heat better than
white, shiny objects,
b) dark, dull objects gives out heat better than
white, shiny objects.
A student is able to :
 state that dark, dull objects
absorb heat better than white,
shiny objects,
 state that dark, dull objects
gives out heat better than
white, shiny objects,
 carry out an experiments to
investigate heat absorption
and heat release

39 2.6 Appreciating the benefits of Discuss and put into practice such as opening of A student is able to :
heat flow windows in the classroom or laboratory to  put to practice the principle
improve air circulation. of heat flow to provide
comfortable living.

40 - 42 FINAL YEAR EXAM 2010

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