Initial Primary Teacher Education

Science and technology

Module 2

Malawi Institute of Education

 Initial Primary Teacher Education

Science and technology

Module 2

Malawi Institute of Education

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi, Malawi

email: miedirector@[Link]
website: [Link]

© Malawi Institute of Education 2018

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright owner.

First edition 2018

 Foreword
Education is the lifeblood of the nation. It is a prerequisite for individual, community
and national development. Education prepares learners to play their roles effectively
to promote and sustain a country's socio-economic development. Parents or
guardians desire that their children develop into adults with sound minds and
healthy bodies through the acquisition of appropriate knowledge, skills and
desirable attitudes to enable them to live productive and happy lives.

Education should, therefore, help learners to develop high standards of conduct,

attitudes, judgment and a sense of responsibility. Student teachers have to be well
prepared in order to be able to take this responsibility of teaching children
effectively.

The purpose of quality education is based on many factors and good quality teachers
is one of them. Teachers play a central role because they are the key source of
knowledge, responsible for facilitating the learning process and act as role models
for the learners.

The function of initial teacher education in Malawi is to prepare student teachers in

their aspiration of becoming teachers of high quality. This is achieved by helping the
student teachers to acquire the right knowledge, skills and competences to enable
them to effectively teach children. In view of this, the Initial Primary Teacher
Education curriculum has been reviewed to ensure that student teachers who
graduate from this programme are well trained and prepared for their profession.

The process and implementation of this review has been guided by the Teacher
Education Philosophy which states as follows:

‘To produce a reflective, autonomous, lifelong learning teacher, able to display moral
values and embrace learners’ diversity.’

It is therefore hoped that Teacher training colleges will find this curriculum effective
in helping the student teachers to build a solid foundation in their teaching
profession.

Executive Director
Malawi Institute of Education

iv
Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all people who participated in various activities,
stages and levels in the development of this module.

Special thanks go to the Director of the Directorate of Inspectorate and Advisory

Services (DIAS), Mr Raphael Agabu and his staff, the Executive Director of Malawi
Institute of Education, Dr William Susuwele‐Banda and his staff, Coordinator of the
Initial Primary Teacher Education (IPTE) review process, E Gobede Mtonga and his
team (Anthony Malunga, Loyce Chisale and Ms Catrin Anderer) for coordinating the
process of developing the module.

The Ministry of Education, Science and Technology and the Malawi Institute of
Education would also like to thank Loyce Chisale, Grace Mphandamkoko, Rennard
Chikopa and Andrew Thauzeni for reviewing the module.

The Ministry of Education, Science and Technology acknowledges technical and

financial support which was generously provided by German Technical Cooperation
(GIZ) and United Nations Children’s Fund (UNICEF).

Production team
Editing Esther Maulidi
Designer Mary Nguluwe

v
 Writers
Andrew Nchessie - Phalombe Teachers' College
Clifford Mwenelupembe - Chiradzulu Teachers' College
Montmorris Chimaliro - Karonga Teachers' College
Ruth Tabia Luhanga - Machinga Teachers' College

Production team

vi
 Contents
Foreword ………………………………………………………………………………... v

Acknowledgements ……………………………………………….……………….….. vi

Introduction to the module …………………………………………………..…….…. ix

TOPIC 1 Teaching of human digestive system........................................... ... 1

TOPIC 2 Teaching of human circulatory system........................................... 7

TOPIC 3 Teaching of human respiratory system............................................ 13

TOPIC 4 Teaching of human reproductive system.......................................... 18

TOPIC 5 Teaching of common parasites in human beings.............................. 24

TOPIC 6 Teaching of common infectious diseases............................................. 29

TOPIC 7 The Teaching of sexually transmitted infections................................. 34

TOPIC 8 Teaching of simple machines.................................................................. 39

TOPIC 9 Teaching of technologies........................................................................... 51

vii
Introduction
The purpose of primary teacher education is to produce and continually develop
competent and responsive teachers who effectively deliver quality education to all
learners under prevailing conditions and demands in primary schools and promote
their desire for life-long learning. IPTE endeavors to educate teachers in sufficient
numbers, continually develop their professionalism so that they are able to
effectively and efficiently deliver quality and relevant education to primary school
learners.

National goals for primary teacher education

The national goals of primary teacher education in Malawi are to produce teachers
who are:
• academically well-grounded and professionally competent
• flexible and capable of adapting to the changing needs and environment of the
Malawian society
• capable of adhering to and maintaining the ethics of the teaching profession
imaginative in adapting, creating and utilising locally available resources suitable
for the needs of their learners

Teacher education philosophy

The following has been the guiding principle during the design, development and
implementation of the IPTE curriculum.

To produce a reflective, autonomous, lifelong learning teacher, able to display moral values
and embrace learners’ diversity has been designed.

viii
 IPTE programme structure
The duration of the teacher education is two years. The general outlook of the two
years is as follows:

Year 1 Year 2

Term 1 Term 2 Term 3 Term 1 Term 2 Term 3

In college, In college, Out in teaching Out teaching In college, In college,

learning learning practice schools, practise schools, with special with special
subject subject content practising practising emphasis on emphasis on
content with a with teaching mainly teaching mainly reflection, subject
special focus special focus in the lower in the upper inclusion and content,
on methods on methods classes classes further policies and
for lower for upper practice on frameworks
classes classes teaching
methods

Unique features
The features of the reviewed curriculum are as follows:
• The curriculum design is based on reflective and practice principles.
• Early grade teaching methodologies are distinct.
• The delivery of the subject content follows the modular approach.
• Student teachers will be allowed to practise teaching both in the lower classes
(Standards 1 to 4) as well as in upper classes (Standards 5-8).
• Cross cutting issues such as Assessment for Learning, ICT, IE and CT are
integrated.

IPTE subject matrix

The new curriculum has adopted the reflective practitioner model of teacher
education which connects practice and theory and integrates content and pedagogy
in teaching and learning. In this structure, student-teachers will be in college for two
terms of year 1 and be in primary schools for teaching practice in the third term of
first year and first term of the second year. Student teachers will be back to colleges
in terms 2 and 3 of year 2 to continue learning subject content, reflecting on their
experiences of teaching practice and then, wind up their studies.

This curriculum is designed in a modular structure and contains eleven subjects.

These are Chichewa, English, mathematics, education foundation studies,

ix
agriculture, social studies, life skills, science and technology, expressive arts,
religious studies and human ecology. In this modular design, a set of topics forms a
module in a subject. A module consists of 40 hours contact time.

IPTE outcomes based curriculum

This outcomes-based curriculum is focused on student teachers' achievements. These
achievements are teaching competences.

The teaching competences student teachers develop from the IPTE programme will
be seen when student teachers are able to transfer the knowledge and skills directly
in primary schools.

Subject and core elements

The IPTE curriculum comprises of eleven subjects namely Agriculture, Science and
Technology, Mathematics, Expressive arts, Chichewa, English, Education
Foundation studies, Social studies, Life skills, Religious studies and Human ecology.
Each subject has a rationale from which core elements are derived.

Teacher education core element outcomes

Teacher education core element outcomes are descriptions of the competences to be
acquired by the student teacher for successful teaching.

IPTE assessment procedures

In Outcomes-Based Education (OBE), assessment is a significant part of the teaching
and learning process. The main purpose of assessment is to facilitate learning by
constant monitoring of the progress of individual student teachers. The process is
on-going and it uses clearly defined criteria with a variety of tools, methods and
techniques in different situations and contexts. This helps to gather valid and reliable
information on the student teachers' achievement of outcomes.

Assessment in initial primary teacher education in Malawi comprises two major

components: continuous and summative assessment. Both modes involve
assessment tasks that measure the student teachers’ achievement of knowledge,
skills, values and attitudes. These tasks include oral presentations, practical and
reflective tasks, reports, researches, tests and examinations.

In the reviewed curriculum, the weighting of continuous assessment in the final

grade will be 60% continuous assessment and 40% summative assessment.

x
The continuous assessment will comprise:
 two grades based on each module
 end of module examinations for terms 1 and 3 of year 1
 teaching practice grades
 school experience journal grade

While the summative assessment will comprise:

 moderated grade from teaching practice in term 1 of year 2
 national examinations to be administered in term 3 of year 2 based on the
modules of terms 2 and 3 of year 2.

Core elements and their outcomes

Rationale for teaching science and technology
Science and technology will contribute to the intellectual and practical development
of the learners to enable them to manage the changes that it brings all sectors of the
economy. The learners will achieve this through accessing both indigenous and
modern technologies. Science and technology will enable the learner, through
investigations and inquiry, to understand and acquire basic knowledge and skills
relevant for their survival and advancement in life. The student teachers will use the
scientific and technological knowledge to effectively teach primary school science
and technology and also utilize technology to improve their living standards.

Core elements and outcomes for science and technology

The primary teacher education core elements and outcomes for science and
technology are as follows:

Teaching of Basic scientific knowledge, skills and attitudes

The student teachers will be able to utilise appropriate teaching, learning, assessment
and class management strategies to enable the primary school learner to understand
and apply scientific knowledge, skills and values to solve everyday problems and
provide a base for further learning.

Teaching of Scientific investigation for application

The student teachers will be able to demonstrate an understanding of how they will
utilise appropriate teaching, learning, assessment and class management strategies
to enable the primary school learner to investigate relationships, identify and solve
problems in science and technology

xi
Teaching of Knowledge for development
The student teachers will be able to use appropriate teaching, learning, assessment
and class management strategies to enable the primary school learner to interpret
and apply scientific and technological knowledge with ethical responsibility towards
the environment as well as to make improvements in the quality of life and develop
interest in scientific and technological occupations.

Teaching of Technology innovation

The student teachers will be able to apply appropriate teaching, learning, assessment
and class management strategies to enable the primary school learner to understand
innovations and management of scientific and technological changes in all contexts
with particular reference to science and technology in Malawi.

xii
Summary of topics for the term and time allocation

Term 3

Topic Allocated Core element

time in hours

Teaching of the human digestive 4

system
Teaching of the human circulatory 4
system
Teaching of the human respiratory 4
The teaching of basic
system
scientific knowledge,
Teaching of the human reproductive 4 skills and attitudes
system
Teaching of common parasites in 4
human beings
Teaching of common infectious 4
diseases
Teaching of sexually transmitted 4
infections
Teaching of simple machines 6 The teaching of scientific
knowledge for
sustainable development
Teaching of technologies 6 The teaching of
technology innovation

xiii
TOPIC 1 Teaching of the human digestive system

Time 4 hours

Introduction
The human body has several Background information
systems, one of which is the Digestion is the process through
digestive system. After eating, food which insoluble food consisting of
has to be digested and absorbed to large particles is broken down into
promote good health. Digestion very small soluble molecules for
and absorption will make the food absorption. Digestion occurs in the
useful to the body. It is important alimentary canal. Alimentary canal
therefore, for primary school is a series of organs that converts
learners to learn about this topic food into essential nutrients that
for them to appreciate the system are absorbed into the body and
and later be able to take care of it. eliminates unused waste materials.
In this topic, student teachers will As a system, it has many parts
discuss the concept of digestion,
starting from the mouth to the
how to teach it to primary school
anus. These parts have distinctive
learners and how to assess
functions.
learners’ understanding of the
human digestive system.
The two types of digestion are
physical and chemical digestion.
Success criteria
Physical digestion mostly occurs in
By the end of this topic, you must
the mouth and stomach using
be able to:
mechanical forces. Various
 develop a model of the human
enzymes help in the chemical
digestive system
digestion which occurs in different
 explain challenges learners
parts of the system except in colon
would face in the
and rectum.
understanding of the human
digestive system
 design teaching strategies to
support learners in learning
about the human digestive
system
 assess learners’ understanding
of the digestive system

1
Fig.1.1 shows the human digestive 2 Identify parts of the digestive
system
system of the small mammals
3 Draw and label parts of the
digestive system of the small
mammals
4 Preserve the dissected mammal
5 Using work stations, present the
findings
6 Prepare a micro lesson on
dissection of small mammals
7 Present the micro lesson.

Activity 2 Identifying parts,

Fig. 1.1 the human digestive system
functions, problems,
It is important for student teachers
solution to the
to understand the topic and
problems and care of
develop appropriate teaching and
the human digestive
learning strategies. This will help
system
them to teach the topic to primary
1 Conduct a research to identify
school learners so that they
parts, functions, problems,
understand their own digestive
solutions to the problems and
system.
care of the human digestive
system.
Tasks
2 Present your research findings
Task 1 Developing models of the
in plenary.
human digestive system
3 Compare the research findings
All mammals have similar organs of the parts of the human
because they belong to the same digestive system with the
class. In this task, the digestive preserved dissected mammal.
system of a mammal will be 4 Record the findings on a chart
studied so that student teachers in tabular format.
understand the parts and functions 5 Paste the chart on the wall and
of the human digestive system. use gallery walk to comment on
This will enable them to teach the each other’s work.
topic confidently.
Activity 3 Modelling the human
Activity 1 Identifying parts of the digestive system
digestive system of 1 Use one stay and three astray to
small mammals discuss how to model the
In groups: human digestive system.
1 Collect small mammals and 2 In groups, collect necessary
dissect them. materials from local
2
 environment for modelling the Task 2 Explain challenges
human digestive system. learners would face in
3 Develop the model. understanding the human
4 Display the model on the digestive system
science corner for comments. Understanding of the challenges
will enable teachers to plan and
Tips organise lessons that will lead to
Activity 1 conceptual change. In this task,
 Consider the culture and student teachers will identify
religion of the community you challenges in learning about the
are in before choosing and digestive system.
dissecting the small mammals
 To make the mammal
Activity 1 Identifying challenges
unconscious place it in a tin
in learning about the
containing few drops of
digestive system
methylated spirit.
1 Think about the challenges you
 Care should be taken when
had when learning about the
dissecting the mammals to
topic ‘Human digestive
avoid injuries and
system”. List the challenges you
contamination.
experienced.
 Alternatively colleges may
2 Discuss misconceptions learners
arrange with butcher men to
have when learning about the
slaughter their animals at the
digestive system.
college or students to go to the
3 Suggest strategies that you
slaughter house to observe
might use to address the
parts of the digestive system.
challenges and clear out the
misconceptions.
Activity 3
4 Use author’s chair to report
 For ideas on resource
your findings.
development, refer to Andy
Byers, the science teachers
Handbook.
 Make sure that student teachers
with special education needs
participate in the practical
activities

3
Tips 4 Write a lesson plan on any
 Students should come up with concept of the topic human
as many ideas as possible. digestive system and use the
 Use models of different stages different teaching strategies and
of digestion to illustrate abstract resources identified.
ideas. In this way, they will be 5 Conduct a micro teaching using
able to appreciate the the lesson plan developed.
importance of the topics and 6 Use a check list to evaluate the
their knowledge of it can be lesson on the use of the teaching
used to improve their daily strategies and resources.
living standards.
 Begin by finding out what Tip
students already know about Make sure students use different
digestion. strategies and resources including
experiments and models.
Task 3 Designing strategies in
teaching to support Task 4 Assessing learners’
learners in learning about understanding of the
the human digestive human digestive system
system Assessment is one of the most
Different strategies can be used in important aspects of the teaching
teaching human digestive system. and learning process because it
In this task, student teachers will monitors learners progress. In this
suggest appropriate strategies that task, student teachers will practice
can be used to teach the topic on how to formulate assessment
effectively. items and administer them.

Activity 1 Developing different Activity 1 Developing assessment

strategies on how to items to assess learners
teach the human understanding of the
digestive system human digestive
1 Generate a list of teaching system
strategies and resources for 1 Collect assessment items from
teaching human digestive the demonstration primary
system. school to evaluate learners’
2 Explain why each of the understanding of the digestive
strategies is appropriate for system.
teaching the topic. 2 Check them critically if they are
3 Present your findings in covering the key concepts of the
plenary. topic and levels of difficulty
based on Blooms Taxonomy.

4
3 Develop your own assessment  There are different strategies
items using microsoft word to that can be used to teach the
check learners’ understanding human digestive system.
of the digestive system.  The teacher should use different
4 Develop a check list that will ways and tools of assessing
be used to evaluate the learners’ understanding of the
assessment items according to human digestive system.
Blooms Taxonomy.
5 Present the checklist for Reflection and assessment
discussion. 1 Explain why it is necessary to
6 Administer the items to the teach primary school learners
learners. about human digestive system
7 Record the results using excel 2 Explain the two main functions
packages. of the digestive system.
8 Present results and analyse the 3 Using demonstration method,
performance of the learners. explain how a teacher can show
the function of enzymes on
Summary of key concepts foods.
 Digestion is a process through 4 Drawing on your knowledge of
which insoluble food consisting child development explain why
of large particles is broken into it is important to use a model of
small soluble molecules for digestive system to teach
absorption. digestion in the stomach.
 The digestive system is made 5 Develop any two assessment
up of several parts such as items that can be used to assess
mouth, tongue, stomach, small learners when doing
and large intestines. experiments on how enzymes
 Each part of the digestive work on food.
system has a special function. 6 Design a checklist with any five
 There are problems associated items you would use to
with the human digestive evaluate learners
system. understanding of the human
 There is need to care for the digestive system.
digestive system in order for it
to function effectively. Glossary
 The concept of the human Enzymes: a protein formed in
digestive system is abstract; living cells or produced
therefore the use of models and synthetically which
dissection of small mammals speeds up or slows
can enhance learners down chemical
understanding. processes or reactions.

5
Digestion: a process through References
which insoluble food Byers, A, Childs, A and Laine, C
consisting of large (1994).The science teachers
particles is broken into handbook: ideas and activities for
small soluble molecules every classroom. London:
for absorption Heinemann
Physical breaking down large [Link]
digestion: particles into smaller Inwent, (2009). Active Learning in
pieces using Primary Science: A handbook for
mechanical forces learner-centred Science teaching in
Chemical breaking down of primary education and teacher
digestion: large particles into training in Malawi.
smaller molecules that Internationale Weiterbildung
can be absorbed by the und Entwickiungg GmbH
small intestines Mackean, DG (1984). Introduction
using enzymes. to Biology, 3rd ed. London: John
Absorption: taking in of digested Murray
food molecules into
the blood stream or Further reading
lymphatic system [Link]>...>Referencew
through the small [Link]-remedies-for-
intestines. [Link]>App...[Link].
com>main>mobileart
[Link]
nes

6
TOPIC 2 Teaching of the human circulatory system

Time 4 hours

Introduction that is responsible for the flow of

The human circulatory system is blood, nutrients, hormones, oxygen
composed of the heart, blood and other substances to and from
vessels and the blood. These parts cells. The heart pumps blood
have different functions. One of the around the body. The blood vessels
functions is to provide the body carry blood to all parts of the body.
tissues with the necessary materials Blood is a fluid mixture that carries
to perform different processes. It is substances like nutrients, oxygen
therefore important for learners to through the body. The circulatory
learn about the human circulatory system also removes unwanted
system, its main parts and their substances from the body. Figure
functions. This will enable them to 2.1 shows parts of the circulatory
appreciate how blood circulates in system.
the body in addition to
understanding the importance of
blood transfusions and related
ethical issues.

Success criteria
By the end of this topic, you must
be able to:
 describe the concept for
teaching the human circulatory
system
 analyse challenges learners
would face in understanding
the topic
 deploy different strategies on
the teaching of the human
circulatory system
 assess learners’ understanding
of how the circulatory system
works
Fig. 2.1 Circulatory system from Miller
Background information and Levine (2004)
The human circulatory system is a
vast network of organs and vessels
7
There are two types of human 2 Analyse science and technology
circulatory system namely the instructional materials to
pulmonary circulatory system and explore what learners should
the systemic circulatory system. learn about the human
The concepts of the human circulatory system.
circulatory system are mainly 3 Present your findings to the
abstract. To teach the topic class for comments.
effectively, student teachers need
to understand the concepts about Activity 2 Discussing the reasons
human circulatory system and the why it is important for
strategies to use in teaching learners to learn about
the human circulatory
human circulatory system. This
system
will enable learners to understand
1 In groups, explore the reasons
how their circulatory system
why learners should learn
works.
about the human circulatory
system.
Tasks
2 write your points on chart
Task 1 Describing the concepts for
papers and paste them on the
teaching the human
wall for discussion.
circulatory system
There are several concepts covered
Activity 3 Dissecting the heart of
both in primary school and
a goat or a chicken to
teachers’ colleges on the human
identity the parts
circulatory system. In this task,
1 Dissect the heart of a chicken or
student teachers will research on
a goat.
the human circulatory system,
2 Identify parts of the heart.
discuss the reasons why it is
3 Draw and label parts of the
important for learners to learn
dissected heart.
about the human circulatory
4 Preserve the dissected heart.
system, dissect heart, model the
5 Compare the parts of the
human circulatory system, research
dissected heart with the parts of
on blood components and mode
a model of the human heart.
blood cells.
6 Explore functions of the parts of
the human heart.
Activity 1 Researching on parts,
7 Display your work for gallery
functions, problems
walk.
and care of the human
circulatory system
1 Conduct a research to identify
parts, functions, problems and
care of the human circulatory
system.
8
Activity 4 Modelling of the [Link] and
human circulatory books such as Miller and
system Levine.
1 Using walk around talk around, 5 Using Jig- saw method, discuss
discuss local materials that can functions of each component of
be used to model the human blood.
circulatory system. 6 Imagine this was one of the
2 Use ideas on modelling from topics taught during teaching
the science teachers’ handbook practice, how would the
by Byers, A….et al:[2014] Ideas learners be used to demonstrate
and activities for every classroom how white blood cells engulf
page 33 on how you can model bacteria?
the human circulatory system.
3 Display your work. Tips
4 Use gallery walk to appreciate Activities 2 and 5
other groups work. Research work should be outside
the classroom work.
Activity 5 Researching on blood
components and their Activity 3
functions and blood  Ensure that safety is maintained
transfusion to avoid injuries and
1 Conduct a research on blood contamination.
components and their functions  Student teachers should be
and blood transfusions. provided with chicken or goat
2 Report your research findings. hearts.
 The lecturer should try out the
Activity 6 Modelling blood cells dissection procedure before
1 Design a lesson plan you can class time.
use to demonstrate the Activity 4
modelling of components of In modelling the human circulatory
blood using appropriate system, make sure the model is a
materials. real representation of the system.
2 Micro teach using the designed Activity 6
lesson plan.  Student teachers must be
3 Evaluate the lesson using a familiar with the concept of
checklist focusing on the engulfing.
effectiveness of the materials  Materials for modelling must be
used and appropriateness of the sourced in advance.
models.
4 Investigate the functions of
each component of blood by
using the following website:

9
Task 2 Analysing challenges Activity 1 Exploring the strategies
learners would face in to be used in the
understanding the topic teaching of the human
It is important for the student circulatory system
teachers to reflect on the taking into account the
misconceptions and challenges challenges in large
learners have on learning about classes
human circulatory system. In this 1 Reflect on your own
task, student teachers will discuss learning and list strategies
challenges learners face in that your teacher used to
understanding human circulatory teach human circulatory
system. system.
2 Explore strategies that can
Activity Discussing challenges be used to teach the human
learners would face in circulatory system in large
understanding the classes.
concept of heart, blood 3 Record the points on a chart
vessels and blood paper.
transfusion 4 Present your points during
1 Reflect on the misconceptions plenary.
and challenges that learners 5 Discuss how the circulation
would face when learning about game in Figure 2.5 can be
the human circulatory system. used to teach the human
2 Using think–ink–pair –share, circulatory system in large
brainstorm strategies of how the classes.
challenges and misconceptions 6 Demonstrate how the game
above can be addressed. can be played.
3 Report your ideas to the class
during plenary.

Task 3 Developing different

strategies on the teaching
of the human circulatory
system
The choice of strategies is very
important in the teaching and
learning process. In this task, Fig. 2.5 Diagram showing Circulation
student teachers will explore game. from Byers, A….et al
strategies and micro teach lessons
on human circulatory system. 7 Play the circulatory game.
8 Identify challenges in using the
game and suggest solutions to
the challenges.
10
Activity 2 Micro teaching a lesson 2 Develop assessment tools for
on human circulatory assessing learners’
system understanding of the human
1 In groups, prepare a lesson circulatory system.
using ICT skills and present it 3 Discus the effectiveness of the
for class discussion. assessment items using the tools
2 Micro-teach the lesson. developed.
3 Do peer evaluation
emphasizing on the appropriate Summary of key concepts
strategies of the lesson on the  The human circulatory system
teaching of the human is composed of the heart, blood
circulatory system. vessels and blood.
 The human circulatory system
Task 4 Assessing learners' can be taken care of by healthy
understanding of how living.
human circulatory  Development of different
system works strategies to teach the human
In evaluating learners’ circulatory system such as
understanding of the human experiments is essential in the
circulatory system, it is important teaching and learning of the
to undertake a range of topic.
assessments. The assessment  Exploration of ways of
should include skills and assessing learners’
knowledge in conducting scientific understanding in large classes
experiments as well as knowledge using ICT knowledge and skills
and understanding about the is important.
teaching of the human circulatory
system. In this task, student Reflection and assessment
teachers will develop assessment 1 How can you use a model of
tools to assess learners' components of blood to teach
understanding on the human the human circulatory system?
circulatory system. 2 Explain the scientific ideas in
the following ways of caring for
Activity Using assessment tools the circulatory system:
effectively to evaluate a) avoiding stress
learners understanding b) having time to rest
of the circulatory system 3 What are the most appropriate
1 Develop appropriate strategies for the teaching of the
assessment items at varied human circulatory system and
levels of Blooms taxonomy to why?
cater for learners of different 4 Design a checklist with any four
education needs. items that would be used to

11
 evaluate learners’ Hormone: a chemical produced
understanding of the human in the body that acts
circulatory system. as a ‘messenger`

Glossary References
Pulmonary carries deoxygenated Byers, A, Childs, A and Laine,
circulatory blood from the heart C (1994). The science of teachers’
system: through pulmonary handbook: ideas and activities for
arteries to the lungs every classroom. London:
and oxygenated blood Heinemann Educational
to the heart through Publishers
pulmonary vein Mackean, DG (1996). GSCE biology.
Systemic is the network of London: John Murray Ltd Miller,
circulatory veins, J and Levine K (2004). Biology.
system: arteries and New Jersey: Pearson Prentice
capillaries Hall
that transports blood
from the heart, Further reading
services the body’s [Link]/
cells and then re- [Link]
enters the heart <2264

12
TOPIC 3 Teaching of the human respiratory system

Time 4 hours

Introduction Background information

The human respiratory system The respiratory system is a series of
carries oxygen into the body which organs responsible for taking in
is used to release energy and takes oxygen and expelling carbon
out carbon dioxide. Breathing dioxide. It consists of the organs
mechanism, gaseous exchange and that provide the body with a
problems associated with the continuous supply of oxygen and
system are some of the concepts in rid the body of carbon dioxide. The
the topic. It is important for primary organs of the human
learners to learn about this topic in respiratory system are lungs,
order for them to understand and trachea, bronchi, bronchioles and
be able to take care of the alveoli. When a person breathes in
respiratory system. The knowledge and out, air with a high
of this topic will help student concentration of oxygen enters and
teachers to teach the topic air with high concentration of
effectively. carbon dioxide goes out.

Success criteria Figure.3.1 Shows the human

By the end of this topic, you must respiratory system
be able to:
 design a model of a human
respiratory system using locally
available resources
 analyse the difficulties that
learners may experience in
understanding concepts on the
human respiratory system
 apply appropriate
methodologies when teaching
theoretical and practical aspects
Fig. 3.1 The human respiratory systems
of the human respiratory
system
The respiratory system and
 use appropriate assessment
circulatory system are related as
strategies to evaluate learners’
such student teachers need to
knowledge of respiration
understand this relationship. Use
of models is important as the topic
has abstract concepts. The use of
13
appropriate assessment strategies 1 Use inter-group challenges to
is important to evaluate learners identify materials that can be
knowledge. used to make a lung model
2 In groups, construct a lung
Tasks model.
Task 1 Designing a model of a 3 Demonstrate the breathing
human respiratory system mechanism using the lung
using locally available model to the class.
resources 4 Discuss the strengths and
In this task, student teachers will weakness of the model.
research on parts of the human
respiratory system and construct a Activity 3 Investigating how the
lung model to be used during the respiratory system is
teaching and learning process. This linked to the
will help them to teach the topic circulatory system
effectively to learners in primary 1 View online resources to
schools. They will also investigate investigate how the human
how respiratory system is linked to respiratory system is linked to
the circulatory system. the human circulatory system.
2 With the aid of a well labelled
Activity 1 Researching how the diagram, present your findings
organs of the human using power point.
respiratory system
relate to each other Tips
1 Research on the internet using Activity 1
mobile phones and computers  Research should be done
to find out organs which outside classroom work.
comprise the human  Ensure that you involve all
respiratory system and how learners in designing and
they relate to each other. carrying out practical tasks.
2 Analyse primary school
instructional materials to Activity 3
identify what learners should  There should be a model ready in
learn about the human the laboratory (made in advance
respiratory system. by the lecturer to compare with
3 Share your findings in plenary. those students will make).
 Use locally available resources for
Activity 2 Making a model of the modelling the lung.
respiratory system  Learners can be used as resources
using different in breathing mechanism.
resources

14
Task 2 Analysing difficulties
learners may experience Tip
in understanding Identify as many challenges as
concepts on the human possible that learners are likely to
respiratory system face.
There are many challenges that
learners may experience in the Task 3 Applying appropriate
learning of the human respiratory methodologies when
system. In this task, student teaching theoretical and
teachers will identify these practical aspects of the
challenges and suggest the human respiratory
solutions. system
The topic” Human respiratory
Activity 1 Observing learners' system” requires hands-on and
engagement in a lesson brain-on methods to be understood
at a demonstration by both student teachers and
school learners. In task, student teachers
1 Observe a lesson at a will research appropriate methods
demonstration school to which can be used to teach the
identify challenges learners face topic effectively and micro-teach a
in the teaching and learning of lesson on the human respiratory
science and technology. Focus system.
on methodology used, the use
and availability of resources Activity 1 Researching
and assessment strategies. methodologies that can
2 Report the findings in plenary be used to teach the
for discussion. human respiratory
system
Activity 2 Analysing the 1 Reflect on the methods your
challenges observed teacher used to teach the human
and suggesting respiratory system.
solutions 2 Discuss and research other
1 Analyse the challenges methods that can be used to
identified in Activity and teach the human respiratory
suggest their solutions. system in large classes.
2 From the challenges observed, 3 Using fish bowl, identify the
discuss challenges learners reasons why some
would face in learning the methodologies would be more
human respiratory system and effective than others in teaching
suggest solutions. the human respiratory system
3 Use authors chair to report the in large classes.
findings.

15
Activity 2 Micro-teaching a lesson 3 Using web discussion, discuss
on the human the assessment items
respiratory system developed to establish their
1 Prepare a micro-lesson on any appropriateness according to
concept of the human the levels of blooms taxonomy.
respiratory system.
2 Teach the micro lesson and Activity 2 Developing assessment
video record it. tools to assess learners’
3 Evaluate the micro-lesson to knowledge on
identify the most appropriate breathing mechanism
method(s)and how they were 1 In paired brainstorming,
used in the lesson by referring develop a rubric to assess
to the video. learners’ knowledge and skills
when learning breathing
Task 4 Using appropriate mechanism.
assessment strategies to 2 Using mind-mapping, evaluate
evaluate learners’ the features of the rubric
knowledge of respiration developed.
The teaching and learning process
needs to be assessed to monitor Tip
acquisition of knowledge, skills Evaluate the tools constructed by
and attitudes and values. In this students and offer assistance on
task, student teachers will develop which items to be included to
assessment items and tools to be assess learners understanding and
used when assessing learners in acquisition of skills on the topic.
primary schools.
Summary of key concepts
Activity 1 Developing items to  Respiratory system is important
assess learners’ for ensuring the supply of
knowledge in the oxygen to all parts of the body
breathing mechanism and removal of carbon dioxide.
1 Using knowledge of child  Nose, nasal passages, mouth,
development, develop pharynx, larynx, trachea
assessment strategies which bronchi and bronchioles form
may be used to assess learners the respiratory tract.
on the concept, breathing  Model making and use of
mechanism. participatory and inclusive
2 Using the assessment strategies, strategies will illustrate the
formulate assessment items to concept of breathing clearly.
assess learners’ knowledge of  The teaching and learning of the
breathing mechanism. human respiratory system has
challenges and misconceptions.

16
 Assessment items and tools exchange of oxygen
should be evaluated according and carbon dioxide
to Bloom’s Taxonomy. takes place
Trachea: is the main trunk of
Reflection and assessment the system of tubes
1 Develop a higher order by which air passes
assessment item to compare to and from the
and contrast the lung model lungs
and the real chest cavity.
2 Draw a well labelled diagram of References
the human respiratory system. Byers, A, Childs, A and Laine, C
3 Name one of the problems of (1994). The science teacher’s
the respiratory tract that is handbook: ideas and activities for
caused by: every classroom. London:
a. A pathogen Heinemann Educational
b. Life style Publishers.
4 How can a lung model be used Inwent, (2009). Active Learning in
to teach the process of Primary Science: A handbook for
inhalation? learner-centred Science teaching in
5 Formulate a checklist to assess primary education and teacher
learners' understanding of training in Malawi. Internationale
gaseous exchange in the Weiterbildung und Entwickiung
alveolus. Mackean, DG (1996). GCSE biology.
London: John Murray Ltd.
Glossary Miller, J and Levine, K
Bronchi: are the main (2004).Biology. New Jersey:
passage ways into Pearson Prentice Hall
the lungs
Bronchioles: passage ways by Further reading
which air passes [Link]
through the nose or h
mouth to the alveoli [Link]>anatomy>res
of the lungs (air sacs) piration
Alveoli: tiny air sacs within [Link]
the lungs where the e/490

17
TOPIC 4 Teaching of the human reproductive
system

Time 4 hours

Introduction teachers to impart relevant

In previous topics, you have learnt knowledge to learners in primary
how to teach digestive system, school.
circulatory system and respiratory
system. In this topic, we will look Success criteria
at the teaching of the human By the end of this topic, you must
reproductive system. As is the case be able to:
with the other systems, human  link prior knowledge to the
reproductive system has many teaching of the human
parts that are complementary and reproductive system
work in conjunction with each  deploy different strategies on
other. It is therefore important for the teaching of the human
learners to learn about this reproductive system
reproductive system in order to  assess learners’ knowledge of
understand how it sustains life. the different parts of the human
Knowledge and understanding of reproductive system and their
this topic will enable student functions

Background information
Every living thing reproduces for continuity of the species. There are two
types of reproduction; sexual and asexual reproduction.
Human beings reproduce sexually. In human beings, reproduction is
complex. There are different parts of the male and female reproductive
systems as shown in Figures 4.1 and 4.2.

18
Fig. 4.1 Parts of ‘male reproductive system’ (Kalibwanji 2010)

Fig. 4.2 Parts of female reproductive system (Kalibwanji 2010))

Many of these parts are found Tasks

inside the body making it difficult Task 1 Link prior knowledge to
for learners to understand the the teaching of the
concept easily. human reproductive
For this reason, it is necessary to system
develop learners’ understanding The knowledge that learners have
by using different teaching and about reproductive system, may be
assessment strategies. incorrect. This is because
mentioning of some of the human
reproductive parts is considered
culturally and religiously sensitive.
19
It is important for student teachers 2 Present your work for class
to be open when teaching the topic discussion.
for the learners to understand. In
this task, student teachers will Tips
research on the human  Activities 1 and 2 can be done in
reproductive system and discuss one session.
why it is important for learners to  Ensure that moral standards are
learn about the human maintained throughout these
reproductive system. tasks.
 Self study and analysis of
Activity 1 Researching on the primary books should be done
topic of the human outside classroom work.
reproductive system  Each group should have a
1 Using pen in the middle, write different task to research on.
anything you think learners in
primary school know about the Task 2 Deploying different
reproductive system. strategies on the teaching
2 How can you use the prior of the human
knowledge learners have to reproductive system
effectively teach the topic. The topic, human reproductive
3 Do self-study by undertaking system is very sensitive to both
research on parts, functions, teachers and learners. As such it is
menstrual cycle and human important for student teachers to
development. identify teaching strategies which
4 Present your findings using one can be used to teach the topic for
stay three astray. effective teaching and learning. In
5 Analyse primary school books this task, student teachers will
to find out what learners should explore different strategies that can
learn in the topics of the human be used when teaching the topic.
reproductive system and
family planning. Activity 1 Exploring the strategies
6 Use power point to report the to be used in the
findings to the class. teaching of the human
reproductive system
Activity 2 Discussing why it is 1 In groups, explore the strategies
important for learners for teaching the human
to learn about human reproductive system.
reproductive system 2 Using construction blocks,
1 In groups, discuss why learners identify the most appropriate
should learn about the human strategies for the teaching of the
reproductive system. human reproductive system.

20
3 Report the findings in plenary Task 3 Assessing learners’
for discussion. knowledge of the
different parts of the
Activity 2 Discussing the human reproductive
sensitivity involved in system
the teaching of the Assessment helps to monitor
human reproductive learning during the teaching and
system learning process. In this task,
1 In pairs, research from local student teachers will develop
communities the sensitivity or assessment tools and items that can
ethical issues involved with the be used to assess learners’
teaching of the human understanding of the human
reproductive system. reproductive system.
2 Swap the list of findings for
discussion. Activity 1 Developing assessment
items and tools taking
Activity 3 Micro-teaching a lesson into account of
on the human different learning
reproductive system styles
1 In groups, prepare a micro 1 In groups, develop assessment
lesson using ICT knowledge items taking into account of
and skills on the human different learning styles, to
reproductive system. evaluate learners’
2 Micro-teach the lesson using the understanding of the parts and
most appropriate strategies functions of the human
chosen. reproductive system.
3 Evaluate the lesson plan and the 2 Scrutinise the assessment items
teaching of the human to check their effectiveness
reproduction focussing on the using blooms taxonomy.
strategies used. 3 Develop assessment tools to
assess learners’ knowledge of
Tip the different parts of the human
The lesson plans should be reproductive system and their
developed from different functions.
concepts 4 Evaluate the effectiveness of the
assessment tools by looking at
their features.

21
 models of human growth and
Tip development.
Items should take account of the
need to assess a diverse range of Glossary
learners. Asexual: reproduction by
reproduction: which offspring arise
Summary of key concepts from a single
 The human reproductive organism
system consists of male and Fertilisation: union or fusion of
female reproductive systems. male and female
 The parts of the human. gametes to produce a
reproductive system play zygote
different functions. Menstrual cycle:is the regular
 The topic reproductive system natural change
is very sensitive because it involving
involves mentioning the ovulations and
reproductive organs which is menstruations
believed to be culturally an that occurs in the
abomination. female
 There are different strategies reproductive
that a teacher can use to teach system
the topic. Reproduction: is the biological
 Assessing learners' process by which
understanding of the human offsprings are
reproductive systems requires produced from
appropriate items and tools. their parents
Sexual reproduction by
Reflection and assessment reproduction: which offsprings
1 Describe the process of arise from two
fertlisation. parts of opposite
2 Draw on your knowledge of sex
child development and identify Species: a group of
issues that need to be organism which
considered when can mate and
demonstrating how a foetus is produce fertile
protected against pressure. offsprings
3 What are the most appropriate
strategies that you can use to References
teach parts of the reproductive Byres A et al (1994). The science
system? teacher’s handbook: Ideas and
4 Develop a rubric which can be activity for everyday classroom.
used to assess learners on

22
 London: Heinemann Educational Miller, J and Levine K
Publishers. (2004).Biology. New Jersey:
Inwent, (2009). Active learning in Pearson Prentice Hall.
Primary Science: A handbook for
learner- centred Science in primary Further reading
education and teacher training in Biggs, A….et al (2002). Biology: The
Malawi. Internationale Dynamics of life. Columbus: The
Weiterbildung und McGraw- Hill Company, Inc
Entwicklungg GmbH Kalibwanji, OB (2010). Chanco
Mackean, DG (1996). GCSE Biology: Senior Secondary Biology: second
London: John Murray Ltd. edition. Zomba: Chancellor
College Publications

23
TOPIC 5 Teaching of common parasites in human
beings

Time 4 hours
Figure 5.1 Shows a bed bug
Introduction
There are many common parasites
which affect human beings in
everyday life. These parasites can
be controlled or prevented in
Malawi, parasites infections are
common even among school going
children. It is therefore, necessary
to equip learners with knowledge
which will help them acquire
relevant skills and practices related
to health issues. Fig 5.1 Bed bug

Success criteria There are two types of parasites:

By the end of this topic, you must ectoparasites and endoparasites.
be able to: When one is infected, there are
 describe concepts of common signs and symptoms that are
parasites in human beings experienced.
 demonstrate different strategies
on teaching of the common Different types of parasites develop
parasites in human beings following different life cycles.
 assess learners’ knowledge of Control of these parasites is the
common parasites best health issue that Malawians
can advocate since they cause
Background information infections and diseases that slow
Some organisms depend on other development of the country.
organisms for survival while It is important for learners to know
causing harm to the host. These about the most common types of
organisms are called parasites. parasites and their life cycles so
Worms and bed bugs are among that they can prevent their spread
the common parasites that affect and if possible, get rid of them.
human beings in Malawi.
Therefore, there is need to use
appropriate teaching strategies for
learners to understand concepts
about common parasites.

24
Task 1 Describing concepts of different strategies on the teaching
common parasites in of common parasites.
human beings
Common parasites is one of the Activity 1 Identifying challenges
topics that are taught in primary in teaching about
schools. Therefore, it is important outbreak of parasites
for student teachers to be familiar 1 Explore different strategies on
with the concepts that are taught in the teaching of common
this topic. parasites.
2 Report your findings in plenary.
Activity Researching different 3 Imagine you have come from
types of common the teaching practice, one of the
parasites which affect topics taught was challenges in
human beings- tape teaching about outbreak of
worms, hook worms, parasites. Share the challenges
round worms, migrant in the teaching about outbreak
worms, bed bugs of common parasites that would
1 Research on different types of be encoutered.
common parasites which affect 4 Use walk around talk around to
human beings: tape worms, explore strategies of addressing
hooks worms, round worms, the challenges.
migrant worms and bed bugs. 5 Report your findings in plenary.
Focus on structure, mode of 6 Brainstorm various activities
transmission, life cycle, signs and local resources that can be
and symptoms and prevention used to engage learners in
of the parasites. handling outbreaks of common
2 Present your findings using one parasites in human beings.
stay three astray. 7 Share your ideas to the whole
class.
Tips
Each group should have different Activity 2 Designing
parasites to study. opportunities for
learners to undertake
Task 2 Demonstrating different investigations into how
strategies on the teaching to eradicate common
of the common parasites parasites
in human beings 1 Investigate actions taken in
Effective teaching and learning communities when there is an
process requires knowledge of outbreak of diseases such as
different teaching strategies to cholera, dysentery, birhazia and
cater for all learners. In this task, many others.
student teachers will explore 2 Report the actions taken.

25
3 Design opportunities for Imagine that you were one of the
learners to undertake villagers in Mose:
investigations into how to 1 What advice would you give to
eradicate common parasites. the village headman and their
4 Present the design villagers to help them stop
opportunities for learners to further spreading of the bed
undertake investigation into bugs.
how to eradicate common 2 Suggest what each household
parasites. would do to eradicate the bed
bugs in their homes.
Activity 3 Control and prevention 3 What interventions can the
of bed bugs villagers plan to control further
Case study spread of bed bugs in future?
Two countries Pholi and Saso share
boarders. Two villages of Mose in Tip
Pholi and Usin in Saso lie on the Encourage student teachers to
boundaries of the two countries. generate as many strategies as
possible for the activity.
Mr and Mrs Mbalame of Mose
Village visisted their relatives in Usi Task 3 Assessing learners’
Village. Two week after coming back, knowledge of common
Mr and Mrs Mbalame noticed that parasites
their home was infested by Assessment helps to monitor the
organisms which some members of
progress of acquisition of
the village said they were bed bugs.
knowledge and skills in a topic by
Three more weeks later, the bed
learners. This task involves student
bugs were also noted in compounds
teachers in analysing different
of people who visited Mr Mbalame's
son who was sick.
assessment tools. They will also
develop and evaluate assessment
Within a short time, it was clear the items.
whole village was complaining about
bed bugs. Activity 1 Categorizing varied
ways of assessing
From Mose Vilage, the bed bugs learners on common
spread to other villages like Wama, parasites
Khukeya and Ntola. It became clear 1 Use "give one- take one" to
that the parasites were spreading categories ways of assessing
very fast within the district. learners’ understanding on the
topic, common parasites.
2 Use paired discussion to
compare the results.
3 Write the results on the chart.

26
4 Report the results to the class. Assessment and reflection
1 Describe the life cycle of a
Activity 2 Developing items to tapeworm.
assess learners’ 2 Explain how the knowledge
understanding of the and skills gained in common
control of common parasites in human beings can
parasites be applied in everyday life.
1 In groups, develop assessment 3 Describe at least four practical
items to assess learners’ activities you can engage
understanding on the control of learners in when teaching
common parasites. concepts of common parasites
2 Evaluate the effectiveness of the in human being.
assessment items using Blooms 4 Design a checklist of any five
Taxonomy. items which can effectively be
3 Administer the best paper to used to assess learners in
learners at demonstration understanding of common
school. parasites in human beings.
4 Mark the paper. 5 Mention any three resources
5 Record and analyse the results that a teacher may need when
6 Evaluate the effectiveness of the teaching the topic ‘common
paper using the test scores. parasites in human being.
6 Explain any three strategies that
Summary of key concepts may encourage full
 There are two types of participation of learners in the
parasites: ectoparasites and lesson.
endoparasites. Examples of
ectoparasites are bed bugs and Glossary
ticks. Examples of Ecto parasites: parasites that live
endoparasites are worms and outside the host
plasmodium. body
 Eradication of the common Endo parasite: parasites that live
parasites can help communities inside the host body
to be free from parasitic Host: an organism that
infections. supports a parasite
 There are many teaching and often at the expense
learning methodologies that can of its own health,
be used to teach common nutrition or general
parasites in human beings. comfort and welfare
 Good assessment procedures Lifecycle: developmental
help to check learners’ stages of an
understanding of common organism from egg
parasites. to adult

27
Organism: any living thing such Hayward, G (2000). Macmillan
as plant or animal or Secondary Biology. London:
microbe Macmillan Education Ltd.
Parasite: an organism that Kalibwanji, OB (2010). Chanco
grows, feeds and is Senior Secondary Biology
sheltered on or in (2nded).Zomba, Malawi :Chanco
another organism Publications.
Sign: is a phenomenon that Mackean, DG(2012). Introduction to
can be detected by Biology (3rded). London: Hodder
someone other than a Education.
individual affected by Malawi Teacher Training Activity.
the disease (2006). Teaching Science in Malawi
Symptom: is a phenomenon Primary Schools. Zomba, Malawi:
which is experienced USAID.
by the individual
affected by the Further reading
disease What is a parasite?/Wonder polis
available @
References [Link]
Beckett, BS (1986). Biology, A hat-is-a-parasite. Accessed on
modern introduction (GCSE ed). 17/4/17
New York: Oxford University Images about parasites on
Press. pinterest/stains, muscle available
Collett, H & Holmes, PJ @[Link]
(2014).Study and master oswotter/[Link] on
biology for Malawi Form 1 16/4/17
Student’s Book. Cape Town:
Cambridge University Press.

28
TOPIC 6 Teaching of common infectious diseases

Time 4 hours

Introduction The common infectious diseases

Diseases which can be passed from are transmitted through skin, air,
one person to another are known water or food. Some infectious
as infectious diseases. These diseases are transmitted by an
diseases can be prevented or intermediate organism called a
controlled. It is therefore necessary vector. Infectious diseases are
to equip learners' with knowledge, accompanied by signs and
skills and practices related to symptoms.
health issues. A thorough
knowledge of this topic will also Thus it is important that learners
enable teachers to acquire various are equipped with knowledge
techniques and strategies to teach about signs and symptoms of the
the topic effectively and efficiently infectious diseases through
in the primary school. appropriate teaching strategies.
The knowledge, skills and attitude
Success criteria gained will in turn guide learners
By the end of the topic, you must to take appropriate measures in
be able to: preventing and controlling
 explain the concepts on infectious diseases in their
common infectious diseases everyday life.
 demonstrate different teaching
strategies in the teaching of Tasks
common infectious diseases Task 1 Explaining the concepts
 assess learners’ performance on on common infectious
the common infectious diseases diseases
Teachers must understand what
Background information they want to teach to learners so
Diseases which are passed from that in turn they teach effectively.
one person to another are called In this task, student teachers will
infectious, communicable or conduct a research on common
transmissible diseases. They are infectious diseases and discuss the
caused by organisms such as virus, reasons why it is important for
bacteria, fungi, protozoa and learners to learn the topic.
various types of worms which get
into the body. These diseases
include polio, tuberculosis,
trachoma, meningitis and bilharzia.

29
Activity 1 Researching on types,
causes, modes of The lecturer finally advised the
transmission, signs and students to visit the rural hospital
symptoms, prevention in the area to check their findings
and treatment of against hospital research.
common infectious
The results showed that two villages
diseases
Yonas and Muwehe had largest
1 Conduct a research on common
numbers of patients suffering from
infectious diseases. In your
Malaria and bowel related infections
research, find out types, causes,
like Dysentery and Cholera.
modes of transmission, signs,
 Most of the people went sick
symptoms, prevention and during the rainy season.
treatment of various common  The two villages were found with
infectious diseases. less pit latrines compared to the
2 Report your research findings others. They also had lots of
during plenary. bushes and swampy surroundings.
3 Paste your work on a wall and  It was also established that
discuss your findings using one weekly numbers of patients
stay-three astray method. registered by the Health
Surveillance Assistant were
Case study on common much higher than those found in
infectious diseases the hospital registers.
A Science and technology lecturer
at Cholimba Teachers Training Questions
College gave his a class project. 1 Why do you think weekly
numbers of patients registered
He asked them to visit the villages by the Health Surveillance
surrounding the college to find out
Assistant from each of the two
infectious diseases people suffer
villages differed from those
from in the area. He asked them to
found at the hospital?
find answers for the following
2 Suggest what should be done to
questions:
a) Which diseases affect people
solve the problem?
most? 3 What effects do the diseases
b) Which villages have the largest have on the development of the
number of patients and why> two villages?
c) Which season of the year do the 4 Explain interventions that
diseases noted occur most and should be put in place to
why? improve the health of people in
the two villages?
He also asked them to visit the
Health Surveillance Assistant to
help them with some information on
their project.
30
Activity 2 Discussing reasons 2 Report your findings using a
why it is important for gallery walk.
learners to learn about
common infectious Activity 2 Analysing different
diseases strategies of teaching
1 Using primary school common infectious
instructional materials, find out diseases
what learners should learn 1 Brainstorm various activities
about common infectious and local resources you can use
diseases. to engage learners in learning
2 Discuss the justification for about the topic ‘common
teaching learners about infectious diseases’.
common infectious diseases. 2 Explore appropriate strategies
3 Report your findings using that can be used to teach the
author's chair. topic and reasons why they are
appropriate.
Tip 3 Present your findings in
A group should research on one plenary.
infectious disease
Activity 3 Preparing lesson plans
for teaching infectious
Task 2 Demonstrating different diseases
teaching strategies in the 1 In groups, prepare a 10 minutes
teaching of common lesson plan using word
infectious diseases processing packages on any
Effective teaching requires good component of common
choice of strategies and resources. infectious diseases.
These make learning easy. In this 2 Conduct a micro teaching
task student teachers will be session using a PowerPoint
involved in identifying different presentation.
strategies and develop lessons 3 Record a video of the
plans for teaching the topic. presentation for reflection.
4 Evaluate your lessons using
Activity 1 Discussing how the ‘pen in the middle’ method,
topic can be linked to focussing on the use of ICT,
learners’ prior strategies used and content
knowledge of common mastery.
infectious diseases
1 In groups, discuss how you can
link the topic ‘common
infectious diseases’ to learners’
prior knowledge.

31
Tip 2 Analyse the assessment items
Ensure that each group has chosen according to content coverage
a different component of the topic and levels of Blooms taxonomy
‘common infectious diseases’ to 3 Present your findings in
develop a lesson plan plenary for discussion

Task 3 Assessing learners’ Activity 3 Developing assessment

performance on the items on the teaching of
common infectious infectious diseases
diseases 1 Develop assessment items of all
To measure learners' levels of blooms taxonomy
understanding of the content, there without repeating the ones
is need to assess their performance collected from the
in different concepts using demonstration school.
different ways. In this task student 2 Evaluate the effectiveness of the
teachers will be involved in developed assessment items
analysing different ways of using blooms of taxonomy.
assessment, critiquing assessment
items and developing assessment Summary of key concepts
items and how to evaluate their  Infectious diseases are diseases
effectiveness. which can spread from one
person to another.
Activity 1 Analysing different  The four main organisms
ways of assessing causing Infectious diseases are
learners fungi, virus, bacteria and
1 Describe different methods that protozoa.
can be used to assess learners’  The organisms can be
understanding of the topic. transmitted through
2 From the methods described contaminated air, water, food,
above choose the best methods entry through skin and direct
and explain why they are the contact.
best.  Infectious diseases are
3 Present your discussions using recognised by observing signs
one stay three astray method. and symptoms.
 Different strategies can be used
Activity 2 Critiquing assessment to teach the topic.
items from the  Different ways of assessment
demonstration school should be used to assess
1 Collect assessment items from a learners understanding of the
demonstration school. topic.

32
Reflection and assessment References
1 Why are field trips or education Beckett, BS (1986). Biology, a Modern
visits ideal for teaching Introduction (GCSE ed). New
common infectious diseases? York: Oxford University Press.
2 Explain the difference between Collett, H, &Holmes, PJ
infection and disease (2014).Study and Master Biology
3 Explain how the knowledge for Malawi Form 1 Student’s Book.
and skills gained in learning Cape Town: Cambridge
about common infectious University Press.
diseases can be applied in Hayward, G (2000). Macmillan
everyday life. Secondary Biology. London:
4 Describe at least four practical Macmillan Education Ltd.
activities you can engage Kalibwanji, OB (2010). Chanco
learners in when teaching Senior Secondary Biology (2nded).
concepts of common infectious Zomba, Malawi :Chanco
diseases. Publications.
5 Design a checklist of at least Mackean, DG(2012). Introduction to
five items which can effectively Biology (3rded). London: Hodder
be used to assess learners’ Education.
understanding of common Malawi Teacher Training Activity.
infectious diseases. (2006). Teaching Science in Malawi
Primary Schools. Zomba, Malawi:
Glossary USAID.
Infectious any disease that can
disease: pass from one person Further reading
to another CDL-BAM, Teachers Corner,
Vector: an organism that infectious diseases retrieved @
passively carries a [Link]
disease causing [Link]. Accessed on 18/4/17
organism Infection- Wikipedia @
[Link]
ousdiseaseas. Accessed on
18/4/17

33
TOPIC 7 Teaching of sexually transmitted infections

Time 4 hours

Introduction have a lot of complications such as

Sexually transmitted infections bad odour, itching, infertility,
(STIs) are diseases transmitted sterility, blindness, mental disorder
through sexual contact. These and death. The infections are
diseases lead to serious body caused by different micro-
complications. It is important for organisms like bacteria, virus or
student teachers to understand the protozoa. Many of them have clear
cause, mode of transmission, signs signs and symptoms while others
and symptoms and how the do not. After infection there is an
diseases can be prevented so that incubation period before signs
they teach them effectively in become clear. Some people do not
primary schools. The knowledge show signs and symptoms when
will help learners to understand they are infected and this increases
the diseases and avoid risky the risk of spreading the infection.
behaviour.
Students teachers must understand
Success criteria the effects of the STIs on the health
By the end of this topic student of the individual and how such
teachers must be able to: infection retard economic
 describe sexually transmitted development. They should use
infections appropriate strategies, resources
 demonstrate different strategies and assessment to ensure that
on teaching of sexually learners understand the topic.
transmitted infections
 assess learners’ knowledge of Tasks
sexually transmitted infections. Task 1 Describing sexually
transmitted infections
Background information Student teachers need to be
STIs are diseases that are spread familiar with the content on
through unprotected sexual sexually transmitted infections for
intercourse or genital contact. The them to teach effectively. In this
most common ones are syphilis, task, they will research on the
gonorrhoea, HIV and AIDS, sexually transmitted infections and
candidiasis, herpes genitalis, ARVS.
chlamydia, trichomoniasis,
chancroid and genital warts. The
STIs are health threats because they

34
Activity 1 Researching on the 3 If such figures of infected
sexually transmitted people are registered, what can
infections you say about condom use
In groups: among people in the areas?
1 Research on the STIs in books, 4 Why don't many people want to
internet and hospital to find reveal that they are infected by
information about causes, STIs?
modes of transmission, signs 5 What danger is posed on the
and symptoms and prevention. patient, spouse and society
2 Using group presentation when you consider that only
present your findings for 10% of infected people reveal
discussion. their status?
6 If the results of this research
Case study on sexually represent the situation in the
transmitted diseases whole country, what measures
A research carried in ten Health should be put in place to
Centres of each of the three
reverse the situation?
districts of Mayawo, Masani and
Muhaso revealed the following
Activity 2 Researching on ARVs
information about sexually
(use, effects and
transmitted infections:
 35% of all cases treated at the
accessibility)
health facilities per month are In groups,
sexually transmitted infections. 1 Research on the use, effects and
 90% of all STI patients treated accessibility of ARVs.
are youth. 2 Report your findings in plenary
 The prevalence rate of STI is
higher in health centres situated Tips
in urban/semi-urban centres and  Different groups should
near education institutions. research on different STIs
 10% of all patients treated have  Ensure that the students get the
revealed to parents, friends, information about the research
guardians and spouses about in time
their being infected and  Prepare letter of introduction
expressing need for seeking for the students to take to the
medical help. hospitals

Questions Task 2 Demonstrating different

1 What do the figures reveal strategies on teaching of
about sexually transmitted sexually transmitted
infections in the area? infections
2 What is the future of the Teachers must find appropriate
country considering the strategies and resources for
percentage of youth infected?
35
teaching the topic STIs for learners learners look sickly due to other
to understand the concepts. diseases and bad weather changes.

In this task, student teachers will According to their teacher's

discuss different strategies for understanding, anybody who looks
teaching STIs, explore challenges sickly and is inactive is HIV positive.
He also assumes that any learner
when teaching STIs and micro-
who is usually absent is frequently
teach lessons on STIs.
sick and is on ARVs.

Activity 1 Discussing on different

The teacher makes a lot of negative
strategies for the
comments during lessons in the
teaching of sexually class.
transmitted infections
1 Individually, reflect on 1 If you were a learner in that
strategies that your teacher class, how would the negative
used to teach sexually remarks affect your learning?
transmitted infections. State 2 What strategies would be used
the strategies you liked and to handle the class so that
why. teaching and learning takes
2 Share your answer in pairs. place properly?
3 In groups, come up with 3 If the headteacher of the school
appropriate strategies that you appointed you to take over the
can use when teaching the topic class, how would you handle
STIs. the learners already affected?
4 Exchange your list with another
group to write in challenges of Activity 2 Exploring challenges
using those methods, suggest when teaching about
solutions on the challenges. STIs and HIV
5 Report your list to the class 1 In pairs, list misconceptions
using authors chair for learners have about STIs, write
discussion. them on a piece of paper.
2 List challenges you think a
Case study on inclusive teaching teachers will face when teaching
and learning
the topic, Sexually Transmitted
A number of Standard 7 learners of
Phoso School are HIV positive.
infections and how they can be
overcome.
Some are on ARVs while others are 3 Exchange your two lists with
not. A number of them look sick and two different groups for
uncomfortable due to the HIV comments.
infection, others due to reactions to 4 Report the observations and
ARVs they take. Ofcourse some comments to the class for
discussion.
36
Activity 3 Micro-teaching lessons Activity 2 Developing assessment
on sexually transmitted items
infections 1 Collect assessment items from
1 Prepare a micro lesson on the demonstration school on
sexually transmitted infections. sexually transmitted infections
2 Micro-teach the lesson using the and evaluate them using
methods you generated in Blooms Taxonomy.
Activity 1. 2 Develop your own assessment
3 Evaluate the lesson on items.
effectiveness of the methods 3 Exchange the items with
used. another group and evaluate
them using Blooms Taxonomy.
Tips
 Ensure that ethics and moral Tip
standards are observed when  Collect the assessment items
teaching the topic. from the demonstration school
 Handle students comments and in advance.
question professionally
Summary of key concepts
Task 3 Assessing learners’  STIs are transmitted through
knowledge of sexually sexual intercourse.
transmitted infections  STIs include syphilis,
Assessment is important during gonorrhoea, chancroid and
teaching and learning. In this task, candidiasis among others.
student teachers will formulate  It is important for students to
assessment tools and items to be understand the use, effects and
used in checking learners accessibility of ARVs.
understanding on the topic  The teacher should use a variety
Sexually Transmitted infections. of teaching methods and
resources to teach the topic.
Activity 1 Developing tools for  Assessment items and tools
assessing learners’ should cater for all diverse
knowledge on sexually needs of learners.
transmitted infections.
1 Develop assessment tools for Assessment and reflection
assessing learners knowledge 1 Explain the relationship
on sexually transmitted between STIs and HIV and
infections. AIDS.
2 Compare your assessment tools 2 a. Prepare a lesson plan on
with other student teachers. signs and symptoms of HIV
3 Report your observation in class and AIDS and Gonorrhoea.
for discussions.

37
 b. Explain advantages of using training in Malawi. Internationale
the methods in the lesson Weiterbildung und Entwickiungg
plan. GmbH
3 Develop any two assessment Malawi Institute of Education
items of higher order to assess (MIE), (2008). IPTE Science and
learners’ understanding on Technology Students’ Book.
STIs. Domasi: MIE

Glossary Further reading

Genitals: a person's external [Link]
organ of reproduction t/files/country/documents/MWI_
Incubation a time between being narrative_report_2015.pdf
period: exposed to infection [Link]
and showing first lawi/risk/sexually-transmitted-
symptoms infections
Infertility: in ability to conceive [Link]
References actsheets/fs110/en/
Byers, A, Childs, A and Laine, C [Link]
(1994).The Science teachers’ ually-transmitted-
handbook ideas and activities for infections/Pages/[Link]
every classroom. London. x[Link]
Heinnemann Educational Publisher ISDocuments/EI%20Campaigns/E
Inwent, (2009). Active Learning in FAIDS%20Programme/2007-
Primary Science: A handbook for [Link].
learner-centred Science teaching in
primary education and teacher

38
TOPIC 8 Teaching of simple machines

Time 6 hours

Introduction arrow, pair of scissors, a wheel

Machines form part of the barrow, a knife etc. These machines
environment. People use them to are put into six groups known as
accomplish many tasks. For the "six simple machines": the
instance, a bicycle is a machine wheel and axle, the lever, the
which carries loads but it has inclined plane, the pulley, the
limitations in terms of how much screw and the wedge.
load one bike can carry. In the
course of learning, learners must be Simple machines are the basis for
provided with opportunities to all mechanical systems, no matter
identify problems that require how complex they are becoming.
machines to address them. In The production of machines
addition; learners can also look at involves designing. The basic
existing machines and design design process involves identifying
modifications to improve their a situation for design, researching
operations and efficiency. on the situation, developing a
design brief, investigating possible
Success criteria solutions, developing solutions,
Student teachers must be able to: making prototypes and mockups
 explain the concepts of design using locally available resources
process and simple machines and testing the solutions. It will
 design activities to enable therefore be appropriate to involve
learners to experiment in using learners in designing and carrying
different materials to make out experiments or tasks using
simple machines various types of simple machines.
 demonstrate different strategies This will enable learners to develop
in the teaching of design a practical understanding of how
processes and simple machines machines make work easier.
 use appropriate assessment
strategies to evaluate learners’ Student teachers should investigate
engagement in the design and how the topic, simple machines can
production of simple machines be taught to primary school
learners by surfing the internet and
Background information also reading engineering design
Man has developed a number of and technology books.
machines to make work easier.
Some of them are traps, bow and

39
Tasks 3 Use the design process and
Task 1 Explaining the concepts of information on http:// www.
design process and simple [Link]/engineerin
machines g-design-process/engineering-
The design process is a series of [Link] to
stages engineers use when they are create an engineering design
trying to solve a problem or process.
develop a solution for a project. In 4 Develop a poster about the
this task, student teachers will engineering design process.
research the design process and 5 Present during plenary by
solution on simple machines. explaining what happens at
each stage of the engineering
Activity 1 Researching the design design process.
process and solutions
1 Visit http:// www. Activity 2 Researching simple
[Link]/engineering machines and how they
-design-process/engineering- work
[Link] and 1 Collect the following materials
read about the engineering Steel wire
design process.
2 Study the following engineering
design process:

Bottles of coke

Fire wood

40
Tyre punctual Resource Action Tools Observ Resu
ations lts
Steel
wire
Bottle of
coke

Fire
wood
2 First cut the steel wire with bare Car tyre
hands, open the bottles of coke puncture
with bare hands chop firewood Conclusions
with bare hands and lift the car
to remove the punctured tyre of 7 In which situation is it easy to
the car. do the work-with bare hands or
3 Record the results in the with simple tools.
following table. 8 What name is given to such
tools?
Table of results and conclusion 9 Provide the students with the
Resource Action Observations following simple machines:
results
Steel wire Open Pliers
with
bare
hands
Bottles of Failed to
coke open Pairs of scissors
Fire Chop
wood with
bare
hands
Car tyre A hoe
puncture

4 Draw a conclusion from the

results
5 Explore what kind of tools to
use in order to do the jobs in 2. Screws Tongs
6 Use the tools suggested and
record the findings in a table.

41
 See saw Pulley Wheel & axel

Inclined plane

Axe Nails

A Shovel
a zipper

Wheel burrow

A mouse trap A needle

Finger Nail Cutter Car Jack

10 Use the machines to do work

Incisor Teeth Wheel & axel which they are meant for while
observing how they are
simplifying the work.
- First do the work without the
machine.
11 Consolidate the observations by
following the link: http://

42
 [Link]/amome 14 Tongs
ntofscience/ode-to-the-zipper/
and https:// www. vexrobotics. 15 Seesaw
com/vexiq/education/iq-
curriculum/simple- machines- 16 Inclined
and-motion/six-types-of-simple- plane
machines to further find out 17 Incisor
teeth
how different machines
18 An axe
simplify work.
19 A nail
12 Record your findings in the
following table: 20 A zipper
21 Needle
Table 1.2. Results 22 Mouse
trapper
Machine Type of How the
work machine is
simplifying 13 Use the findings in table 8.3 to
work classify machines according to
1 Screws similarities in terms of the
position of the fulcrum and
2 Wheel differences in doing work.
and axle 14 In groups generate the classes
3 Pulley of machines
15 Visit http:// www2. mbusd.
4 Bottle org/staff/pware/labs/LeversBod
opener [Link] to supplement to the list
5 Fishing you have generated by focusing
line
on machines in the human
6 Pair of
musculoskeletal system
scissors
16 Prepare a chart on which the
7 A claw
machines in the human
hammer
musculoskeletal system is
8 A hoe
written.
17 Display the chart on the wall
9 A shovel
and conduct a gallery walk.
10 Wheel 18 Summarize during plenary by
burrow focusing on the six simple
11 Finger machines, their examples and a
nail description of how they make
cutter work easier.
12 Car jack

13 Pliers

43
Activity 3 Reflecting on prior
knowledge about Tips
simple machines  The production of machines
1 Imagine that you have just should follow the engineering
come from the teaching design process
practice. One of the topics  Teach the six basic machines
taught was, ‘simple machines’ using context and resources
2 Reflect on what prior
knowledge that the learners had Task 2 Designing activities to
on the teaching of machines. enable learners to
3 Use quick write to generate a experiment in using
list of prior knowledge that different materials to
learners had. make simple machines
4 Using author’s chair, report the In the quest to develop a better
prior knowledge that learners understanding of machines, it is
had. important to get involved in the
5 Develop a lesson plan on how designing of what machines to
to use the prior knowledge to make. In this task, student
teach simple machines. teachers will research on
6 Develop a checklist to be used materials for production of
to focus on the use prior simple machines and they will
knowledge to teach simple also make simple machines
machines. using the materials.
7 Teach the micro lesson.
8 Conduct a post –conference Activity 1 Researching on
discussion. materials, including
recyclable materials, for
Activity 4 Identifying situations production and their
for design within their properties (metal,
local contexts wood, plastic, clay,
1 Research in the local paper)
environment to identify 1 Refer to the list of situations
situations for design of and design and name of
machines. machines from Activity 4.2.
2 Record the findings in the table: 2 Use the list in 4.2 to research on
Situation Design Name of materials that can be used to
machine produce different machines,
(recyclable and properties of
materials).
3 Present the results of the 3 Use discussion web to present
research findings using the the findings.
table.

44
Activity 2 Investigating a range of and whether the task addresses
suitable problems for the problems.
learners to explore in 3 Use the tasks to make simple
the classroom on the machines to address the
materials to make problems.
simple machines 4 Trial test the machines
1 Survey the classroom to identify produced following the task
problems on which to use the 5 Modify the machines in light of
materials in Activity 1 to make trial testing.
the simple machines. 6 Evaluate the tasks in the context
2 Develop a reporting format to of producing the machines
include problems, materials to 7 Display the simple machines
use and the name of the simple with the corresponding
machine to make. problems produced to ascertain
3 Report your findings using the whether the tasks were
format. appropriate.

Activity 3 Developing tasks to Tips

enable learners to make  Students should be familiar
simple machines to with the six basic machines and
address the problems. how the make work easier.
1 Retain the list of Activity 2  To achieve design perfection
2 Develop tasks to make simple involve learners in hands-on
machines to address the activities
problems using Bloom
Taxonomy Task 3 Demonstrating different
3 Trial tests the developed tasks strategies in the teaching
to ascertain whether they of design processes and
address the problems. simple machines
4 Modify the developed tasks in The teaching of design process and
light of the efficiency during simple machines is important. This
trial testing. process leads to the production of
machines that are aimed at solving
Activity 4 Evaluating the the problem. In this task, student
appropriateness of the teachers will design strategies for
tasks teaching design processes and
1 Retain the tasks developed in micro-teach lessons on design
Activity 3. processes.
2 Develop an evaluation tool to
determine the appropriateness
of the tasks in terms of
appropriateness of the materials

45
Activity 1 Designing strategies on Log on to https:// www.
how to teach design [Link]/science/artic
processes and simple le/pii/S2095263517300183 and
machines read an article about
1 Imagine that you have come ‘Appropriate teaching and
back from the teaching practice learning strategies for the
school or from the architectural design process in
demonstration school. One of pedagogic design studios’
the topics that you taught was 5 Summarize the article by
simple machines. Use quick listing the methods used to
write to list the strategies that teach the design process.
would use to teach simple 6 Adapt the strategies in the
machines. article above to design
2 Use authors chair to report your strategies on how to teach
findings. design processes and simple
3 Display the design process cycle machines.
and machines as in this 7 Present design strategies for
illustration: class discussion and retain the
designed strategies.

Activity 2 Micro- teaching

lessons on design process and
simple machines
1 Plan a micro lesson to
incorporate the strategies
designed in Activity 1 to
teach lessons on design
process and simple machines.
2 Develop a check list to be
used to check the use and the
effectiveness of the designed
strategies.
3 Teach the micro lesson.
4 Conduct a post-conference
discussion focussing on the
or log on to https:// sites. effectiveness of the strategies.
[Link]/a/[Link]/ib_
dt/home/core-topic1-the-
design-process. Familiarize
with each stage of the cycle.

46
Task 4 Using appropriate coverage of the topic , ‘Simple
assessment strategies to machines’.
evaluate learners’ 2 Develop items to assess learners
engagement in the understanding of simple
design and production of machines using Blooms table of
simple machines specifications.
It is important to use assessment 3 Use analytical teams to refine
for learning when teaching the items.
especially when teaching about this 4 Present the items for class
concept. This ensures the discussion.
grounding of engineering design 5 Retain the items developed.
process in learners. In this task,
student teachers will discuss Activity 3 Evaluating the
different ways of assessing effectiveness of the
learners, develop assessment items assessment items
and evaluate their effectiveness. 1 Pre-test the assessment items
developed in activity 2 in a
Activity 1 Discussing varied ways nearby primary school other
on assessing learners than the demonstration school.
on the design of simple 2 Mark the assessment items.
machines taking into 3 Modify the assessment items.
account of large classes. 4 Keep the assessment items in
1 Use foundation studies module the item bank.
2, pages 42-49 and read about
varied or different assessment Activity 4 Observing learners to
strategies. evaluate their
2 Use quick write to list the competence in
varied or different assessment following steps in the
strategies that can be used to design process
assess learners on the design of 1 Identify any problem in the
simple machines taking into classroom like broken chair,
account of large classes. cracked wall etc.
3 Use discussion web to present 2 Identify the machines that can
your findings. be used to solve the problems.
3 Identify the materials for
Activity 2 Developing items to producing the machines.
assess learners 4 Produce the machines following
understanding of the steps in the design process.
simple machines 5 Determine the learners'
1 Collaborate with a competence in following the
demonstration school teacher to steps in the design process.
determine the extent of 6

47
 Assessment and reflection
Tips 1 Explain the stages in the design
 Consider various forms of process and solution.
assessment and use 2 State how machines simplify
differentiation to assess work.
learners. 3 In your primary, secondary
 make sure the assessment school days and now college,
items are administers to you learnt about machines and
learners who have gone how they simplify work. What
through the concepts. methods can be used to teach in
the primary school in order to
Summary of key concepts enable learners understand that
 The six basic simple machines machines give a mechanical
are lever, pulleys, wedges, advantage.
screws, inclined plane wheel 4 Imagine you have used the
and axle. They are all used to engineering design process to
simplify work. produce a lever machine, using
 An engineering design process power point, explain how you
is used in the production of use the design brief to develop
simple machines. the lever machines.
 Prior knowledge of machines is 5 Identify any four situations
important in the teaching and learners can use to develop
learning of simple machines. simple machines to solve the
 It is important to identify problem.
situations for the design of the 6 Get a progress record from the
simple machines within their demonstration school teacher.
local contexts. Use the assessment scores for
 Choice of materials for the term one and enter them on a
production of machines is spread sheet. Use excel to
important to ensure efficiency calculate average score.
of the machines.
 Develop appropriate tasks to Glossary
enable learners make simple Force: a push or pull
machines to address the Fulcrum: the fixed point about
problems. which a lever moves
 Appropriate strategies for Lever: a simple machine
teaching design technologies characterised by fulcrum
should be designed. or pivot load and effort
 Assessment items and tools
developed should cover all References
levels of blooms taxonomy. Dym, C L, Agogino, A M, Eris, O,
Frey, D D, & Leifer, L J (2005).

48
 Engineering design thinking, university design education.
teaching, and learning. Journal of International Journal of
Engineering Education, 94(1), Technology and Design
103-120 Education, 21(4), 425-447. doi:
Hapkiewicz, A (1992). Finding a list 10.1007/s10798-010-9133-5
of science [Link] Adams, R & Sellwood, P (1992).The
Newsletter, 38 (Winterí92) really practical guide to primary
Heckathorn, R (2008). Simple technology. London: Stanley
machines work and power. In Thomes.
Cuyahoga Valley Christian Pavlova, M (2005). Social change:
[Link]://[Link].o How should technology education
rg/~rheckathorn/SimpleMachines. respond? International Journal of
htm Technology & Design Education,
[Link] 15(3), 199-215.
[Link] Wenger, E. (1999). Communities of
[Link] practice: Learning, meaning, and
[Link] identity. Cambridge: Cambridge
[Link] University Press.
mple-machines-pulleys- Adams, R & Sellwood, P (1992).The
[Link] really practical guide to primary
[Link] technology. London: Stanley
now-your-robots-top-three- Thomes
types-of-smart-machine Pavlova, M (2005).Social change:
Wenham, M, & Ovens, P (2010), How should technology education
Understanding primary science respond?International Journal of
(pp. 206-209).(Third Ed.). Technology & Design Education,
Thousand Oaks, CA: Sage 15(3), 199-215.
Publications Ltd. Retrieved Wenger, E (1999). Communities of
October 15, 2012 from practice: Learning, meaning, and
[Link] identity. Cambridge: Cambridge
oads/2/6/5/6/26565527/simple_m University Press.
achines_powerpoint_slides.pdf
Wicklein, R, Smith Jr, P C, & Kim, S Further reading
J (2009). Essential concepts of Douglas & Lloyd (2002).What Is a
engineering design curriculum Pulley? (Welcome Books)
in secondary technology (Paperback).Children’s Press.
education. Journal of Technology Douglas & Lloyd, (2002).What is a
Education, 20(2), 65-80. Screw? Children’s Press
Wormald, P (2011). Positioning Douglas & Lloyd, (2002).What is a
industrial design students to Plane? Children’s Press
operate at the ‘fuzzy front end’: Douglas & Lloyd, (2002).What is a
investigating a new arena of Wedge? Children’s Press

49
Douglas & Lloyd, (2002).What is a Glover, David, (1997).Ramps and
Wheel and Axle? Children’s Wedges. Heinemann.
Press. Tomacek& Stephen M. (2003). What
Glover, David, (1997).Pulleys and A Great Idea! Inventions That
Gears. Heinemann. Changed The World (Hardcover).
Scholastic Reference 2003

50
 TOPIC 9 Teaching of technologies

Time 6 hours
 assess learners on their
Introduction technological knowledge and
Technology has always played a very capabilities
important role in our society.
Background information
Today technology is the engine for social Technology is the purposeful
economic growth and sustainable application of scientific knowledge
development. Without the use of in the design, production and
technologies in medicine life expectancy utilization of goods and services
would not have improved, in and in the organization of human
communication; we would not have cell activities. There are two types of
phones, in nutrition; the nutritional technologies. These are modern
status of people would not have and indigenous technologies.
improved, in climate change times; we Technology is a tool. As a tool,
would not mitigate its impact on our learners use it on daily basis. For
daily lives. In this regard, it is imperative example, some learners come to
that children develop a better school by bicycle, use a shaduf to
understanding of modern and draw water from a well, use a
indigenous technologies and their impact motor and a pestle to process
on their everyday life. maize, use a cooking stick for
cookingand in the past, Malawians
Success criteria used a grinding stone (Mphelo) to
By the end of the topic, you must be able produce flour.
to:
 describe ways in which technologies Figure 9.1 Shows a Shaduf
have changed over time
 design activities to enable learners to
undertake the technological processes
using different materials
 develop strategies to teach learners
how to communicate through
drawing
 describe ways in which technology
has impacted on peoples' lives
 demonstrate the importance of Fig.9.1 The Shaduf
addressing gender issues in the
teaching of technology In this regard the use of technology
 is fundamental and the production
51
process requires basic technical skills in modern technologies and their
the construction and repairing of basic examples’
metal, wood and electronic equipment. 2 Use character rating to report
your findings.
Therefore, student teachers will have to 3 Conduct a survey in the nearby
acquire technical skills in drawing, village to identify indigenous
woodwork, metalwork, building and and modern technologies.
electronics and teaching strategies for 4 Generate a list of modern and
effective delivery of the content. indigenous technologies from
the survey.
Tasks 5 Compare indigenous and
Task 1 Describing the ways in which modern technologies.
technologies have changed 6 Report the survey results to the
over time class using a power point.
Every technique human beings have
invented, from the stone age onwards is Activity 2 Analyzing ways in
‘technology’. Today, there are which teaching has
technological changes that are taking developed
place to simplify activities for man. In 1 Research on the internet by
this task, you will survey indigenous and logging on to
modern technologies and analyse ways [Link]
in which teaching has developed over the-future-of-learning/7-ways-
the years. teaching-has-changed to
identify ways in which teaching
Activity 1 Surveying indigenous and has changed.
modern technologies 2 Use future wheels to analyze
In groups: from the article how teaching
1 Research on the internet by logging has developed over the years.
on to https:// www. researchgate. 3 Report your findings in
net/publication/305929698_Indigenou plenary.
s_knowledge_for_disaster_risk_reduc
tion_An_African_perspective?_sg=zB Task 2 Designing activities to
MvXbpDMJ8pVuq7s8RfbVMkMvMT enable learners to
eBYnk9vbpNGZ- undertake the
X6Wzdee6lA8hq5EsGIvZqwV13h4QI technological processes
NXcw read an article entitled, using different materials
‘Indigenous knowledge for disaster Designing is a very important
risk reduction: An African technological step in science and
perspective’ and technology. It is at this step that
[Link] modifications might be made to a
-technology/ and read about ‘ technology. The operational
success of the technology depends

52
on how well the design is. In this task,
student teachers will be involved in
designing some technologies.

Activity 1 Designing some technologies

to improve aspects in
everyday life.
1 Analyze the following article from
a local news paper, The Daily

Times, Thursday, August 7, 1997 2 From the article, what was

entitled, ‘Teacher invents flood the design of the device?
detecting device’ in the context of 3 What aspect of daily life was
designing technologies. the invention improving?
4 What problem was it trying
to solve?
5 What was the cause of the
problem?

53
 6 What were the key components of Tin smith
the device?
7 What types of materials were used
in the production process?
8 In pairs:
a) Use the following link to watch a
movie about Malawi’s Genius
Farmer:
[Link] Nkhali yawira
0100326-malawi-genius-farm…
b) What lessons can you draw from
the video with regard to
designing?
c) Design a technology that can be
used to improve aspects in
everyday life
d) Make a poster presentation to
explain the design. bird nest

Activity 2 Exploring ways in making

prototypes of some
technologies (toy cars, bird
nets, nkhali yawira, tin
smith) for teaching the topic
technologies
The pictures shown in the following 1 Draw the pictures in your
illustrations are toy cars , tin smith, exercise books
nkhali yawira and bird nests: 2 Exchange the drawings with a
friend
Toy car 3 Explore ways of making the
prototypes of toy cars, bird
nests, nkhali yawira and tin
smith.
4 Use character rating to present
your findings.

54
Task 3 Developing strategies to teach ruch/six-steps-for-successfully-
learners how to communicate [Link]
through drawing 2 list the steps as highlighted in
The drawing of visual representations is the article
important for learners and scientists 3 List the technologies you have
alike. It is important to teach learners developed in Task 2, Activity 1.
how to communicate through drawing 4 For each designed technology,
using appropriate strategies. In this task, identify required steps for
student teachers will research skills in improving it.
sketching of simple objects and produce 5 Present your work in a plenary.
drawings.
Activity 1 Developing a strategy for Activity 3 Researching skills in
testing the designed sketching of simple
technologies objects in various
Imagine you developed technologies projections, shapes and
with learners during teaching practice. colours
1 Reflect on how a developed strategy 1 Log on to
for testing the designed technologies [Link]
was used. ?q=Researching+skills+in+sketc
2 Present your work in a tabular format hing+of+simple+objects+in+vari
as follows: ous+projections,+shapes+and+c
Name of Developed How it was olours.&client=opera&hs=qFG&
technology Strategy used to tbm=isch&tbo=u&source=univ&
assess the sa=X&ved=0ahUKEwi1hKrMk9
technology 3bAhUHPVAKHXYVDBsQsA
QIJA&biw=1205&bih=598 and
research on various researching
3 Develop a rubric that will be used to skills in sketching of simple
assess the effectiveness of the objects in various projections,
strategies being used to assess the shapes and colours.
designed technologies. 2 Use the knowledge acquired in
4 Write the rubric on a chart paper. (1) above to identify sketching
5 Present your work for a gallery walk. skills of simple objects in
various projections, shapes and
Activity 2 Identifying required steps colours in the primary science
for improving the designed and technology books from
technologies for teaching Standard 5 to 8.
design 3 Report the research findings
1 Identify required steps for improving using power point.
the designed technologies for
teaching design from the following
website: [Link]

55
 technology-climate-change and
Activity 4 Producing drawings (basic read about the role of
engineering and technology in climate change,
architectural) https:// sustainable
1 Log on to [Link]/content/do
[Link] cuments/1465back_paper.pdf
chnical-drawing-for-beginners-one- and https:// www. theengineer.
point-perspective--vector-21839 and co. uk/ issues/ august-2012-
read about Technical Drawing for online/what-is-technologys-
Beginners: One Point Perspective. role-in-sustainable-
2 Use the article to list the rules to be development/ and read about
followed when producing drawings technologies role in sustainable
(basic engineering and architectural) development.
3 Using the rules listed in (2) above, 2 In analytical teams summarize
produce the drawings (basic your findings in a tabular
engineering and architectural). format as below:
4 Peer review each other’s work.
Techn Impact effects Effects
Tip ology on on
 Drawing requires frequent practice. sustain climate
Provide that opportunity to learners able change
develo
pment
Task 4 Describing the ways in which
technology have impacted on
3 Present at your work in a
people’s lives
plenary.
Technologies play a big role in society
because life styles change when new
Task 5 Demonstrating the
technologies are designed or when old
importance of addressing
ones are improved. In this task student
gender issues in the
teachers will explore the impact of
teaching of technology
technology on peoples’ lives.
There are a lot of gender
stereotypes in the field of
Activity 1 Discussing the impact of
technology. Women are usually
technology and its effects on
considered inferior. The activities
sustainable development and
designed with learners should
climate change
promote gender equality. In this
1 Log on to https:// www. bartleby.
task, student teachers will discuss
com/essay/The-Impact-of-
challenges to ensure gender
Technology-on-Our-Lives-
equality, effects of gender bias in
P3KQHN4J8BRA and read about the
technology participation and plan
impact of technology on our lives ,
learning activities which ensure
[Link]
56
equal participation of boys and girls. A lecturer observed the teaching
and found out that one gender
Activity 1 Discussing challenges in dominated in the participation of
ensuring equal participation the use of technology. During the
of girls and boys in post lesson discussion, you are
technology asked, ‘What do you think are the
effects of gender bias in technology
1 Draw from teaching practice
participation from the perspective
experience and discuss the challenges
of the lesson?'
in ensuring equal participation of
girls and boys in technology.
1 Generate a list of the effects of
2 Research on the challenges in
gender bias in technology
ensuring equal participation of girls
participation according to the
and boys in technology by logging on
lesson.
to http:// www. ungei. org/ files/
2 Discuss the effects of gender
FAWE_GRP_ENGLISH_VERSION.p
bias in technology participation
df and read about challenges in
during the lesson according to
ensuring equal participation of girls
the list.
and boys and
3 Use discussion web to present
[Link]
the list to the class.
ead/33567 and read, ‘Schools urged to
be gender responsive’
Activity 3 Planning learning
3 Relate the challenges in ensuring
activities which ensure
equal participation of girls and boys
equal participation of
in teaching technology.
boys and girls
4 Report the research findings through
1 Log on to
power point
[Link]
5 Generate a list of challenges in
WE_GRP_ENGLISH_VERSION
ensuring equal participation of girls
.pdf and read about How to
and boys in technology.
plan learning activities which
6 Use a discussion web to consolidate
ensure equal participation of
the list of the challenges in ensuring
boys and girls.
equal participation of girls and boys
2 Use author’s chair to present a
in technology.
summary of your findings.
Activity 2 Discussing the effects of 3 Prepare a micro-lesson on
gender bias in technology teaching of technologies to
participation ensure equal participation of
girls and boys.
Case study 4 Micro-teach the lesson.
Imagine that you were teaching, 5 Evaluate the lesson focussing
‘Technologies for development.’ a topic in on participation of boys and
the primary school science and technology. girls.

57
Task 6 Assessing learners on their 4 Report your work during
technological knowledge and plenary.
capabilities
Assessing learners on their technical Activity 3 Evaluating the
knowledge and capabilities in effectiveness of the
producing the technologies ensures that assessment items
learners acquire the necessary skills. In 1 Retain the test items developed
this task student teachers will be in Activity 2 above.
involved in developing assessment items 2 Conduct a pre-test of the test
and tools. items to evaluate the
effectiveness of the assessment
Activity 1 Explaining varied ways on items.
assessing learners on the 3 Mark the test.
design of simple technology 4 Determine the effectiveness of
1 Use foundation studies module 2, the test items in terms of face
pages 33 to 49 and read about validity, item difficult and
assessment and assessment of consistency.
learners in the lower and upper
primary. Activity 4 Observing learners to
2 From the readings of assessment and evaluate their
assessment of learner in the lower competence in making
and upper primary, list varied ways prototypes ensuring
on assessing learners on the design of equal participation of
simple technology. learners
3 Use the list to explain the varied ways Refer to task 2, Activity 2 on ways
identified on assessing learners on the of making prototype.
design of simple technology. 1 Collect materials for making the
prototype.
Activity 2 Developing items to assess 2 In groups, make prototypes of
learners’ understanding of either toy car, tin smith, bird
technology nest or nkhali yawira.
1 Collaborate with a Standard 8 3 Present your prototypes to the
demonstration school teacher to class for discussion.
determine the extent of the work 4 Imagine learners are carrying
taught on the concept of ‘conserving out the activity of making
environment.’ (Standard eight prototypes, how would you
learners’ book page 33). evaluate their competence in
2 Develop items to assess learners’ making prototypes.
understanding of technologies for
‘conserving the environment’
3 Relate the items with the levels of
Bloom’s Taxonomy.

58
Tip Kabaza from the stage to the
Collecting resources and making of school was its limited nature in
prototype should be done outside carrying load
classroom work a) Describe how the problem
was solved?
Summary of key concepts b) Design a Kabaza that can
 There are two types of technologies. carry more load.
These are modern and indigenous. 2 Design and make a paper boat
 Technologies have been changing and that can lift a mass of 200g in
have transformed mans way of living. water.
 Designing some technologies like 3 Using wires, cells, a 6 Volts old
cooking stick, ball sewing needle, radio motor, make a toy
drilling apparatus improve aspects in helicopter.
everyday life. 4 In making a toy helicopter, how
 Car toys, bird nets, nkhali yawira and can you ensure that there is
tin smith can be produced using a equal participation of girls and
variety of ways. This is possible boys?
because each proto-type requires 5 How can you improve the
different materials. cooking stick? Follow the
 Different strategies can be developed engineering design process to
and used to test the designed come up with a new cooking
technologies such as the toy car. stick.
 Skills in sketching of simple objects in 6 Describe the appropriate
various projections, shapes and strategies that can be used to
colours are developed and practised. teach technologies.
 Technology has an impact on the 7 How would you make sure
environment. This can be positive or there is equal participation of
negative. It can also be used as a girls and boys when teaching
mitigation factor to climate change. technologies.
 One factor to consider when planning 8 Carpentry, tin smith and
for activities is to ensure that designing of technologies are
activities promote equal participation conceived to be male
of boys and girls. dominated activities. How will
 Ensure that assessment caters for you clear out the
learners with diverse needs misconceptions learners have?
9 Develop a rubric that can be
Reflection and assessment used to assess learners of the
1 Imagine that you have come back engineering design process.
from teaching practice. One of the
problems you had when using

59
Glossary which other forms are
Architecture: is both the process and developed
product of planning, Technology: the application of
designing and practical or mechanical
constructing buildings sciences to solve
and other physical everyday problems.
structures
Design: to work out a form or References
a structure by making AFCLIST, (2004), School Science In
a sketch or plans Africa, Learning to teach, teaching to
Innovation: the process of learn, JUTA, South Africa
introducing something Iris, C & Michele, (2009),Climate
new that can be applied Change Education, Awareness &
in daily lives of people Training Seychelles Second National
Invention: discovery of something Communications Illustration. Final
new Report February Prepared by
Prototype: a first or preliminary Sustainability for Seychelles
revision of a device from

60