Key stage 2 – Class 4 and 5

Science
Group Members:
● Ayesha Bhatti
● Batul khan
● Mubashara

Strand Class 4 Class 5 Key stage 2 Context My Targets

Life Sciences Life Living things Life Processes of Plants and Animals
processes and their
(SNC) Food chain and •Recognize that living things grow, take in nutrients,
habitats
habitat is missing breathe, have sensitivity, reproduce, and eliminate
waste
• Know that living things need energy to grow, live.
Food chain is
Biology and be healthy, and plants get their energy from light
included in grade
(Cambridge) (photosynthesis) while animals get their energy from
5 and habitat is
eating plants, and other animals.
included in
ecosystem grade • Explore the requirements of plants for life and
4) growth (air, light, water, nutrients from soil, and
room to grow).

Plant Microorganisms ● Plants Microorganisms and diseases (Grade 5)

structure and and diseases
function
● Define and describe main groups of
1
 microorganisms (bacteria, virus and fungi) and
give examples of each.
● Recognize some common diseases of each
group (bacteria, virus and fungi) caused by
microorganisms.
● Recognize that microorganisms get transmitted
into humans and spread infectious diseases.
● Differentiate between infectious and non-
infectious diseases and relate the transmission
of common infectious diseases to human
contact and explain some methods of
preventing their transmission.
● Recognize the advantages of microorganisms.
Investigate the role of microorganisms in
producing or breaking down/ decomposing
materials.

Plants – Structure and Function

Classify the plants into two major groups (flowering,
non-flowering), and give examples of each group.
● Identify and describe the functions of different
parts of flowering plants: roots, stem/ trunk, leaves
and flowers.
● Investigate the way in which water is transported
within plants.
● Identify the parts of the plant transport system and
describe their functions. -stem, -leaf, -root.
● Identify the parts of a flower and describe their
functions (limited to petals, sepals, anthers,

2
filaments, stamens, stigma, style, carpel, and ovary).
● Explore the role flowers play in the life cycle of
flowering plants, including pollination, fruit and
seed formation and seed dispersal.
● Describe seed germination and know that seeds
require water and an appropriate temperature to
germinate.
● Identify stages in the life cycles of common
flowering plants.
● Demonstrate an understanding of why plants are
vital to sustaining life on earth

Grade 5 Structure and function human body

system
Know that the human body has a number of systems,
each with its own function.
● Recognize the integration of the different systems
(digestive, respiratory, and circulatory) in carrying
out life processes.
● Use a model to describe how we receive different
types of information through our senses, process the
information in our brain and respond to the
information in different ways.
● Describe the human respiratory system in terms
of oxygen from the air moving into the blood in the
lungs and know that many vertebrates have a similar
respiratory system.
● Identify by name the main parts of the Human
Circulatory System, and describe briefly the

3
 functions of the heart, blood vessels and blood.
● Know that many animals have a circulatory
system similar to humans.
Animal Structure and Animals Reproduction and Animals - Structure and function
structure and function human including life cycle of
(Grade 4)
function body system humans amphibian and
mammal is missing Distinguish between major groups of animals with
backbones (vertebrates: fish, amphibians, reptiles,
birds and mammals) and without backbones
Aging is missing (invertebrates: e.g. insects, snails, earthworm,
jellyfish and corals) on the basis of their
(Not important)
characteristics.
● Know that some animals (spider, crab, beetles)
have an exoskeleton.

Food chain is ● Describe some of the important functions of the

missing skeleton.

(Included in ● Describe the human digestive system including

ecosystem grade 5) the simple functions of the organs involved (mouth,
esophagus, stomach, small and large intestine).
● Recognize that humans have different types of
teeth (molar, premolar, incisors, canine) and know
their functions in digestion of food.
● Investigate the causes and prevention of tooth
decay and gum diseases
● Know that many vertebrates have a digestive
system similar to humans
● describe the life process of reproduction in some
plants and animals

4
Ecosystem - Ecosystem Rocks Chapters are Ecosystem and its adaptations (Grade 4)
adaptations missing
Recognize that ecosystems (e.g., forests, ponds,
rivers, grasslands and deserts) consist of habitats that
Evolution and
provide living things with what they need.
Inheritance
● Recognize and explain that living things respond
to environmental conditions.
● Describe how plants and animals are adapted to
environments that are hot, cold, wet and/ or dry and
describe common physical adaptations of plants
(e.g., a thick stem, a waxy coating helps it survive
with less water) and animals e.g., colors of animals
help in camouflage.
● Associate behaviors of animals with the
environments in which they live and describe how
these behaviors help them to survive (e.g., migration
and hibernation).
● Explore how human actions such as urbanization
and population growth can affect a habitat.
● Explain that when a habitat changes, organisms
living in it are affected as well.

ECOSYSTEM (GRADE 5)

●Describe food chains as being made of producers

and consumers and classify consumers as
herbivores, omnivores, carnivores, predators, and/or
prey.

● Describe a food web and its relation to a food

chain.

● Explain how energy is passed through a food

5
chain, and how to represent this in an energy flow
diagram.

● Explain how human activities add toxic

substances to an ecosystem.

● Know that some substances in our environment

can be toxic and these substances can move through
the food webs/ chains and can be harmful for living
things.

● Explore the main causes of water, air, and land

pollution in the local and wider community.

● Explain the effects of water, air and land

pollution. (unclean/ toxic water, smoke, smog,
excess CO2/other gasses, open garbage dumps,
industrial waste, etc.) on the environment and life.

● Describe fossils and their importance

●Discuss and explain the effects of burning fossil

fuels and releasing greenhouse gasses in the air.

● Differentiate between biodegradable and non-

biodegradable materials and their impact on the
environment.

6
[Link] Matter and its Physical and States of Matter Evaporation and States of Matter (Grade 4)
SCIENCES characteristic chemical changes condensation were
● Identify and describe three states of matter and
s of matter missing
their characteristics.
● Investigate the conditions that cause matter to
change states (heating or cooling) and explain the
associated processes. (i.e., melting, freezing, and
boiling).
● Compare and sort the materials on physical
properties (mass, volume, density, states of matter,
conduction of heat and electricity).
● Identify physical properties of metals (appearance,
texture, color, density, conduction of heat and
electricity).
● Relate the properties to the uses of metals
●identify the part played by evaporation and
condensation in the water cycle and associate the
evaporation rate with temperature.

Physical and chemical changes of matter (Grade

5)

●Observe the changes in materials that do not result

The mixture and in new materials (dissolving, crushing, change in
Properties and solution were state).
changes of missing
● Identify observable changes in materials that make
materials
new materials with different properties (e.g.,
decaying, such as food spoiling; burning; rusting).
● Compare physical and chemical changes.
●know that some materials will dissolve in liquid to
7
form a solution, and describe how to recover a
substance from a solution
●use knowledge of solids, liquids, and gases to
decide how mixtures might be separated, including
through filtering, sieving, and evaporating

8
Forms of Light and sound Light Forms of energy and energy transfer (Grade 4)
Energy and
● Recognize the basic forms of energy (light, sound,
Energy
heat, electrical, and magnetic) as the ability to cause
Transfer Sound
motion or create change.
● Describe the properties of light (travels in straight
Electricity and Electricity line, travel very fast and in all directions).
magnetism
● Use light travelling in a straight line to explain the
formation of shadows and reflection.
● Demonstrate the production of sound.
● Relate familiar physical phenomena (vibrating
objects) to the behavior of sound.
● Identify the different sounds on the basis of
softness and loudness.
● Understand temperature as the degree of hotness
or coldness of an object or place.
● Demonstrate that the warmer objects have higher
temperature than cooler objects.
● Demonstrate changes occur when hotter objects
are brought closer to the cooler objects.
● Describe the ways to measure the temperature and
its units.
● Use various instruments (room thermometers,
anemometer, clinical thermometer, etc.), and
measure and record temperature using different
scales.
● Recognize that electrical energy in a circuit can be
transformed into other forms of energy (light, heat,
sound).

9
 ● Demonstrate that simple electrical systems (e.g., a
flashlight) require a complete (unbroken) electrical
pathway

Light and sound (Grade 5)

● Identify natural, and artificial light sources.

● Sort out luminous and non-luminous objects.
● Identify transparent, translucent, and opaque
objects.
● Demonstrate that sound can travel through
different states of matter at different speeds.
● Describe the structure and discuss the mechanism
of the conduction of sound waves through human
protection from ears.
sunlight,distance ● Describe the intensity of sound.
and volume was
missing ● List the harmful effects of noise on human health.
● State the role of humans in reducing noise
pollution
● recognize that light from the sun can be dangerous
and that there are ways to protect their eyes.
● recognize that sounds get fainter as the distance
from the sound source increases.

Electricity (Grade 5)

● Describe the flow of electric current in an electric

10
 circuit.
● Draw a circuit diagram with symbols.
● recognize that a switch opens and closes a circuit
and associate this with whether or not a lamp lights
in a simple series circuit
● recognise some common conductors and
insulators, and associate metals with being good
conductors.

switch, Conductors
and insulators are
missing

11
Forces and Simple Forces Force and Motion (Grade 4)
Machines

● Describe different types of forces (friction,

resistance, muscular forces, applied, gravitational,
magnetic, electric).
● List uses of different types of forces in our daily
life.
● Explore how forces can make objects start or stop
moving.
● Know that an object may have multiple forces
acting on it, even when at rest.
● Compare the effects of forces of different
strengths in the same or opposite directions acting
on an object.

Forces and simple machines (Grade 5)

Forces and
magnets ● Recognize that friction force works against the
direction of motion (e.g., friction working against a
push or a pull makes it more difficult to move an
object along a surface).
● Reasoning with evidence that friction can either be
detrimental or useful under different circumstances
(ways to reduce friction).
● Recognize that simple machines (e.g., levers,
pulleys, gears, ramps) help make motion easier (e.g.,
make lifting things easier, reduce the amount of
force required, change the distance, change the
direction of the force).
Magnetism (Grade 5)
● Demonstrate magnets have two poles (opposites 12
 Strand Cambridge SNC My Targets
Biology ● Describe the life process of ● Describe the life processes of ● Describe the life process of reproduction in some plants and
(Cambridge) reproduction in some plants and animals and plants. animals.
animals.
Life Sciences ● Describe the ways in which ● Describe the ways in which nutrients and water are transported
(SNC) nutrients and water are within animals, including humans.
transported within animals, ● Describe that animals receive
including humans. different types of information
through their senses and respond ● Describe the differences in the life cycles of a mammal, an
by processing it in their brains. amphibian, an insect and a bird.
● Describe the differences in the
life cycles of a mammal, an
amphibian, an insect and a bird. ● Explain how plants use their body ● Describe how living things are classified into broad groups
structures to survive and identify according to common observable characteristics and based on
the parts of the plant transport similarities and differences, including microorganisms, plants and
system and describe their animals.
● Describe how living things are functions.
classified into broad groups
according to common observable ● Give reasons for classifying plants and animals based on specific
● Describe the parts of the flower characteristics.
characteristics and based on and their functions.
similarities and differences,
including microorganisms, plants
● Recognize that living things can be grouped in a variety of ways.
and animals. ● Explain how organ systems work
together to help human bodies get
what they need and carry out life ● Explore and use classification keys to help group, identify and
● Give reasons for classifying processes. name a variety of living things in their local and wider environment.
plants and animals based on
specific characteristics.
● Recognize that living things can ● Describe the simple functions of the basic parts of the digestive
be grouped in a variety of ways. system in humans.
● Explore and use classification ● Describe some of the causes of
keys to help group, identify and infectious diseases and suggest ● Identify the different types of teeth in humans and their simple
name a variety of living things in measures that can control the functions.
their local and wider spread of the diseases.
13
environment.
● Recognize the advantages and ● Describe the changes as humans develop to old age.
● Describe the simple functions disadvantages of microorganisms.
of the basic parts of the digestive ● Identify and name the main parts of the human circulatory system,
system in humans. and describe the functions of the heart, blood vessels and blood.
● Explore the interaction of living
● Identify the different types of
things in an ecosystem.
teeth in humans and their simple
functions. ● Recognize the impact of diet, exercise, drugs and lifestyle on the
way their bodies function.
● Describe the changes as ● Use diagrams to explain how
humans develop to old age. energy flows in an ecosystem.
● Identify and name the main ● Construct and interpret a variety of food chains, identifying
parts of the human circulatory producers, predators and prey.
system, and describe the
functions of the heart, blood
● Recognize that environments can change and that this can
vessels and blood. ● Identify the causes and effects of
sometimes pose dangers to living things.
environmental pollution and
suggest measures to reduce it.
● Recognize the impact of diet, ● Explain how organ systems work together to help human bodies
exercise, drugs and lifestyle on get what they need and carry out life processes.
the way their bodies function.

● Construct and interpret a ● Describe microorganisms and recognize the advantages and
variety of food chains, identifying disadvantages of microorganisms.
producers, predators and prey.
● Recognize that environments ● Describe the parts of the flower and their functions.
can change and that this can
sometimes pose dangers to living
things.

14
 CURRICULUM FRAMEWORK
Mission:
Our mission is to equip students to understand, contribute to, and succeed in a rapidly changing society, thereby making the world a better place. We are
committed to providing an education that imparts essential skills and fosters both practical and theoretical knowledge. This approach enables our students
to better comprehend our world and enhance conditions for both local and global communities.

Vision:
Our vision is to create a dynamic learning environment where students are inspired to understand and engage with the rapidly changing world around
them. Through our curriculum, we aim to foster a culture of creativity and innovation, encouraging students to think critically and solve problems in new
and effective ways. We strive to equip students with the essential skills and competencies needed for success and leadership in the emerging creative
economy. Additionally, we promote social engagement and responsibility, guiding students to become active, informed citizens who contribute positively
to their communities. Our curriculum is based on the development of practical and theoretical knowledge that helps students and society better understand
and improve conditions locally and globally.
By staying committed to these principles, we aspire to prepare students not only to succeed in their personal and professional lives but also to make
meaningful contributions to a more just and improved world.

Curriculum Philosophy:
Our curriculum philosophy for 4th and 5th-grade students is dynamic and student-centered, adapting to evolving needs. We prioritize personalized
learning experiences that cater to individual interests, fostering a love for lifelong learning. Encouraging students to ask questions and explore, we
develop critical thinking and deep engagement with content. By integrating various subjects, we offer a holistic understanding and real-world relevance.
Technology enhances learning and promotes digital literacy. We focus on social and emotional development, building self-awareness, empathy, and
collaboration. Our flexible curriculum is continuously updated to stay relevant. Emphasizing cultural responsiveness and inclusivity, we reflect diverse
perspectives. Real-world connections through hands-on projects and problem-solving prepare students for future challenges. Effective communication and
collaboration ensure students work together and express ideas clearly. Continuous improvement through feedback and professional development keeps
our curriculum innovative and effective, readying students for an ever-changing world.

Aim:
The science curriculum aims to cultivate and advance scientific literacy throughout Pakistan. Central to science education are scientific literacy and
critical thinking, essential for preparing students to think critically and function responsibly as citizens, both locally in Pakistan and in a world
increasingly shaped by advancements in science and technology. We strive to:

● Develop critical thinking, creativity, and problem-solving abilities in our students.

● Ensure mastery of core academic subjects while integrating real-world applications and interdisciplinary learning.
15
 ● Promote ethical leadership and a commitment to social justice and community engagement.
● Foster a lifelong love of learning and adaptability to new challenges and opportunities.
● Prepare students for success in the creative economy by emphasizing collaboration, communication, and technological proficiency.
● Elevate teachers' expertise through continuous professional development and innovative teaching methods.

By achieving these aims, our curriculum framework seeks to empower students and teachers to thrive in their personal and professional lives and to
contribute positively to society.

Approaches in Curriculum Framework

Our curriculum framework embraces innovative approaches designed to cultivate 21st-century skills essential for students in Pakistan. Central to our
approach are scientific literacy, critical thinking, and responsible citizenship, preparing students to thrive in a world increasingly shaped by science and
technology. These approaches are integral to fostering a deep understanding of scientific principles and their practical application, ensuring students
develop the skills and competencies needed to succeed in today's global landscape.

1. Inquiry-Based Learning:
Inquiry-based learning (IBL) in Class 4 science encourages students to engage with scientific concepts through active exploration and questioning.
This approach shifts the focus from passive reception of information to active discovery, where students formulate questions, develop hypotheses,
conduct experiments, and analyze data to draw conclusions (Bell, Smetana, & Binns, 2005). IBL fosters a deeper understanding of scientific
principles by involving students in the learning process, promoting critical thinking, problem-solving skills, and a genuine curiosity about the
natural world (Hmelo-Silver, Duncan, & Chinn, 2007). By encouraging students to explore and investigate, IBL makes science learning more
engaging and relevant.

The Class 4 science curriculum is structured to integrate inquiry-based learning into each unit and lesson. Topics such as ecosystems, matter, and
energy are introduced with guiding questions that lead to hands-on investigations. Teachers facilitate the process by providing resources and
guidance and encouraging students to think critically and collaboratively (Llewellyn, 2002). This approach ensures that students not only acquire
scientific knowledge but also develop essential skills for lifelong learning.

2. Experimental based learning:

Experimental-based learning (EBL) in grades 4 and 5 science emphasizes active exploration and discovery through hands-on experiments. This
approach allows students to engage directly with scientific concepts, fostering a deeper understanding and appreciation for the subject (Bell,
Smetana, & Binns, 2005). In EBL, students formulate hypotheses, design experiments, collect data, and analyze results, developing critical
thinking and problem-solving skills in the process (Furtak, 2006). By conducting experiments, students not only learn scientific principles but also
gain practical skills in observation, measurement, and data interpretation. EBL promotes curiosity and enthusiasm for science by making learning
tangible and relevant to students' lives.

16
 The Class 4 science curriculum integrates EBL into every unit to provide a dynamic learning experience. Topics such as electricity and magnetism,
ecosystems, and chemical reactions are introduced through hands-on experiments tailored to engage students in active learning (Singer, Marx, &
Krajcik, 2000). Lesson plans include detailed procedures for conducting experiments, safety protocols, and opportunities for students to collaborate
and discuss their findings. Teachers facilitate the process by guiding students through the scientific method, encouraging them to ask questions and
make connections between theory and practice (McNeill & Krajcik, 2008). This approach ensures that students develop not only scientific
knowledge but also essential skills for future scientific inquiry and exploration.

3. STEM Education:
STEM education integrates science, technology, engineering, and mathematics into interdisciplinary learning experiences. In Class 4 science,
STEM education emphasizes the application of these disciplines to solve real-world problems (Sanders, 2009). Students engage in hands-on
activities and projects that foster creativity, critical thinking, collaboration, and communication skills.

The science curriculum for grades 4 and 5 is designed to integrate STEM education seamlessly. Each unit incorporates STEM principles through
project-based learning activities. For instance, students might design and build simple machines to understand mechanical principles or conduct
experiments to explore environmental impacts. Teachers facilitate interdisciplinary connections, encouraging students to apply scientific
knowledge and mathematical reasoning in engineering challenges. Assessments measure students' proficiency in STEM skills, ensuring they
acquire both content knowledge and the ability to apply it across disciplines effectively (Honey, Pearson, & Schweingruber, 2014). This approach
prepares students for future careers and fosters a lifelong interest in STEM disciplines.

4. Gamification:
In the curriculum framework for class 4 and 5 science, gamification refers to the incorporation of game elements and mechanics into educational
activities to enhance student engagement and learning outcomes (Deterding et al., 2011). By integrating gamification into curriculum design,
educators can create structured learning experiences that motivate students to actively participate in scientific inquiry. For example, concepts in
biology, physics, and chemistry can be gamified through interactive simulations, quizzes, and problem-solving quests, promoting deeper
understanding and retention (Hamari et al., 2014).

Gamification aligns with curriculum goals by providing opportunities for experiential learning and fostering collaboration among students
(Seaborn & Fels, 2015). It encourages intrinsic motivation through rewards and achievements, thereby sustaining students' interest and
persistence in mastering scientific concepts (Landers, 2014). By leveraging game dynamics such as competition, exploration, and feedback,
educators can effectively cater to diverse learning styles and cultivate a positive attitude towards science education among young learners.

5. Activity based Learning:

Activity-based learning in the curriculum framework for class 4 and 5 science involves designing educational experiences where students actively
engage in hands-on activities to explore scientific concepts. This approach shifts from traditional rote learning to experiential learning, allowing
students to develop a deeper understanding of scientific principles through direct interaction and discovery (Mayer, 2004). Curriculum design
incorporating activity-based learning focuses on creating structured opportunities for students to conduct experiments, solve problems, and
17
 collaborate with peers (Bonwell & Eison, 1991). For instance, students may engage in experiments related to plant growth, simple machines, or
chemical reactions, thereby applying theoretical knowledge in practical contexts (Pallant, 2007). By linking activity-based learning with
curriculum design, educators promote critical thinking, problem-solving skills, and creativity among students. This method not only enhances
comprehension but also fosters a positive attitude towards learning science by making it relevant and enjoyable (Gallagher, 1991).

6. Flipped Classroom
In a flipped classroom approach, traditional teaching methods are inverted: students first engage with instructional content independently through
videos, readings, or online modules outside of class. Classroom time is then dedicated to active learning activities, such as discussions, problem-
solving, and collaborative projects, where students apply and deepen their understanding under the guidance of the teacher (Bergmann & Sams,
2012; Tucker, 2012).
In our curriculum design, the flipped classroom model enhances student engagement and fosters deeper learning. By pre-exposing students to
foundational concepts outside of class, we optimize in-class time for interactive and application-focused activities. This approach cultivates critical
thinking, collaboration, and problem-solving skills, aligning with our goal to develop well-rounded, adaptable learners. Moreover, it leverages
technology to deliver content effectively and encourages self-paced learning, empowering students to take ownership of their educational journey.
Through this method, we aim to create a dynamic learning environment that prepares students to thrive in a knowledge-driven society

7. Collaborative Learning:
Collaborative learning involves students working together in groups to achieve common goals, fostering active participation, shared knowledge
construction, and mutual learning (Johnson, Johnson, & Smith, 2014). In this approach, students engage in discussions, debates, and projects
where they collaborate to solve problems and achieve deeper understanding through interaction and cooperation.

Collaborative learning in our curriculum enhances student engagement and fosters essential interpersonal skills. By promoting teamwork and
collective problem-solving, we prepare students for success in collaborative environments crucial in today's interconnected world. This approach
not only reinforces academic understanding but also nurtures social and emotional growth, fostering effective communication, conflict resolution,
and appreciation of diverse perspectives. Moreover, collaborative learning aligns with our goal to cultivate critical thinking and creativity,
challenging students to collaboratively analyze information and apply it practically. Integrating collaborative learning into our curriculum aims to
empower students with the competencies and mindset necessary for thriving in both academic and professional settings.

8. Technology Integration:
Integrating technology into our curriculum design involves strategically incorporating digital tools and resources to enhance learning experiences
for 4th and 5th-grade students. By leveraging technology, we aim to facilitate interactive and personalized learning environments that cater to
diverse learning styles and abilities. This approach includes utilizing educational apps, multimedia presentations, and online simulations to make
abstract concepts tangible and engaging (Jones, 2019). Through technology, students can collaborate on projects, access up-to-date information,
and develop digital literacy skills essential for the modern world. Moreover, technology integration supports our goal to foster critical thinking and
problem-solving abilities, as students learn to evaluate information, analyze data, and creatively apply their knowledge in real-world contexts. By
18
 integrating technology thoughtfully into our curriculum framework, we strive to prepare students to thrive in a technology-driven society,
equipping them with the skills and confidence to navigate and contribute meaningfully in their academic and future professional endeavors.

By integrating these approaches into our curriculum framework, we aim to foster a deep appreciation for scientific inquiry, critical thinking, and ethical
responsibility among students. These approaches not only prepare students for academic success but also equip them with the skills and competencies
necessary to thrive in an increasingly interconnected and technology-driven world.

Pedagogy:
Our curriculum embraces specific pedagogies aimed at fostering 21st-century skills essential for students in Pakistan. These pedagogies align with our
commitment to scientific literacy, critical thinking, and responsible citizenship, preparing students to thrive in a world increasingly shaped by science and
[Link] implementing these specific pedagogies within our curriculum framework, we aim to nurture a deep understanding of scientific principles,
enhance critical thinking abilities, and empower students to become active contributors in an increasingly interconnected and technology-driven world.

19
Approaches Pedagogies / Instructional Strategies
Inquiry based Questioning
learning Hands-On Experiments
Collaborative Learning
Guided Discovery
Reflective Journals
Use of Technology
Pedagogies guide: [Link]
edit?usp=sharing

1. Hands-On Experiments
Experimental based 2. Guided Inquiry
learning 3. Problem-Based Learning (PBL)
4. Project-Based Learning
5. Flipped Classroom
6. Collaborative Learning
7. Simulation-Based Learning
Pedagogies guide:
[Link]

STEM Education 1. Project-Based Learning (PBL)

2. Inquiry-Based Learning
3. Problem-Based Learning (PBL)
4. Flipped Classroom
5. Collaborative Learning
6. Design Thinking
7. Gamification:
8. STEM Integration
Pedagogies guide:
[Link]
Game Based 1. Gamification of Lessons
Learning 2. Problem-Based Learning Games
3. Role-Playing Games
4. Simulation Games
5. Digital Game-Based Learning
6. Board and Card Games 20
STRUCTURE:
PROGRESSION GRID
Strand Class 4 Class 5

Know that living things need energy to grow, live and be healthy, Recognize that living things grow, take in
Life Sciences and plants get their energy from light (photosynthesis) while nutrients, breathe, have sensitivity, reproduce,
animals get their energy from eating plants, and other animals. and eliminate waste.

Explore the requirements of plants for life and growth (air, light, Identify stages in the life cycles of common
water, nutrients from soil, and room to grow). flowering plants.
Demonstrate an understanding of why plants are
Classify the plants into two major groups (flowering, non- vital to sustaining life on earth
flowering), and give examples of each group.
Investigate the way in which water is transported
Identify and describe the functions of different parts of flowering within plants.
plants: roots, stem/ trunk, leaves and flowers.

Identify the parts of the plant transport system and describe their Describe the life process of reproduction in some
functions. -stem, -leaf, -root. plants and animals.
Identify the parts of a flower and describe their functions (limited Know that the human body has a number of
to petals, sepals, anthers, filaments, stamens, stigma, style, carpel, systems, each with its own function.
and ovary).
Recognize the integration of the different
Explore the role flowers play in the life cycle of flowering plants, systems (digestive, respiratory, and circulatory)
including pollination, fruit and seed formation and seed dispersal. in carrying out life processes.
Describe seed germination and know that seeds require water and Use a model to describe how we receive
an appropriate temperature to germinate. different types of information through our
senses, process the information in our brain and
Distinguish between major groups of animals with backbones respond to the information in different ways.
(vertebrates: fish, amphibians, reptiles, birds and mammals) and
without backbones (invertebrates: e.g. insects, snails, earthworm, Describe the human respiratory system in terms
jellyfish and corals) on the basis of their characteristics. of oxygen from the air moving into the blood in
the lungs and know that many vertebrates have a
21
Know that some animals (spider, crab, beetles) have an similar respiratory system.
exoskeleton.
Identify by name the main parts of the Human
Describe some of the important functions of the skeleton. Circulatory System, and describe briefly the
Describe the human digestive system including the simple functions of the heart, blood vessels and blood.
functions of the organs involved (mouth, esophagus, stomach, Know that many animals have a circulatory
small and large intestine). system similar to humans.

Recognize that humans have different types of teeth (molar, Define and describe main groups of
premolar, incisors, canine) and know their functions in the microorganisms (bacteria, virus and fungi) and
digestion of food. give examples of each.

Investigate the causes and prevention of tooth decay and gum Recognize some common diseases of each group
diseases (bacteria, virus and fungi) caused by
microorganisms.
Know that many vertebrates have a digestive system similar to
humans Recognize that microorganisms get transmitted
into humans and spread infectious diseases.
Recognize that ecosystems (e.g., forests, ponds, rivers, grasslands Differentiate between infectious and non-
and deserts) consist of habitats that provide living things with infectious diseases and relate the transmission of
what they need. common infectious diseases to human contact
and explain some methods of preventing their
Recognize and explain that living things respond to transmission.
environmental conditions.
Recognize the advantages of microorganisms.
Describe how plants and animals are adapted to environments that Investigate the role of microorganisms in
are hot, cold, wet and/ or dry and describe common physical producing or breaking down/ decomposing
adaptations of plants (e.g., a thick stem, a waxy coating helps it materials.
survive with less water) and animals e.g., colors of animals help
in camouflage.
Describe food chains as being made of
Associate behaviors of animals with the environments in which producers and consumers and classify
they live and describe how these behaviors help them to survive consumers as herbivores, omnivores, carnivores,
(e .g., migration and hibernation). predators, and/or prey.

Explore how human actions such as urbanization and population Describe a food web and its relation to a food
growth can affect a habitat.
22
Explain that when a habitat changes, organisms living in it are chain.
affected as well.
Explain how energy is passed through a food
chain, and how to represent this in an energy
flow diagram.

Explain how human activities add toxic

substances to an ecosystem.

Know that some substances in our environment

can be toxic and these substances can move
through the food webs/ chains and can be
harmful for living things.

Explore the main causes of water, air, and land

pollution in the local and wider community.

Explain the effects of water, air and land

pollution. (unclean/ toxic water, smoke, smog,
excess CO2/other gasses, open garbage
dumps,industrial waste, etc.) on the environment
and life.

Describe fossils and their importance

Discuss and explain the effects of burning fossil

fuels and releasing greenhouse gasses in the air.

Differentiate between biodegradable and non-

biodegradable materials and their impact on the
environment.

23
Targets to Objectives:

Strand Targets Objectives

Life Sciences Target 1: Describe how living things grow and develop, providing examples from
Describe the life process of reproduction in plants and animals.
some plants and animals. Explore different methods of seed dispersal, such as by wind, water, and
animals.
Trace the complete life cycle of a flowering plant from seed germination to
seed production.
Explore why seed dispersal is crucial for the survival and spread of plant
species.
Define seed germination and explain the process by which a seed develops
into a new plant.
Identify and describe the essential conditions needed for seed germination,
focusing on water and appropriate temperature.
Explain how water activates enzymes, swells the seed, and supports the
growth of the embryo.
Describe how appropriate temperatures affect enzyme activity and metabolic
processes necessary for germination.
Students will record and analyze data on the effects of varying water
availability and temperature on seed germination rates.
Students will compare the germination process of different types of seeds and
discuss how various seeds have adapted to their environments.

Target 2: Identify and describe the five essential requirements for plant growth: air,
Describe the ways in which nutrients and water light, water, and nutrients from soil.
are transported within animals, including Explain how living things take in nutrients for energy and growth, describing
humans. different methods such as photosynthesis in plants and feeding in animals.
Identify factors necessary for both animals and plants to survive
Understand that plants get their energy from sunlight through a process called
photosynthesis.
Explain that animals get their energy by eating plants and other animals.
Identify factors necessary for both animals and plants to survive.

24
Target 3: Draw and label the key stages in the life cycle of a plant and an animal.
Describe the differences in the life cycles of a Compare the life cycle of two different kinds of animals.
mammal, an amphibian, an insect and a bird. Conduct a simple experiment to show growth in plants

Target 4: Define and explain the criteria used to classify plants into two major
Describe how living things are classified into groups: flowering and non-flowering plants.
broad groups according to common observable Identify and describe the characteristics of flowering plants
characteristics and based on similarities and (angiosperms).
differences, including microorganisms, plants Provide examples of flowering plants, such as roses, tulips, and apple
and animals. trees.
Identify and describe the characteristics of non-flowering plants,
including gymnosperms, ferns, and mosses.
Give examples of non-flowering plants, such as pine trees, ferns, and
liverworts.
Create a visual representation (e.g., chart, poster) to illustrate the
differences and examples of each plant group.
Identify the main parts of a flowering plant: roots, stem/trunk, leaves, and
flowers.
Describe the functions of roots, including anchoring the plant, absorbing
water and nutrients from the soil, and storing food.

Target 5: Explain the difference between vertebrates and invertebrates and the criteria
Give reasons for classifying plants and animals used for their classification.
based on specific characteristics. Identify and describe the characteristics of major groups of vertebrates: fish,
amphibians, reptiles, birds, and mammals.
Provide examples of each vertebrate group, such as salmon (fish), frogs
(amphibians), snakes (reptiles), eagles (birds), and lions (mammals).
Identify and describe the characteristics of various invertebrate groups,
including insects, snails, earthworms, jellyfish, and corals.
Compare and contrast the characteristics of vertebrates and invertebrates,
including skeletal structure, habitat, and modes of reproduction.
Explore specific characteristics of vertebrates, such as the presence of a
backbone, a developed nervous system, and an internal skeleton.
Explore specific characteristics of invertebrates, such as the absence of a
backbone, diverse body structures, and various methods of locomotion.
Understand the key functions of exoskeletons, such as protection, support,
and prevention of water loss.
Learn about the main functions of the skeleton, including support, movement,
25
 and protection.

Identify the parts of a flower and describe their Explain the functions of the stem/trunk, such as supporting the plant,
functions (limited to petals, sepals, anthers, transporting water and nutrients between roots and leaves, and storing food.
filaments, stamens, stigma, style, carpel, and Identify and explain the functions of leaves, including photosynthesis, gas
ovary). exchange, and transpiration.
Describe the role of flowers in reproduction, including the production of
seeds and attraction of pollinators.
label diagrams of flowering plants, indicating the different parts and their
functions.
Identify and name the main parts of a flower, including petals, sepals,
anthers, filaments, stamens, stigma, style, carpel, and ovary.
Describe the functions of petals, such as attracting pollinators with their
color, shape, and scent.
Explain the role of sepals in protecting the flower bud before it opens and
supporting the petals when in bloom.
Describe the functions of anthers in producing pollen and filaments in
supporting the anthers, together forming the stamens.
Explain the combined role of anthers and filaments in the stamen's function
of producing and releasing pollen.
Describe the function of the stigma in receiving pollen, the style in
supporting the stigma and providing a pathway for pollen tubes, and the
carpel as the overall female reproductive structure.
Explain the role of the ovary in containing ovules and developing into fruit
after fertilization.
Participate in hands-on activities to dissect flowers and identify each part.
Understand the process of pollination and how it helps in the formation of
seeds.
Explore different methods of seed dispersal, such as by wind, water, and
animals.
Trace the complete life cycle of a flowering plant from seed germination to
seed production.
Explore why seed dispersal is crucial for the survival and spread of plant
species.
Define seed germination and explain the process by which a seed develops
into a new plant.
Identify and describe the essential conditions needed for seed germination,

26
focusing on water and appropriate temperature.
Explain how water activates enzymes, swells the seed, and supports the
growth of the embryo.
Describe how appropriate temperatures affect enzyme activity and metabolic
processes necessary for germination.
Students will record and analyze data on the effects of varying water
availability and temperature on seed germination rates.
Students will compare the germination process of different types of seeds and
discuss how various seeds have adapted to their environments.
Explain the functions of the stem/trunk, such as supporting the plant,
transporting water and nutrients between roots and leaves, and storing food.
Identify and explain the functions of leaves, including photosynthesis, gas
exchange, and transpiration.
Describe the role of flowers in reproduction, including the production of
seeds and attraction of pollinators.
label diagrams of flowering plants, indicating the different parts and their
functions.
Identify and name the main parts of a flower, including petals, sepals,
anthers, filaments, stamens, stigma, style, carpel, and ovary.
Describe the functions of petals, such as attracting pollinators with their
color, shape, and scent.
Explain the role of sepals in protecting the flower bud before it opens and
supporting the petals when in bloom.
Describe the functions of anthers in producing pollen and filaments in
supporting the anthers, together forming the stamens.
Explain the combined role of anthers and filaments in the stamen's function
of producing and releasing pollen.
Describe the function of the stigma in receiving pollen, the style in
supporting the stigma and providing a pathway for pollen tubes, and the
carpel as the overall female reproductive structure.
Explain the role of the ovary in containing ovules and developing into fruit
after fertilization.
Participate in hands-on activities to dissect flowers and identify each part.
Understand the process of pollination and how it helps in the formation of
seeds.

27
Target 5: Recognize that living things can be Explain that many characteristics are inherited from parents.
grouped in a variety of ways. Explain the similarities and differences within a single species by giving
examples.

Target 6:
Explore and use classification keys to help
group, identify and name a variety of living
things in their local and wider environment.

Target 7:  Identify and describe the main organs of the human digestive system:
Describe the simple functions of the basic parts mouth, esophagus, stomach, small intestine, and large intestine.
of the digestive system in humans.  explain the role of the mouth in the digestive process, including the
mechanical breakdown of food through chewing and the chemical
breakdown by saliva.
 Describe the function of the esophagus as a muscular tube that
transports food from the mouth to the stomach through peristaltic
movements.
 Explain the role of the stomach in digestion, including the mechanical
mixing of food and the chemical breakdown of food by stomach acids
and enzymes.
 Describe the function of the small intestine in nutrient absorption,
emphasizing the roles of the duodenum, jejunum, and ileum.
 Explain the role of the large intestine in absorbing water and
electrolytes from indigestible food matter and forming solid waste
(feces) for excretion.
 Sequence the steps of the digestive process from ingestion to
excretion, identifying the role each organ plays at each stage.
 Discuss the importance of understanding the digestive system in
maintaining overall health and well-being.
 Identify major parts of the human body.
 State the functions of the major parts of the human body.
 Compare the human digestive system with those of other vertebrates
to identify similarities and differences.
 Explore how the digestive systems of different vertebrates are adapted
to their diets and environments.

28
Target 8:  able to identify and name the different types of human teeth: molars,
Identify the different types of teeth in humans premolars, incisors, and canines.
and their simple functions.  explain the role of incisors in cutting and slicing food.
 Describe the function of canines in tearing and gripping food.
 Explain the role of premolars in crushing and grinding food.
 Eescribe the function of molars in grinding and chewing food to
prepare it for swallowing.
 Compare and contrast the shapes and functions of different types of
teeth.
 Discuss how the arrangement and types of teeth are adapted to their
functions in the digestive process.
 Learn about the main causes of tooth decay, including bacteria,
sugar, and poor oral hygiene.
 Recognize common symptoms of tooth decay and gum diseases,
such as cavities, bad breath, and gum inflammation.
 Understand the importance of maintaining good oral hygiene
practices, such as brushing and flossing, to prevent tooth decay and
gum diseases.
 Explore how a healthy diet, low in sugary foods and drinks, can help
prevent tooth decay and gum diseases.


Target 9:
Describe the changes as humans develop to old
age.

Target 10:
Identify and name the main parts of the human
circulatory system, and describe the functions
of the heart, blood vessels and blood.

Target 11:
Recognize the impact of diet, exercise, drugs
and lifestyle on the way their bodies function.

Target 12:

29
 Construct and interpret a variety of food chains,
identifying producers, predators and prey.

Target 13:
Recognize that environments can change and
that this can sometimes pose dangers to living
things.

Target 14:
Explain how organ systems work together to
help human bodies get what they need and
carry out life processes.

Target 15:
Recognize the advantages and disadvantages of
microorganisms.

Target 16:
Describe the parts of the flower and their
functions.

Scope and Sequence:

30
 Units Objectives
1. Life Processes of Plants and Animals 1. Describe how living things grow and develop, providing examples from plants and
animals.
2. Identify and describe the five essential requirements for plant growth: air, light, water,
nutrients from soil.
3. explain how living things take in nutrients for energy and growth, describing different
methods such as photosynthesis in plants and feeding in animals.
4. Describe the process of respiration in living things, explaining how oxygen is used to
produce energy and how carbon dioxide is expelled.
5. Identify factors necessary for both animals and plants to survive.
6. Compare physical characteristics of animals and plants.
7. Perform an experiment to show that living things can grow while non-living things
cannot grow.
8. Explain that many characteristics are inherited from parents.
9. Explain the similarities and differences within a single species by giving examples.
10. Draw and label the key stages in the life cycle of a plant and an animal.
11. Compare the life cycle of two different kinds of animals.
12. Conduct a simple experiment to show growth in plants
13. Understand that plants get their energy from sunlight through a process called
photosynthesis.
14. Explain that animals get their energy by eating plants and other animals.

2. Plants – Structure and Function 1. Define and explain the criteria used to classify plants into two major groups: flowering
and non-flowering plants.
2. Identify and describe the characteristics of flowering plants (angiosperms).
3. Provide examples of flowering plants, such as roses, tulips, and apple trees.
4. Identify and describe the characteristics of non-flowering plants, including
gymnosperms, ferns, and mosses.
5. Give examples of non-flowering plants, such as pine trees, ferns, and liverworts.
6. Create a visual representation (e.g., chart, poster) to illustrate the differences and
examples of each plant group.
7. Identify the main parts of a flowering plant: roots, stem/trunk, leaves, and flowers.
8. Describe the functions of roots, including anchoring the plant, absorbing water and
nutrients from the soil, and storing food.

31
9. Explain the functions of the stem/trunk, such as supporting the plant, transporting water
and nutrients between roots and leaves, and storing food.
10. Identify and explain the functions of leaves, including photosynthesis, gas exchange,
and transpiration.
11. Describe the role of flowers in reproduction, including the production of seeds and
attraction of pollinators.
12. label diagrams of flowering plants, indicating the different parts and their functions.
13. Identify and name the main parts of a flower, including petals, sepals, anthers, filaments,
stamens, stigma, style, carpel, and ovary.
14. Describe the functions of petals, such as attracting pollinators with their color, shape,
and scent.
15. Explain the role of sepals in protecting the flower bud before it opens and supporting the
petals when in bloom.
16. Describe the functions of anthers in producing pollen and filaments in supporting the
anthers, together forming the stamens.
17. Explain the combined role of anthers and filaments in the stamen's function of
producing and releasing pollen.
18. Describe the function of the stigma in receiving pollen, the style in supporting the
stigma and providing a pathway for pollen tubes, and the carpel as the overall female
reproductive structure.
19. Explain the role of the ovary in containing ovules and developing into fruit after
fertilization.
20. Participate in hands-on activities to dissect flowers and identify each part.
21. Understand the process of pollination and how it helps in the formation of seeds.
22. Explore different methods of seed dispersal, such as by wind, water, and animals.
23. Trace the complete life cycle of a flowering plant from seed germination to seed
production.
24. Explore why seed dispersal is crucial for the survival and spread of plant species.
25. Define seed germination and explain the process by which a seed develops into a new
plant.
26. Identify and describe the essential conditions needed for seed germination, focusing on
water and appropriate temperature.
27. Explain how water activates enzymes, swells the seed, and supports the growth of the
embryo.
28. Describe how appropriate temperatures affect enzyme activity and metabolic processes
necessary for germination.
29. Students will record and analyze data on the effects of varying water availability and

32
 temperature on seed germination rates.
30. Students will compare the germination process of different types of seeds and discuss
how various seeds have adapted to their environments.

3. Animals - Structure and function  Explain the difference between vertebrates and invertebrates and the criteria used for
their classification.
 Identify and describe the characteristics of major groups of vertebrates: fish,
amphibians, reptiles, birds, and mammals.
 Provide examples of each vertebrate group, such as salmon (fish), frogs (amphibians),
snakes (reptiles), eagles (birds), and lions (mammals).
 Identify and describe the characteristics of various invertebrate groups, including
insects, snails, earthworms, jellyfish, and corals.
 Compare and contrast the characteristics of vertebrates and invertebrates, including
skeletal structure, habitat, and modes of reproduction.
 Explore specific characteristics of vertebrates, such as the presence of a backbone, a
developed nervous system, and an internal skeleton.
 Explore specific characteristics of invertebrates, such as the absence of a backbone,
diverse body structures, and various methods of locomotion.
 Understand the key functions of exoskeletons, such as protection, support, and
prevention of water loss.
 learn about the main functions of the skeleton, including support, movement, and
protection.
 learn how bones, joints, and muscles work together to enable movement.
 Identify and describe the main organs of the human digestive system: mouth,
esophagus, stomach, small intestine, and large intestine.
 explain the role of the mouth in the digestive process, including the mechanical
breakdown of food through chewing and the chemical breakdown by saliva.
 Describe the function of the esophagus as a muscular tube that transports food from the
mouth to the stomach through peristaltic movements.
 Explain the role of the stomach in digestion, including the mechanical mixing of food
and the chemical breakdown of food by stomach acids and enzymes.
 Describe the function of the small intestine in nutrient absorption, emphasizing the
roles of the duodenum, jejunum, and ileum.
 Explain the role of the large intestine in absorbing water and electrolytes from
indigestible food matter and forming solid waste (feces) for excretion.
 Sequence the steps of the digestive process from ingestion to excretion, identifying the
role each organ plays at each stage.

33
  Discuss the importance of understanding the digestive system in maintaining overall
health and well-being.
 Identify major parts of the human body.
 State the functions of the major parts of the human body.
 Describe how bones and muscles work together to produce movement.
 able to identify and name the different types of human teeth: molars, premolars,
incisors, and canines.
 explain the role of incisors in cutting and slicing food.
 describe the function of canines in tearing and gripping food.
 explain the role of premolars in crushing and grinding food.
 describe the function of molars in grinding and chewing food to prepare it for
swallowing.
 compare and contrast the shapes and functions of different types of teeth.
 discuss how the arrangement and types of teeth are adapted to their functions in the
digestive process.
 Learn about the main causes of tooth decay, including bacteria, sugar, and poor oral
hygiene.
 Recognize common symptoms of tooth decay and gum diseases, such as cavities, bad
breath, and gum inflammation.
 Understand the importance of maintaining good oral hygiene practices, such as
brushing and flossing, to prevent tooth decay and gum diseases.
 Explore how a healthy diet, low in sugary foods and drinks, can help prevent tooth
decay and gum diseases.
 Compare the human digestive system with those of other vertebrates to identify
similarities and differences.
 Explore how the digestive systems of different vertebrates are adapted to their diets and
environments.

4. Ecosystem- Adaptations 1. Define ecosystems and habitats, understanding that ecosystems consist of interconnected
habitats that provide living things with their basic needs.
2. Recognize and name various types of ecosystems such as forests, ponds, rivers,
grasslands, and deserts.
3. Explain the components that make up a habitat and how they provide for the needs of
living things.
4. Explain how different organisms are specifically adapted to live in their particular
ecosystems.

34
5. Identify ways to protect and conserve different ecosystems.
6. Compare and contrast different ecosystems in terms of climate, biodiversity, and habitat
types.
7. Explain how living things respond to different environmental stimuli (e.g., light,
temperature, moisture)
8. Describe behavioral responses of living things to changes in their environment.
9. Identify strategies used by living things to adapt to changing environmental conditions.
10. Explore how climate change affects the behavior and survival of living organisms.
11. discuss the types of plants and animals that inhabit grasslands and how these organisms
meet their needs.
12. describe the characteristics of desert ecosystems and identify the various habitats found
within deserts.
13. discuss the types of plants and animals that inhabit deserts and how these organisms
meet their needs.
14. Define what it means for living things to respond to environmental conditions.
15. Identify and describe examples of how different living things (plants, animals, and
microorganisms) respond to changes in their environment.
16. Explain how plants respond to environmental conditions such as light (phototropism),
gravity (gravitropism), and water (hydrotropism).
17. Describe how animals respond to environmental stimuli such as temperature changes,
light, and the presence of predators or prey.
18. Describe the concept of urbanization and how the expansion of cities and infrastructure
affects natural habitats.
19. Identify specific examples of habitat changes due to urbanization, such as deforestation,
pollution, and alteration of land use.
20. Explain how increasing human populations impact habitats through factors such as
resource consumption, waste production, and land development.
21. define what constitutes a habitat and explain how changes to a habitat can occur
naturally or as a result of human activity.
22. Identify and explain specific examples of habitat changes, such as deforestation,
pollution, climate change, and urbanization, and their effects on local organisms.
23. Examine how habitat changes can lead to various outcomes for species, including
displacement, adaptation, migration, and extinction.
24. Explore how some organisms adapt to changes in their habitat and the strategies they
use to survive in altered environments.

35
total objectives = 109

103 x 3 = 327

309 Objectives /30 teaching weeks

=10 objective in a week X 15 number of weeks (1st term)

Term wise breakup:

36
Term 1 Weeks Term 2 Weeks
Orientation 1 Orientation 1

Unit 1 (Life Processes of Plants and 2 Unit 2 (Animals - Structure and function) 4/ 3.5
Animals)
Unit 3 (Plants – Structure and 3 Unit 4 (Ecosystem-Adaptations) 3/ 2.5
Function)
Unit 5 (States of matter) 3 Unit 6 (The organ system) 2

Unit 7 ( Earth and space) 2 Unit 8 (Forms of energy) 2

Unit 9 (Electricity) 3 Unit 10 (Rocks) 2

Unit 11 (Properties and changes of 2 Unit 12 (Force and motion) 2

materials)
Reinforcement 1 Reinforcement 1

Total weeks 17 Total weeks 16

37
 Objectives Suggested activities Suggested Resources Assessment
For teacher and Students
Unit 1:
Total 14 Objectives
Activity 1: From Caterpillar to Butterfly |
By the end of this unit, students
Objective 1:Describe Animal Development Studies: #aumsum #kids #science
will be assessed through:
how living things #education #whatif
grow and develop, Observe the life cycle of insects (like ● Written responses
providing examples caterpillars to butterflies) and document each ● Verbal responses
from plants and stage, noting environmental factors that affect ● Observation
animals. their development.

Activity 2: By the end of this unit, students

Lifecycle Dioramas: will be assessed through:
Create dioramas depicting stages of [Link]
development of a particular plant or animal. resources/garden-activities- ● Written responses
plant-a-living-diorama/ ● Observation
Activity 3: ● Peer evaluation
Growth Chart Creation:
Create large charts that display the [Link]
developmental stages of various organisms. make-and-celebrate/ By the end of this unit, students
handmade/make-an-animal- will be assessed through:
silhouette-growth-chart
Growth Simulation Games: ● Written responses
Activity 4: ● Verbal responses
Use educational software or apps where ● Observation
[Link]
students simulate the growth of plants by ● Peer evaluation
topic/plant-growth/
adjusting variables like water, light, and
nutrients.
By the end of this unit, students
Peer Teaching: will be assessed through:
Activity 5:
● Written responses
Students teach each other about the growth flashcards and diagrams ● Verbal responses
processes of different plants and animals they
● Observation
have studied.

Life Cycle Board Games:

Activity 6: By the end of this unit, students
Cardboard, markers, printed
Create board games that follow the life cycles will be assessed through:
images of life cycle stages, dice,
of different organisms. Students advance game pieces. ● Written responses
through the game by answering questions ● Verbal responses
about each stage. ● Observation 38
 Assessment Framework:

Types of Assessment
1:Formative Assessment:
Formative assessments provide ongoing feedback to support student learning and instructional adjustments. Examples include lab reports
documenting experimental processes, quizzes and checkpoints assessing recent material, and class discussions that encourage deeper
engagement with scientific concepts.

2:Summative Assessment:
Summative assessments are designed to evaluate students' overall understanding and achievement at the end of a unit or course. This includes
final exams with comprehensive questions, end-of-unit projects that showcase the application of scientific principles, and standardized tests
that measure knowledge against benchmarks.

3:Diagnostic Assessment:
Diagnostic assessments identify prior knowledge and gaps before introducing new content. They include pre-unit quizzes to assess readiness,
concept maps to visualize understanding, and initial knowledge surveys to gauge students' existing grasp of key scientific ideas.

4. Peer Assessment
Students assess each other's work using set criteria. This promotes critical thinking, self-reflection, and collaborative learning, helping
students understand and apply quality standards to their own work.

5. Self-Assessment
Students evaluate their own work and learning progress. This encourages self-reflection, goal setting, and personal responsibility, helping
students identify strengths and areas for improvement.

6. Performance Assessment
Students demonstrate their knowledge and skills through practical tasks. This includes presentations, experiments, and projects, assessing their
ability to apply concepts in real-world scenarios.

7. Portfolio Assessment
39
Compilation of student work over time. Portfolios show growth, reflect learning experiences, and provide a comprehensive view of student
progress, creativity, and critical thinking.

8. Rubrics
Scoring guides used to assess student performance against a set of criteria. Rubrics provide clear expectations, consistent grading, and detailed
feedback on various aspects of student work.

9. Interactive Quizzes
Online quizzes that provide immediate feedback. These assessments engage students with multimedia elements and gamified features,
enhancing learning and retention.

10. E-Portfolios
Digital collections of student work that demonstrate learning over time. E-portfolios include multimedia elements such as videos, audio
recordings, and digital documents, showcasing students' achievements and growth.
11. Self-Reflection Essays
Written reflections where students analyze their learning experiences, challenges, and achievements. These essays foster self-awareness,
critical thinking, and personal growth.

12. Discussion Boards

Online forums where students post and respond to questions or topics. Discussion boards promote critical thinking, collaboration, and deeper
understanding through peer interaction.

13. Peer Reviews

Students review and provide feedback on each other's work using established criteria. Peer reviews encourage constructive criticism,
collaboration, and understanding of quality standards.

14. Blogs
Students write blog posts on assigned topics, sharing their insights and learning experiences. Blogging develops writing skills, encourages
self-expression, and promotes engagement with a broader audience.
15. Digital Storytelling

40
 Students create digital stories combining text, images, audio, and video. This method assesses creativity, comprehension, and ability to
convey information effectively.

16. WebQuests
Inquiry-oriented activities where students gather information online to complete a task or solve a problem. WebQuests develop research skills,
critical thinking, and digital literacy.

17. Video Projects

Students create videos to demonstrate their understanding of a topic. This approach assesses creativity, comprehension, and technical skills,
providing a dynamic way to present information.

18. Online Polls and Surveys

Quick assessments where students respond to questions or provide feedback. Polls and surveys gauge understanding, opinions, and
engagement, informing instructional decisions.

Assessment Tools:
Checklist:

Criteria Emerging Meeting Expectation Exceeding Expectation

Understanding of Scientific Concepts

Application of Knowledge

Experimentation and Inquiry Skills

Use of Tools and Materials

Communication of Ideas

Critical Thinking and Problem Solving

Reflection and Self-Assessment

41
Rubrics
Criteria Exceptional (4) Proficient (3) Basic (2) Emerging (1)

Understanding of Concepts Demonstrates a thorough and Shows a solid understanding Shows a basic understanding Shows limited or no
deep understanding of of most concepts of key concepts understanding of concepts
concepts

Accuracy All responses are accurate and Most responses are accurate Responses have some Responses are mostly
complete and complete inaccuracies or omissions inaccurate or incomplete

Application of Knowledge Applies knowledge to new and Applies knowledge to Applies knowledge with Struggles to apply
varied situations familiar situations some guidance knowledge even with
guidance

Problem-Solving Effectively solves problems Solves most problems and Solves some problems but Struggles to solve problems
and answers questions answers most questions needs assistance and answer questions

Scientific Skills Conducts experiments Conducts experiments with Conducts experiments with Needs significant assistance
accurately and independently minimal assistance some assistance to conduct experiments

Observation Makes detailed and accurate Makes accurate observations Makes observations but Makes few or inaccurate
observations misses some details observations

Data Recording Records data accurately and Records data accurately Records data with some Rarely records data
thoroughly errors or omissions accurately

Communication Communicates ideas clearly Communicates ideas clearly Communicates ideas but Struggles to communicate

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 and effectively lacks some clarity ideas clearly

Presentation Presents information in an Presents information in an Presentation is somewhat Presentation lacks

organized and logical manner organized manner organized organization

Use of Scientific Vocabulary Uses scientific vocabulary Uses scientific vocabulary Uses some scientific Rarely uses scientific
accurately and appropriately accurately vocabulary vocabulary

Collaboration and Teamwork Actively participates and Participates and contributes Participates with some Rarely participates or
contributes to group work to group work prompting contributes

Cooperation Works well with others, Works well with others most Works with others but Struggles to work well with
showing respect and of the time occasionally causes friction others
encouragement

Critical Thinking Analyzes information Analyzes information Analyzes information but Struggles to analyze
critically and thoroughly accurately misses some key points information

Evaluation Evaluates information and Evaluates information with Evaluates information but Struggles to evaluate
conclusions effectively minimal errors with some inaccuracies information

Marking Criteria

43
 Term 1 Term 2
st st
1 Assessment 1 Assessment
2nd Assessment 2nd Assessment
Mid Term Final Exam

Strand Weightage in Summative

Life Sciences 30
Chemical Sciences 35
Physical Sciences 35

1st Term 40%

Minimum marked class work 10 to 15 for 5 to 10 marks each.
Classwork 5%
1st assessment - 20 Marks - 10%
2nd Assessment - 20 Marks - 10%
Midterm Exam – 50 marks - 15%

2nd Term 60%

Minimum marked class work 10 to 15 for 5 to 10 marks each.
Classwork 5%
1st assessment - 20 Marks - 10%
2nd Assessment - 20 Marks - 10%
Project 5 to 50 marks 5%
Final Exam – 50 - 100 marks - 30%
100%
Summative assessment
(Aligned with objectives percentage)

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 Knowledge Understanding Application

10% 15% 75%

Bibliographic references

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.

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Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory.
Journal on Excellence in College Teaching, 25(3-4), 85-118.
Jones, A. (2019). Enhancing learning through technology integration. Journal of Educational Technology, 42(3), 231-245.
Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30-33.

Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30-33.

Furtak, E. M. (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Science Education, 90(3), 453-467.

McNeill, K. L., & Krajcik, J. (2008). Scientific explanations: Characterizing and evaluating the effects of teachers’ instructional practices on student
learning. Journal of Research in Science Teaching, 45(1), 53-78.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining "gamification". In Proceedings of the
15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15).

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? – A literature review of empirical studies on gamification. In 2014 47th Hawaii
International Conference on System Sciences (pp. 3025-3034).

Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752-
768.

Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14-31.

Beers, P. J. (2011). Project-based learning in STEM education. International Journal of Science Education, 33(9), 1283-1300.

Honey, M., Pearson, G., & Schweingruber, H. (Eds.). (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research.
National Academies Press.

Sanders, M. (2009). STEM, STEM education, STEMmania. Technology Teacher, 68(4), 20-26.
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Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Reports.

Gallagher, J. J. (1991). Implementing Problem-Based Learning in Science Classrooms. School Science and Mathematics, 91(4), 136-141.

Mayer, R. E. (2004). Should There Be a Three-Strikes Rule Against Pure Discovery Learning? The Case for Guided Methods of Instruction. American
Psychologist, 59(1), 14-19.

Pallant, A. (2007). Learning through practical work: A resource for teachers and students in agricultural education. Queensland Department of Education
and the Arts.

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