New Revised NERDC Primary 4 Basic Science and Technology Scheme of Work

Week 1: Changes in Nature

1. Content: Knowledge: Temporary (reversible) changes: Meaning of temporary change; Temporary changes in the surrounding. Skills: Carrying out a simple experiment on temporary and permanent changes.

2. Performance Objectives: Pupils should be able to: observe changes in their surroundings, define temporary and permanent change.

3. Learning Activities:

i. Teacher Activities: The teacher guides pupils on a nature walk around the school environment to observe and describe changes, The teacher leads an interactive discussion on the meaning of temporary and permanent changes.

ii. Learning Activities: The learners take a nature walk around the school environment to observe and describe changes in their surroundings, The learners engage in an interactive discussion stating the meaning of temporary and permanent changes.

4. Teaching and Learning Resources: Immediate school surrounding for nature observation and real-world learning, Water for demonstrating dissolving and evaporation, Candle stick for showing melting and solidification, Table salt for reversible change experiments, Wood for combustion demonstrations, Pieces of paper for burning experiments, Matches for ignition purposes, Vaseline (petroleum jelly balm) for melting and recovery demonstrations, Nails for rusting experiments.

Week 2: Changes in Nature

1. Content: Knowledge: Permanent (irreversible) changes: Meaning of permanent changes; Permanent changes in the surrounding. Skills: Recording observations during experiment in tables.

2. Performance Objectives: Pupils should be able to: identify temporary and permanent changes in their surroundings, state the difference between temporary and permanent changes.

3. Learning Activities:

i. Teacher Activities: The teacher demonstrates dissolving table salt in water and discusses ways of recovering the salt, The teacher guides pupils to burn a piece of paper and try to recover it, The teacher leads activity to melt Vaseline over a flame and recover it.

ii. Learning Activities: The learners dissolve some table salt in water, discuss ways of recovering the salt, try-out their suggestions and recover the salt, The learners burn a piece of paper and try to recover the paper, The learners melt Vaseline (petroleum jelly) balm over a flame and then recover the semi-solid balm.

4. Teaching and Learning Resources: Immediate school surrounding for environmental context, Water for dissolving experiments, Candle stick for heating purposes, Table salt for recovery experiments, Wood for combustion observation, Pieces of paper for demonstrating permanent changes, Matches for controlled burning, Vaseline (petroleum jelly balm) for melting demonstrations, Nails for observing chemical changes.

Week 3: Changes in Nature

1. Content: Knowledge: Differences between temporary and permanent changes. Skills: Interpreting observations.

2. Performance Objectives: Pupils should be able to: conduct simple experiments on permanent and temporary changes.

3. Learning Activities:

i. Teacher Activities: The teacher guides pupils to burn wood, light a candle, soak nails in water, group changes as temporary/permanent, and make operational definitions, The teacher leads a nature walk to observe changes.

ii. Learning Activities: The learners burn a piece of wood and describe what happened to the wood, try to recover the wood, The learners light a candle and watch it burn, then describe the part of the candle stick that could be recovered,

The learners soak and leave some nails in water over a weekend, observe and describe the changes, The learners group the changes that occurred during the activities as temporary and permanent changes,

The learners make operational definitions of permanent and temporary changes, The learners go on nature walk around the school to observe and note the temporary and permanent changes around.

4. Teaching and Learning Resources: Immediate school surrounding for field observations, Water for soaking experiments, Candle stick for demonstrating partial changes, Table salt for comparison purposes, Wood for complete combustion, Pieces of paper for reference, Matches for safe burning, Vaseline (petroleum jelly balm) for comparison, Nails for long-term observation of rusting.

Week 4: Developmental Changes in Plant

1. Content: Knowledge: Changes in plants e.g. leaf fall, flower and fruits, etc. Skills: Recording changes in plants and animals in a tabular form.

2. Performance Objectives: Pupils should be able to: describe changes in plants and animals.

3. Learning Activities:

i. Teacher Activities: The teacher guides pupils in groups to take a nature walk around the school garden or environment to observe various plants and animals, and write notes on changes, The teacher shows video clips simulating changes in plants.

ii. Learning Activities: The learners in group take natures walk around and in the school garden or environment to observe various plants and animals, and write notes of various changes in plants during a nature walk, The learners watch a video clip simulating various changes in plants.

4. Teaching and Learning Resources: The school surroundings for direct observation of living organisms, Video clips of simulated changes in plants for visual learning, Functional Computer set or smart phones with internet facility for accessing digital content and video demonstrations.

Week 5: Developmental Changes in Plant

1. Content: Knowledge: Causes of changes in plants. Skills: Analysing and interpreting information.

2. Performance Objectives: Pupils should be able to: state the major causes of the observed changes in plants and animals, record the observed changes.

3. Learning Activities:

i. Teacher Activities: The teacher leads discussion on the nature of observed changes in plants and their causes.

ii. Learning Activities: The learners discuss the nature of the observed changes and their causes.

4. Teaching and Learning Resources: The school surroundings for continued observation and reference, Video clips of simulated changes in plants for detailed analysis, Functional Computer set or smart phones with internet facility for research and additional information access.

Week 6: Growth and Developmental Changes in Animals

1. Content: Knowledge: Changes in animals e.g. growth, molting; Causes of changes in animals. Skills: Recording changes in animals in tabular form; Analysing and interpreting information.

2. Performance Objectives: Pupils should be able to: describe changes in animals, state the major causes of the observed changes in animals, record the observed changes.

3. Learning Activities:

i. Teacher Activities: The teacher guides pupils on nature walk to observe changes in animals, The teacher shows video clips of animal changes, The teacher leads discussion on causes.

ii. Learning Activities: The learners observe and note changes in animals during nature walk, The learners watch video clips, The learners discuss nature and causes of changes.

4. Teaching and Learning Resources: School surroundings for animal observation, Video clips of animal changes for comprehensive understanding, Functional computer or smartphones with internet for accessing educational content.

Week 7: Mid-Term Break

Mid-term test should be conducted covering topics from Week 1 to Week 6. This assessment helps teachers evaluate pupil understanding of changes in nature, plants, and animals before the break.

Week 8: Exploring Other Parts of the Environment: Water

1. Content: Knowledge: Properties and changes related to water in the environment; Causes of interactions with water. Skills: Observing and recording environmental interactions.

2. Performance Objectives: Pupils should be able to: observe and describe visible changes involving water, identify causes of changes and interactions with water.

3. Learning Activities:

i. Teacher Activities: The teacher leads nature walk to observe water-related changes, The teacher demonstrates experiments with water, The teacher discusses causes.

ii. Learning Activities: The learners observe water in environment, The learners participate in experiments, The learners discuss observations.

4. Teaching and Learning Resources: School surroundings for water observation, Water samples for experiments, Video clips for demonstration purposes, Computer/smartphones for additional learning resources.

Week 9: Exploring Other Parts of the Environment: Water

1. Content: Knowledge: Properties and changes related to water in the environment; Causes of interactions with water. Skills: Observing and recording environmental interactions.

2. Performance Objectives: Pupils should be able to: record observed changes involving water.

3. Learning Activities:

i. Teacher Activities: The teacher guides recording of observations in tables, The teacher leads analysis of data.

ii. Learning Activities: The learners record changes in tabular form, The learners analyze and interpret information.

4. Teaching and Learning Resources: School surroundings for continued observation, Water samples for ongoing experiments, Video clips for reference, Computer/smartphones for data recording support.

Week 10: Human Body: The Mouth

1. Content: Knowledge: Structure and functions of the mouth; Changes and care. Skills: Observing and describing body parts.

2. Performance Objectives: Pupils should be able to: describe the human mouth, identify changes and causes in the mouth.

3. Learning Activities:

i. Teacher Activities: The teacher uses models to explain mouth structure, The teacher discusses changes like decay, The teacher guides observations.

ii. Learning Activities: The learners observe mouth models, The learners discuss and record changes.

4. Teaching and Learning Resources: Models of human mouth for visual learning, Charts showing mouth structure and parts, Video clips demonstrating mouth functions and care.

Week 11: Revision

Revise all lessons from Week 1 to Week 10 and prepare pupils for the examination. Teachers should review key concepts, conduct practice exercises, and clarify any areas of difficulty.

Week 12: Examination

The examination for First Term should start. Assessment should cover all topics taught from Week 1 to Week 10.

Week 13: Examination, Marking & Vacation

Examination should be concluded together with marking and recording. Vacation follows once all assessment activities have been completed.

New Revised NERDC Second Term Primary 4 Basic Science and Technology Scheme of Work

Week 1: Human Body: The Teeth

1. Content: Knowledge: Structure, types, and functions of teeth; Changes like decay. Skills: Observing and recording.

2. Performance Objectives: Pupils should be able to: describe teeth and their functions, identify causes of changes in teeth.

3. Learning Activities:

i. Teacher Activities: The teacher uses teeth models, The teacher discusses dental changes, The teacher guides experiments on decay.

ii. Learning Activities: The learners observe models, The learners discuss and record observations.

4. Teaching and Learning Resources: Models of teeth for hands-on learning, Charts showing different types of teeth, Video clips on dental health and hygiene for visual instruction.

Week 2: Human Body: The Teeth

1. Content: Knowledge: Structure, types, and functions of teeth; Changes like decay. Skills: Observing and recording.

2. Performance Objectives: Pupils should be able to: record observed changes in teeth.

3. Learning Activities:

i. Teacher Activities: The teacher leads discussion on causes, The teacher guides tabular recording.

ii. Learning Activities: The learners analyze changes, The learners record in tables.

4. Teaching and Learning Resources: Models of teeth for continued observation, Charts for reference during recording, Video clips on dental health for reinforcement.

Week 3: Non-Living Things: Rocks

1. Content: Knowledge: Distinct properties, classification, and uses of rocks based on physical characteristics. Skills: Observing and classifying.

2. Performance Objectives: Pupils should be able to: describe properties of rocks, classify rocks based on characteristics.

3. Learning Activities:

i. Teacher Activities: The teacher provides rock samples, The teacher guides observation and classification, The teacher discusses uses.

ii. Learning Activities: The learners observe and classify rocks, The learners discuss properties in groups.

4. Teaching and Learning Resources: Rock samples of different types for hands-on examination, Charts on rock types and classifications, Magnifying glasses for detailed observation of rock properties.

Week 4: Non-Living Things: Rocks

1. Content: Knowledge: Distinct properties, classification, and uses of rocks based on physical characteristics. Skills: Observing and classifying.

2. Performance Objectives: Pupils should be able to: identify uses of rocks.

3. Learning Activities:

i. Teacher Activities: The teacher leads experiments on rock properties, The teacher guides recording.

ii. Learning Activities: The learners perform simple tests, The learners record observations.

4. Teaching and Learning Resources: Rock samples for testing, Charts on rock types for reference, Magnifying glasses for continued observation.

Week 5: Light Energy

1. Content: Knowledge: Sources and uses of light; Reflection using mirrors. Skills: Performing experiments on reflection.

2. Performance Objectives: Pupils should be able to: identify sources and uses of light, demonstrate how light is reflected using mirrors.

3. Learning Activities:

i. Teacher Activities: The teacher demonstrates light sources, The teacher guides mirror reflection experiments, The teacher discusses uses.

ii. Learning Activities: The learners observe sources, The learners perform reflection experiments, The learners discuss findings.

4. Teaching and Learning Resources: Mirrors for reflection experiments, Flashlights for light source demonstrations, Charts on light sources showing natural and artificial light, Video clips demonstrating light properties.

Week 6: Light Energy

1. Content: Knowledge: Sources and uses of light; Reflection using mirrors. Skills: Performing experiments on reflection.

2. Performance Objectives: Pupils should be able to: demonstrate how light is reflected using mirrors (continued).

3. Learning Activities:

i. Teacher Activities: The teacher leads advanced reflection activities, The teacher guides interpretation.

ii. Learning Activities: The learners conduct experiments, The learners record and interpret results.

4. Teaching and Learning Resources: Mirrors for continued experimentation, Flashlights for varied light activities, Charts on light sources for reference, Video clips for additional demonstrations.

Week 7: Mid-Term Break

Mid-term test should be conducted covering topics from Week 1 to Week 6. Assessment should evaluate pupil understanding of teeth, rocks, and light energy.

Week 8: Basic Electricity

1. Content: Knowledge: Types of electricity; Basic experiments on static electricity. Skills: Performing experiments.

2. Performance Objectives: Pupils should be able to: identify types of electricity, perform basic experiments on static electricity.

3. Learning Activities:

i. Teacher Activities: The teacher explains types, The teacher demonstrates static experiments, The teacher guides safety.

ii. Learning Activities: The learners observe types, The learners perform static electricity experiments.

4. Teaching and Learning Resources: Balloons for static electricity demonstrations, Wires for electrical connections, Batteries for power source, Charts on electricity showing types and safety.

Week 9: Basic Electricity

1. Content: Knowledge: Types of electricity; Basic experiments on static electricity. Skills: Performing experiments.

2. Performance Objectives: Pupils should be able to: perform basic experiments on static electricity (continued).

3. Learning Activities:

i. Teacher Activities: The teacher leads more experiments, The teacher discusses observations.

ii. Learning Activities: The learners conduct and record experiments, The learners discuss results.

4. Teaching and Learning Resources: Balloons for static for additional experiments, Wires for circuit demonstrations, Batteries for continued practice, Charts on electricity for safety reference.

Week 10: Shape Construction with Paper, Wood or Metal

1. Content: Knowledge: Constructing shapes using materials and tools; Folding and bending methods. Skills: Constructing shapes.

2. Performance Objectives: Pupils should be able to: construct shapes using different materials and tools, applying folding and bending methods.

3. Learning Activities:

i. Teacher Activities: The teacher demonstrates folding/bending, The teacher guides shape construction.

ii. Learning Activities: The learners construct shapes using paper, wood, or metal, The learners discuss methods.

4. Teaching and Learning Resources: Paper for folding and cutting, Wood pieces for construction projects, Metal wires for bending practice, Tools like scissors/rulers for precision work.

Week 11: Revision

Revise all lessons from Week 1 to Week 10 and prepare pupils for the examination. Focus on teeth structure, rock properties, light energy, electricity, and shape construction.

Week 12: Examination

The examination for Second Term should start. Assessment should cover all topics from Week 1 to Week 10.

Week 13: Examination, Marking & Vacation

Examination should be concluded together with marking and recording. Vacation follows once all activities have been completed.

New Revised NERDC Third Term Primary 4 Basic Science and Technology Scheme of Work

Week 1: Shape Construction with Paper, Wood or Metal

1. Content: Knowledge: Constructing shapes using materials and tools; Folding and bending methods. Skills: Constructing shapes.

2. Performance Objectives: Pupils should be able to: construct shapes using different materials and tools, applying folding and bending methods (continued).

3. Learning Activities:

i. Teacher Activities: The teacher leads advanced construction, The teacher guides evaluation of shapes.

ii. Learning Activities: The learners build and test shapes, The learners record processes.

4. Teaching and Learning Resources: Paper for continued practice, Wood pieces for advanced projects, Metal wires for complex shapes, Tools like scissors/rulers for detailed work.

Week 2: Simple Machines

1. Content: Knowledge: Identifying simple machines; Constructing basic lever-based machines using local materials. Skills: Constructing machines.

2. Performance Objectives: Pupils should be able to: identify simple machines, construct basic lever-based machines using local materials.

3. Learning Activities:

i. Teacher Activities: The teacher shows examples of simple machines, The teacher guides lever construction.

ii. Learning Activities: The learners identify machines, The learners construct levers using materials.

4. Teaching and Learning Resources: Local materials like sticks, strings for machine construction, Charts on simple machines showing types and functions.

Week 3: Simple Machines

1. Content: Knowledge: Identifying simple machines; Constructing basic lever-based machines using local materials. Skills: Constructing machines.

2. Performance Objectives: Pupils should be able to: construct basic lever-based machines using local materials (continued).

3. Learning Activities:

i. Teacher Activities: The teacher demonstrates uses, The teacher leads testing.

ii. Learning Activities: The learners build and test machines, The learners discuss functions.

4. Teaching and Learning Resources: Local materials like sticks, strings for continued construction, Charts on simple machines for reference.

Week 4: Vehicles

1. Content: Knowledge: Different types of vehicles and their uses; Constructing simple vehicle models. Skills: Constructing models.

2. Performance Objectives: Pupils should be able to: identify different types of vehicles and their uses.

3. Learning Activities:

i. Teacher Activities: The teacher discusses vehicle types, The teacher shows models, The teacher guides identification.

ii. Learning Activities: The learners identify vehicles from pictures, The learners discuss uses in groups.

4. Teaching and Learning Resources: Toy vehicles for demonstration, Charts/pictures of vehicles showing different types, Construction materials for model building.

Week 5: Vehicles

1. Content: Knowledge: Different types of vehicles and their uses; Constructing simple vehicle models. Skills: Constructing models.

2. Performance Objectives: Pupils should be able to: construct simple vehicle models.

3. Learning Activities:

i. Teacher Activities: The teacher demonstrates model construction, The teacher guides building process.

ii. Learning Activities: The learners construct simple vehicle models using materials.

4. Teaching and Learning Resources: Toy vehicles for reference, Charts/pictures of vehicles for design ideas, Construction materials including cardboard, wheels, and adhesives.

Week 6: Vehicles

1. Content: Knowledge: Different types of vehicles and their uses; Constructing simple vehicle models. Skills: Constructing models.

2. Performance Objectives: Pupils should be able to: construct simple vehicle models (continued).

3. Learning Activities:

i. Teacher Activities: The teacher leads testing and discussion of models.

ii. Learning Activities: The learners test models, The learners record and discuss improvements.

4. Teaching and Learning Resources: Toy vehicles for comparison, Charts/pictures of vehicles for evaluation, Construction materials for modifications.

Week 7: Mid-Term Break

Mid-term test should be conducted covering topics from Week 1 to Week 6. Assessment should focus on shape construction, simple machines, and vehicles.

Week 8: Review of All Topics

1. Content: Knowledge: Recap of all themes and topics. Skills: Integrating knowledge.

2. Performance Objectives: Pupils should be able to: Review and integrate knowledge from all topics.

3. Learning Activities:

i. Teacher Activities: The teacher leads recap discussions, The teacher guides group reviews.

ii. Learning Activities: The learners participate in reviews, The learners discuss integrations.

4. Teaching and Learning Resources: All resources from previous topics for comprehensive review.

Week 9: Review of All Topics

1. Content: Knowledge: Recap of all themes and topics. Skills: Integrating knowledge.

2. Performance Objectives: Pupils should be able to: Review and integrate knowledge from all topics.

3. Learning Activities:

i. Teacher Activities: The teacher leads practical recaps, The teacher guides evaluations.

ii. Learning Activities: The learners perform recap experiments, The learners record integrations.

4. Teaching and Learning Resources: All resources from previous topics for hands-on practice.

Week 10: Review of All Topics

1. Content: Knowledge: Recap of all themes and topics. Skills: Integrating knowledge.

2. Performance Objectives: Pupils should be able to: Review and integrate knowledge from all topics.

3. Learning Activities:

i. Teacher Activities: The teacher leads final integrations, The teacher prepares for exams.

ii. Learning Activities: The learners discuss overall learnings, The learners practice questions.

4. Teaching and Learning Resources: All resources from previous topics for final preparation.

Week 11: Revision

Revise all lessons from the entire academic year and prepare pupils for the final examination. Focus on connecting concepts across all three terms.

Week 12: Examination

The examination for Third Term should start. Assessment should cover topics from Third Term and key concepts from First and Second Terms.

Week 13: Examination, Marking & Vacation

Examination should be concluded together with marking and recording. Vacation follows once all activities have been completed.

Frequently Asked Questions and Answers About Primary 4 Basic Science and Technology Scheme of Work

1. What is the Primary 4 Basic Science and Technology Scheme of Work?

The Primary 4 Basic Science and Technology Scheme of Work is a structured teaching guide that outlines weekly topics, content, performance objectives, and learning activities for the entire academic year. It helps teachers plan and deliver lessons systematically according to NERDC curriculum standards.

The scheme of work covers changes in nature, human body systems, energy, construction, and simple machines across three terms.

2. How many weeks are covered in each term of the scheme of work?

Each term in the scheme of work covers 13 weeks. This includes 10 weeks of actual teaching, one mid-term break, one revision week, and two weeks for examination and marking. Week 7 is designated for mid-term break and testing, while weeks 11-13 focus on revision, examination, and vacation respectively.

3. What teaching resources are needed for effective implementation of this scheme of work?

The scheme of work requires various teaching resources including school surroundings for nature walks, water and salt for experiments, candle sticks and matches for demonstrating changes, models of human body parts, rock samples, mirrors and flashlights for energy experiments, and construction materials like paper, wood, and metal. Video clips and computers with internet access are also recommended for enhanced learning experiences.

4. How does the scheme of work help teachers achieve performance objectives?

The scheme of work breaks down each topic into clear, measurable performance objectives that state exactly what pupils should be able to do after each lesson. It provides specific teacher activities and learner activities that target these objectives directly.

By following the prescribed activities and using recommended teaching resources, teachers can systematically guide pupils toward achieving stated performance goals.

5. What are the main themes covered in the First Term of the scheme of work?

First Term focuses on changes in nature including temporary and permanent changes, developmental changes in plants and animals, exploring environmental elements like water, and introducing human body parts starting with the mouth.

These topics build foundational observation and experimental skills while developing environmental literacy and scientific thinking among Primary 4 pupils.

6. How should teachers conduct mid-term assessments according to the scheme of work?

Teachers should conduct mid-term tests during Week 7 of each term covering all topics taught from Week 1 to Week 6. These assessments help evaluate pupil understanding before the break and identify areas needing additional attention. Test questions should align with the performance objectives stated in the scheme of work for those weeks.

7. What practical skills do pupils develop through this scheme of work?

Pupils develop various practical skills including conducting experiments, recording observations in tables, classifying objects based on properties, constructing shapes and models using different materials, performing reflection experiments with light, and building simple lever-based machines.

The scheme of work emphasizes hands-on learning that develops both cognitive understanding and psychomotor abilities.

8. How does the scheme of work promote collaboration among pupils?

The scheme of work incorporates group activities throughout, such as nature walks in teams, group discussions on observed changes, collaborative classification exercises, and team-based construction projects.

Learner activities often specify group work where pupils share responsibilities, value individual contributions, and work together to achieve learning objectives, building important collaboration competencies.

9. Can teachers modify the scheme of work to suit their specific classroom needs?

While the scheme of work provides a comprehensive framework aligned with NERDC curriculum standards, teachers can adapt teaching methods and pace to suit their specific classroom context. However, core content, performance objectives, and topic sequence should remain consistent to ensure curriculum compliance.

Teachers may adjust activities based on available resources while maintaining learning outcomes specified in the scheme of work.

10. How does the Third Term differ from First and Second Terms in the scheme of work?

Third Term emphasizes practical application and integration of knowledge gained in previous terms. It focuses heavily on construction activities including shape building, simple machines, and vehicle models.

The final weeks provide comprehensive review of all topics covered throughout the year, helping pupils consolidate learning and prepare for final examinations that assess overall understanding of Basic Science and Technology concepts.

Source: New Revised NERDC Primary 4 Basic Science and Technology Curriculum