PRIMARY SCIENCE CURRICULUM GUIDE

GRADE 6

Unit 1:Human Body – Parts of the body and their roles for healthy living.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

The re- Name the Use The male 1. Pupils look at charts or Cards Were pupils Health and
productive main parts diagram to reproductive diagrams showing the main with able to label Family Life
system. of the male identify system mainly parts of the male and female names of the re- Education -
and female the parts consists of the reproductive system. the parts productive Re-
reproductive of the re- penis and the 2. A list of the names of the parts of the re- systems production.
system. productive testes. The female of the reproductive systems is productive correctly?
system. reproductive written on the board. system,
system consists of 3. Pupils read words and identify tacks/tape. Do pupils
the vulva, vagina, any they have heard before. help each
uterus (womb) 4. Pupils give common, or other to
and ovaries. colloquial, words used for the label the
various parts. Explain that in large
the following lessons they will diagram?
use the names given on the
board. Did pupils
5. (a) Two large diagrams of the use
male reproductive system are appropriate
drawn on the board. language for
(b) Class is divided into the parts of
two teams. Give pupils the re-
from each team cards productive
with the names of the system?
parts on.
(c) In turn, pupils place
their cards on the
diagram.
(d) The first team to label the
diagram correctly wins.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 1:Human Body – Parts of the body and their roles for healthy living.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

6. Repeat the gamed using the

female reproductive system.
7. They copy and label diagram
in books.

Functions Describe the Use Appreciate Reproduction is 1. In a teacher-directed, class Cardboard Were pupils Healthy and
of the re- process of diagrams the need the process of discussion pupils discuss cut-outs of able to show Family Life-
productive re- to show for producing new how they think babies are sperm and the place Education
system. production. how re- maturity life. In humans made. Those who would egg. where the Reproductio
production before this happens like to report, do so to the sperm and n and
Match the takes becoming through sexual class. egg are Sexual
parts of the place. sexually intercourse. It is 2. Large diagrams are drawn on produced Intercourse.
re- active. illegal to have the board of the female and and the path
productive sexual the male reproductive taken by
system to Appreciate intercourse below systems. sperm in
their the the age of 16 3. Using large cardboard cut- sexual
functions. responsibili years. A high outs of a sperm and an egg, intercourse?
ties level of maturity individual pupils shows on
associated and responsibility the diagrams the path taken Did pupils
with should be by the sperm to reach the egg match parts
having reached before during reproduction. of the
children. becoming Teacher or classmates can reproductive
sexually active. give guidance. system to
Discuss the 4. Pupils copy the diagrams and their
con- use arrows to show the path functions?
sequences taken by the sperm.
of sexual
intercourse.
March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 1:Human Body – Parts of the body and their roles for healthy living.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Develop During sexual 5. Pupils suggest how the Did pupils

the ability intercourse a man sperm gets into the vagina appreciate
to make inserts his penis and define sexual intercourse the need for
informed into a woman’s in their own words. maturity
decisions vagina. Sperm, 6. In random order, the names before
concerning which is made in of the parts of the becoming
sexual the testes, is then reproductive systems and sexually
intercourse. released through their functions are written on active?
the penis into the the board. Pupils match the
vagina and makes names of the parts to their
its way to the functions.
uterus. The sperm 7. Class discuss briefly the
sometimes reaches need for maturity before
an egg which is becoming sexually active.
produced in the Explain that condoms can
ovaries – when prevent pregnancy but the
this happens the only safe way to prevent
egg is fertilised pregnancy is not to have
and a new human sexual intercourse at all.
starts to grow
inside the uterus,
which now
becomes the
womb.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 1:Human Body – Parts of the body and their roles for healthy living.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Maturity State the Commun- Discuss the Before anyone This topic may take three Objects Did pupils Health and
and Re- consequences icate need for has sexual lessons. roughly give Family Life-
production. of sexual through maturity intercourse he Lesson 1 the same opinions Education
intercourse. drama/ before or she should size and about what Family,
stories. becoming be matured 1. (a) Working in groups, pupils mass of they would Human
sexually enough to discuss why young people may babies, e.g do if given Sexuality.
Discuss the active. make informed become sexually active. large the
response- decisions for (b) Class summaries group bottle or opportunity Drama/
bilities Explain the themselves. If discussions. water, bag to have Language
associated need to be a person has of rice. sexual Arts- Plays
with raising a sexual 2. Pupils compile guidelines intercourse? and stories,
children. responsible intercourse which help young people letter
adult before they are abstain from sexual Were pupils writing.
before emotionally intercourse. able to give
Discuss ways having matured they reasons not
to prevent children. may not protect 3. (a) Pupils write letter to a to have sex
unwanted themselves friend explaining why they until they
pregnancy. Develop against should not have sexual are married?
the ability unwanted intercourse until they are older.
to make pregnancy, (b) Class discusses reasons Were pupils
informed AIDS and other given in some of the letters. able to list
decisions transmitted They decide which are good response-
concerning diseases. reasons. bilities
sexual associated
intercourse. with raising
children?

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 1:Human Body – Parts of the body and their roles for healthy living.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

It is illegal to have Lesson 2 Did pupils

sex under the age 1. Pupils discuss and list the discuss the
of 16. Sexual things you need to do in caring different
intercourse can for babies and young children. methods of
lead to pregnancy 2. Pupils work in pairs (a few can preventing
and childbirth. work on their own). They are pregnancy?
There are many given an object roughly the
responsibilities same size and shape as a baby.
associated with They give their ‘baby’ a name.
having children, They must look after the
these include, ‘baby’ for one day and one
- showing love to night.
the child. 3. Pupils discuss their
- Providing food, experiences in looking after
shelter, and the ‘baby’. They compare
medical these to experiences of looking
treatment. after real babies.
- Providing social
and academic Lesson 3
education. 1. Class discusses reasons for
Some ways of wanting to prevent pregnancy
preventing and decide which are valid.
pregnancy include, 2. They discuss ways to prevent
not having sexual pregnancy and list these in
intercourse, using order of effectiveness.
contraceptives,
such as pills and
condoms.

March 2003
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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 1:Human Body – Parts of the body and their roles for healthy living.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

The only reliable

way to prevent
pregnancy is not
to have sexual
intercourse.

Sexually Explain that Research Appreciate Some diseases are 1. Pupils are introduced to the Box/Bag. Were pupils Health and
transmitt- some informati that all passed from one concept of contagious disease by Beads, able to Family Life-
ed diseases can on STI’s people who person to another discussing disease they are aware counter or explain how Education-
diseases. be and have sexual such as colds and of and how they are contracted. similar contagious Human
contracted STD’s. intercourse malaria. These objects of diseases are sexuality,
during are at risk are said to be 2. Class demonstrates the spread two spread? STIs, STDs.
sexual of catching contagious or of contagious diseases different
intercourse. STD’s. infectious colours Were pupils
diseases. Some a) Two pupils are handed a Posters on able to state
contagious box/bag containing both black STDs. that sexual
diseases are spread and white beads/counters. intercourse
from one person to They take out one bead then pass is one
another during the box/bag to anyone they can means of
sexual contact. reach without walking. spreading
These are known b) The next pupil to receive the disease?
as sexual box/bag takes out one bead and
transmitted passes it on. Repeat until the Could pupils
diseases (STD’s). box/bags have been passed list a t least
around most of the class. three STDs?
c) Pupils are informed that all
those with black beads have the
disease.

March 2003
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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 1:Human Body – Parts of the body and their roles for healthy living.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Examples of these d) They discuss the results of the

are AIDS demonstration.
(Acquired
Immuno- 3. Pupils discuss the process of
Deficiency reproduction, focusing on
Syndrome physical contact and the exchange
syphilis and of body fluids (e.g. sperm, blood).
herpes. They relate this to the spread of
STDs.

4. Pupils fill in the gaps to

complete sentences describing
how STD’s are contracted.

5. From a list of diseases, pupils

decide which are contagious and
of these, which are STDs.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 1:Human Body – Parts of the body and their roles for healthy living.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

How Explain how Research Appreciate How AIDS is 1. Pupils discuss their ideas about Posters, Were pupils Health and
AIDS is a person can -ing and that anyone contracted – HIV and AIDS, focusing on flyers, able to Family Life-
contract- become Report- who is 1. Before AIDS what they think AIDS/HIV is pamphlets identify true Education –
ed. infected ing facts sexually develops the HIV and how it is contracted. etc., on and false HIV, AIDS.
with the about active, or virus must enter AIDS statements
AIDS virus. AIDS. shares the body. The 2. a) Statements concerning ways Pictures of concerning
syringes to HIV virus is by which AIDS can be persons AIDS?
inject carried in the contracted are written on the infected
Discuss the drugs, is at blood, semen and board, or on slips of paper for with Were pupils
general risk of vaginal fluid of group work. These should AIDS. able to
effects of catching infected persons. include common Posters to explain how
AIDS. AIDS. It any of these misunderstandings e.g AIDS wan AIDS is
liquids from an can be caught from kissing, as against contracted?
infected person well as true statement. un-
passes into your b) Class discusses each protected
blood, you can statement. sex.
become infected
with the HIV 3. a) Pupils are given slips of News
virus. This can paper describing steps in the paper
happen if you contraction of AIDS. clipping.
have sex with an b) In groups they decide in
infected person, if which order the steps should
you use a needle go.
to syringe to inject c) Groups report how they
drugs into your ordered the statements and
body after an discuss.
infected person
has use the same 4. a) Pupils are given folded slips
needle or syringe. of paper with one of the
You cannot get the following written inside,
March 2003
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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 1:Human Body – Parts of the body and their roles for healthy living.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

HIV virus from - HIV +

kissing, touching, - AIDS
toilet seats, or - NO DISEASE
clothes.
b) Several pupils are given the
2. The HIV virus slips of paper with the word
attacks the body ‘condom’ written on them.
until it cannot c) Pupils note what they have
fight against on their paper without
diseases. showing others.
d) They exchange paper with a
friend.
e) Those who at any stage
received paper with HIV +
or AIDS stand up. These
were at risk of getting AIDS.
f) Of those standing, the ones
with ‘condom’ written on the
paper can sit down as they
were given some protection.
g) Pupils discuss activity and
relate it to how AIDS is
contracted.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 1:Human Body – Parts of the body and their roles for healthy living.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

How to Explain how Differen- Discuss Some ways to 1. Pupils recall the ways by Posters on Were pupils Health and
prevent to prevent tiate why people prevent which AIDS can be contracted. AIDS and able to Family Life
AIDS. AIDS. between put HIV/AIDS are as 2. a) Pupils are provided with its preven- explain how Education –
appropri- themselves follows, statements concerning ways to tion, to prevent STDs.
ate and at risk of - Do not have sex prevent AIDS. These should Video on HIV and
inappro- AIDS. with infected include false ideas and AIDS. AIDS? Drama-role-
priate be- persons. common misunderstandings. playing.
haviour b) In groups they classified
among - have sex with these statements as ‘safe’ or
adoles- one partner, and ‘unsafe’. Groups share ideas Did pupils
cents. ensure the with class. demonstrate
Develop partner is not 3. Working in groups, pupils how to
the ability infected. discuss what they think is the make the
to make best way to prevent AIDS, correct
informed - If you do not giving reasons. decisions
decisions have sex, use a 4. a) Class discusses why people concerning
about condom (but often put themselves at risk of sexual
sexual remember: No Sex getting AIDS. behaviour?
behaviour. is safe sex.) b) Groups share their
observations during class
- Do not share discussion.
needles or
syringes used for Note: Teachers must ensure that
injections. pupils do not develop wrong
concepts and attitudes.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 1:Human Body – Parts of the body and their roles for healthy living.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

The Describe the Communi- Recognise HIV is a virus which 1. Pupils discuss what Pictures of Were pupils
effects of physical cate the serious attacks the body’s they think AIDS does AIDS able to
AIDS. effects of feelings of emotional defence against diseases. to the body. Ideas are victims. describe the
AIDS on the compass- effects of When the virus defeats out on the board. effects of
body. ion. AIDS on the defences a person is AIDS on the
in- said to have AIDS. 2. Pupils write a list of body, the
dividuals, When other diseases the things they would family and
Discuss the families such as colds and other do if they were told the
emotional and common infections they had HIV/AIDS. community?
and psycho- comm.- attack the body one can
logical unities. no longer fight them. 3. Pupils write a letter to Were pupils
effects of Eventually one of these an imaginary friend or able to
AIDS. diseases will cause the relative with describe
Display death of the person. HIV/AIDS. They how they
care and Persons with AIDS should give them good feel if they
com- usually know they are advice and try to make caught
passion going to die; this make them happier. HIV/AIDS?
for those them feel sad. It also
with HIV makes their families and 4. Pupils discuss how Did pupils
and AIDS. friends sad and AIDS could affect express
sometimes angry. members of their concern for
People with HIV or family or their those with
AIDS often find it hard community. HIV/AIDS?
to get work and make
friends because other
people are scared they
will catch AIDS from
them. It is important to
treat AIDS victims with
respect.
March 2003
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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 2:Animal Kingdom – The variety, features and life processes of animals.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Naming Recall the Use keys Develop Animals are grouped Note: See page 12 and 13, Science Were Mathe-
and vertebrate to respect for according to features Science Around Us, Book 4 for Around Us, pupils able matics –
grouping and in- identify animal life. they have in identification keys, Book 4 to use the Sets.
animals. vertebrates animals common. 1. Pupils recall the various pages 12 identi-
group. from Identification keys groups of animals, giving and 13, fication
different can be used to name examples from each group. Identi- keys to
groups animals or to find 2. Pupils work in groups. Each fication of place
and to out which group a group is given a collection of keys, animals
classify known animal animals (in pictures, models or pictures of into
them. belong to. samples.) animals/sa groups?
3. They use key to find out mples of
which group each animal animals/
belongs to. models of
4. Pupils copy keys into books animals.
and record which groups their
animals belong to.

Animals State the Research Demon- Some of the effects 1. Pupils list the ways Books, Did pupils Agricultural
and their effects of and strate animals have on animals affect humans and magazines, list good Science
environ- animals in display appreci- humans are to, the environment under the stories or and bad Farm
ment humans and infor- ation for provide food, headings, ‘Good Effects’ IT effects of animals.
the mation. the role of protection, company and ‘Bad Effects’. resources, animals on
environment animals. and help with work. containing human and
They also spread information the
Display disease and damage environ-
respect for food crops. ment?
animals.

March 2003
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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 2:Animal Kingdom – The variety, features and life processes of animals.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Animals affect Project One about the Did pupils Art and
their environment effects of display Craft – Line
2. Pupils work in groups to
in many ways as animals information drawing.
research, record and present
such as feeding, on in an
information about how an
making homes, humans interesting
animal, or a group of
and excreting and the way?
animals, affects man. For
waste. environ-
example.
ment
‘Pest’. Pupils find out how
Paper, Did pupils
they affect us, how to
cardboard, share tasks
prevent them, etc. Or,
scissors, and
‘Castle’, they could research
glue, activities in
how cattle provide food,
colour completing
clothing, labour, etc.
markers / projects?
pencils.
Project Two
3. As per Project one, pupils
work in groups to research,
record and display
information about how
animals affect the
environment.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 3:Plant Kingdom – The variety, features and life processes of plants.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledg Skills Attitude
e

Parts of a Identify Observe Display The main parts of 1. a) Pupils bring flowers to Flowers, Did pupils Art and
flower. the main the main care and a flower are the classroom. razor draw and Craft-Line
parts of a parts of a respect for stalk, sepals, Note: When collecting flowers blades, label a drawing.
flower. flower. plant life. petals, stamen, they should not pull up the Science flower?
(male part) and whole plant and remove only a Around
carpels or pistil few flowers from one plant. Us, Book Did pupils
Draw and (female part). 5, page show
label a 2. a) Pupils examine flower 58. respect for
flower. The sepals looks specimens, identify floral parts plants when
leaf-like while the and note their arrangement. collecting
petals are usually b) They remove floral parts flowers?
large colourful starting with the outer-most
parts. The stamen sepals.
is made up of the c) They cut flower in half
anther (pollen along the stalk down to the
sac) on the stigma. Note arrangement of
filament. The floral parts.
carpel or pistil is d) Pupils make simple
made up of the drawings of the whole flower
stigma, style and and half-flower, labelling the
ovary. main parts.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 3:Plant Kingdom – The variety, features and life processes of plants.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledg Skills Attitude
e

Pollination Demon- Observe Display The anther of the 1. Pupils recall in class Flowers Were pupils Agricultural
strate the the parts care and stamen (male part discussion that plants are Diagrams able to Science –
role of the of a respect for of the flower) living things, stating the of flowers identify and Pollination
anther and flower. needs of produces pollen. characteristics of living name the of crops.
stigma in plants. The transfer of things. Highlight male and
pollination pollen to the reproduction as one of these female parts
. stigma of the characteristics. if the flower
carpel or pistil and give
(female parts of 2. a) Using two large diagrams their
the flower) is on the board, individual functions?
called pollination. pupils shows how pollination
occurs with guidance from Did pupils
the teacher/classmates. demonstrate
b) Using flowers brought to how
class; pupils pollinate each pollination
other’s flowers. occurs?
c) The describe how they
did this using the words
‘stamen’, ‘stigma’ and Were pupils
‘pollen. able to use
the correct
3. From two lists on the board, terms for the
pupils match the parts of the parts of a
flower to their functions. flower?

March 2003
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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 3:Plant Kingdom – The variety, features and life processes of plants.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Insect Describe the Observe Show Insects visit This topic may take two or three Flowering Did pupils Mathe-
polli- role of insect willingness flowers to get lessons. plants for accurately matics –
nation insects in activity. to share nectar from them. pupils to record the Graphs
pollination. work with When an insect 1. Pupils recall the process of observe. number of
others. visits a flower pollination. These insects that School Yard
pollen from the 2. Pupils work in small groups could be went to each Ecology –
Explain how Record Display anther sticks to its to conduct the following growing plant? Plants
flowers insect safety body. When the investigation: Which plants in the
attract activity. precautions insect goes to attract more insects? school
insects. when another flower the a) Pupils observe several (2 yard or Were pupils
Record around pollen falls off the to 4) different plants and grown in able to state
observati certain insect onto the record descriptions of them pots. It is which plants
ons in insects e.g. stigma. regarding presence, size, important attracted
tables bees. Flowers have smell and colour of petals. to have most insects
and nectar that attracts b) They predict which flower some and suggest
graphs. insects. will attract most insects. plants plausible
Some have sweet c) They watch each plant for with reasons
Interpret smells and a fixed time (e.g. 10 bright/ why?
results of brightly coloured minutes) – working in scented
investi- petals. groups they can divide tasks petals, and Were pupils
gations. so that one pupil watches some able to
each plant. without. explain the
d) They record the number role of
of insects that visits each insects and
plant in the agreed time and petals in
display results in tables and pollination?
graphs.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 3:Plant Kingdom – The variety, features and life processes of plants.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

e) They interpret the results Did pupils

stating which plants share tasks
attracted most insects and when
suggesting reasons why. working in
groups?

Wind Demonstrate Observe Display In wind pollinated 1. Using a sample of a wind- Wind- Were pupils
polli- the role of stamen care and plants the stamens pollinated plant pupils pollinated able to
nation wind in with respect for are large and hang demonstrate how pollen is plants relate the
pollination. respect to plants. out of the flower. blown off the anthers of one such as structure of
methods They produce lots flower and finds its way onto grasses. the flower to
of polli- of light pollen the stigma of the same or the method
Relate the nation. grains. another flower of the same of
structure of The wind blows king. pollination?
the stamen Draw and pollen off the 2. Through discussion pupils
to label a anthers and onto relate the structure and size
pollination. flower. the of the stamens and pollen to Did pupils
the use of wind in dispersal draw and
of pollen. label a
3. Pupils draw and label the flower?
flower of a wind-pollinated
plant.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 3:Plant Kingdom – The variety, features and life processes of plants.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Fertili- Discussion Observe After pollination, 1. a) Class discusses what Seeds and Did pupils Agricultural
sation the process the main the pollen grain happens after pollination and is fruits draw a Science –
fruits and of parts of grows down the introduced to the term Knife diagram to Fruits and
seeds. fertilisation. fruits and style and fuses fertilisation. Large show what seeds.
seeds. with the ovule in b) On a diagram of flower drawing happens in
the ovary. This pupils show the path taken by of flower fertilisation?
process is called pollen to fertilise the egg in the with parts
Make fertilisation. The ovary. labelled.
simple ovule develops Were pupils
drawings into a seed and the 2. Pupils cut fruits in half able to
of fruits ovary becomes a transversely and longitudinally identify
and fruit. and examine to observe the different
seeds. Many fruits are main parts. parts of a
fleshly and have fruit?
skins. The seed is 3. The make simple drawings of
usually inside the fruits and seeds and label
fruit. these.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 3:Plant Kingdom – The variety, features and life processes of plants.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Fruits Explain why Observe Seedling must 1. Pupils recall what seeds need Seeds/ Were pupils Agricultural
and seed seeds are charact- grow away from to germinate and what plants fruits that able to Science –
dispersal. dispersed. eristics of the parent plant so need in order to live and grow. are explain why Fertilisation.
fruits and they do not have 2. a) They observe the ground dispersed seeds must Germination
seeds to compete for under a tree and note the by various be
Compare the with light, nutrients and amount of light and water. methods dispersed?
methods of respect to water. b) They discuss reasons why including
dispersal of dispersal. Some fruits are this is not a good place for wind, as
different tasty so animals plants to grow and relate this food for Did pupils
seeds. will eat them and to the need for seeds to be animals, observe
Make carry away the scattered away from their floating in fruits and
pre- seeds in faeces. parent plant. water and seeds of
Explain how diction Some fruits are bursting various
a fruit and about light and are 3. Working in small groups, open. plants?
seed are seed blown away by the pupils observe a variety of
formed. dispersal. wind while other seeds and their fruits and the
fruits that float are features that allow them t be Were pupils
Record dispersed by dispersed by man, animals, able to
ob- water. wind and water. Pupils record relate the
servation. Animals, wind and their predictions in a table. structure of
water are called the fruits /
agents of 4. Where possible, pupils seed to its
dispersal. demonstrate how the seeds my be method of
dispersed. dispersal?

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 4:Environment – Components of the environment and their interrelations.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Adapt- Relate the Observe Display Two of the main 1. Class recalls life Science Did pupils School Yard
ation adaptations animals respect for concerns of plants and processes of living Around observe the Ecology –
of animals and plants plants and animals are getting things focusing on Us, Book adaptations Adaptations
and plants to in several animal enough food (through feeding. 6, pages 1 of various of plants
their habitats life. sunlight and water in 2. Pupils observe pictures to 10. animals and and animals.
surround- with the case of plants) and or samples of various Access to plants?
ings. respect to avoiding being eaten animals. They state two
adaptation or in danger. what the animal eats and different Were pupils
Different habitats where it lives. Pupils habitats able to
Compare the Record present different suggest how that e.g. trench relate the
adaptations features. opportunities for animal’s body and skills and adaptive
of animals feeding and acquiring make it suited to eating schoolyar features of
and plants to foods. Animals and such food and living in d or animals and
different plants have features such a place. pasture plants to the
surround- Interpret that equip them for 3. Pupils observe the and forest. condition
ings. observatio finding food and adaptive features of present in
ns avoiding predators in a animals in two different their
particular habitat. habitats and record these habitats?
These are called in separate tables.
adaptations. 4. Pupils relate the adaptive Were pupils
features to the conditions able to
present in the habitat, compare the
A duck is suited to e.g. the heron has long adaptations
finding food in ponds legs to help it wade in of two
because its webbed watery places. animals
feet help it to swim. 5. a) Pupils choose two from
animals, e.g. a mammal different
and an insect each from habitats?
a different environment.

March 2003
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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 4:Environment – Components of the environment and their interrelations.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude
b) They compare the
differences between the
animals which relate to
their adaptive features, e.g.
compare a duck to a parrot.

6. The observe plants in two

habitats and record their
features in separate tables.
They discuss the adaptive
features.

Animals Identify Draw a Demonstrate A wide variety of 1. Pupils describe the Pictures, Were Environ-
and animals and plant or interest in trees and other rainforest using their leaflets, pupils able mental
plants of plants found animal plants and plants make up imagination, or what they magazine, to identify Education –
the rain- in the found in animals of the rainforest. have learnt from books, videos, plants and The
forest. rainforest. the the Some plants are pictures, television or resource animals rainforest.
rainforest rainforest. greenheart, visits. personnel which are
purple heart and 2. Pupils observe specimens, giving found in
orchids. Many pictures and other media information the
animals such as relating to the rainforest. about the rainforest?
the jaguar, labba, If possible visit the zoo, rainforest
monkey, eagle museum or area of and its Did pupils
and arapaima live rainforest where pupils can inhabitants. find out
in the rainforest. identify and draw plants interesting
and animals. information
about a
plant or
animal?
March 2003
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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 4:Environment – Components of the environment and their interrelations.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

3. Pupils write questions for a

quiz based on plants and
animals of the rainforest.
4. Project
a) Working in groups, pupils
find out about a given plant
or animal (size, feeding
habits, place in a food chain,
etc.).
b) They display and present
the information they found.

The Discuss the Observe Develop The rainforest is 1. Pupils work in groups and Information Did pupils’ Environ-
import- importance pictures interest in important because discuss the importance of the about poster / mental
ance of of the of the preserving it provides a home rainforest. rainforests in leaflets Education –
the rain- rainforest. rainforest nature. for many plants 2. Pupils prepare a leaflet or leaflets, explain the Preserving
forest. and animals. The poster showing some of the magazines, importance habitats.
trees in the reasons why the rainforest id books, of the
Explain the Prepare rainforest use up important and to make newspapers, rainforest?
need to posters carbon dioxide people aware of the need to IT and Art and Craft
preserve the on the and release use its resources wisely. resource Did pupils – Marking
rainforest. rainforest oxygen into the 3. Pupils display posters around personnel, explain to posters.
air. This the school or give leaflets to Paper, others the
important for all family and friends. cardboard, need to
life on Earth. scissors, preserve
glue, markers the
/ paint. rainforest?

March 2003
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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 4:Environment – Components of the environment and their interrelations.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Plants and 4. Pupils explain to family and Language

animals in the friends the importance of the Arts –
rainforest provide rainforest and the need to writing
food, shelter and preserve it. factual
medicine for information
humans. We Note: This work could be for leaflets.
need to use the incorporated into the project in
rainforest’ the following topic, see below.
resources wisely
and in small
amounts or the
rainforest will be
destroyed and
eventually
vanished.

Humans Discuss the Record Demonstrate Humans affect Project: The Rainforest and Us Informatio Did pupils’ Environ-
and the effects of and willingness the rainforest in 1. Using information from n about projects mental
rainforest humans on display to work many ways, for sources such as the media, rainforests show how Education –
rainforest. ways in toward example, by magazine, videos, museums in leaflets, the effects Preserving
which better use if cutting down and Iwokrama, pupils magazines, of humans Habitats.
humans the trees for wood, research and present books, on the
affect the rainforest by grazing by information concerning newspapers rainforest? Art –
rainforest humans. animals, building man’s effects on the IT and Drawings /
roads, hunting rainforest. resource collage in
Report- and mining. personnel. projects.
ing on a
project.

March 2003
23
 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 4:Environment – Components of the environment and their interrelations.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Humans burn The project should take the form Paper, Were pupils Language
fuels like methane of a problem / question, such as, cardboard, able to Arts –
gas, petrol and “How do humans affect the scissors, suggest how Reading for
diesel. rainforest, and how can we help glue, humans can information
preserve it?’ markers/ help and oral
The project should conclude with paint. preserve the presentation.
This pollutes the useful solutions/ answers. rainforest?
air and damages
the rainforest by 2. Pupils present their project to
making less the class and invited guests.
pollution and The presentation should
using rainforest include pictures, tables, and
products wisely. graphs.

This creates a Note: This project could

better environment incorporate work on the
for trees and importance of the rainforest, see
animals to live in. above.

March 2003

24
 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 5: Weather – Types, features and effects of the weather.

Topic Objectives Content Method/Strategies Materials Evaluation Integratio

Knowledge Skills Attitude n

Sources Identify Research, Demonstrate Water comes Project: Water Information Was Mathe-
of water some record wise use of from many Pupils research and present about water information matics –
and uses sources of and water. sources, such as information about water. This in magazines, in projects in Multiplica
of water. water. display rain, rivers, should be in the form of writing, news (papers, a clear and tion,
infor- lakes, seas, pictures, table, graphs and books, IT and interesting graphs.
mation in Develop the trenches and diagrams. videos, way?
Identify tables / habit of wells. The following are some suggested paper,
some uses graphs drinking Water can be headings and activities for the cardboard, Did pupils Art –
of water. purified purified by project. markers, record drawings,
water. boiling, filtering, paint, sources and collate
Discuss Manip- settling and Where We Get Water From scissors, uses of water
ways by ulate adding Pupils conduct a survey of the glue, tape, in their
which water equip- chlorine/bleach. ways water is use in their home / Large homes/
can be ment and Uses of water community. container of community? Enviro-
purified. materials include washing, water, cups nmental
in drinking, Wastage Water is Used For Dripping Were pupils education
purifying transportation, Pupils conduct a survey of the pipe, able to / Social
Explain why water. swimming / ways water is used in their home / container, suggest valid Studies –
water must recreation and community. Means of ways to Conser-
be used industrial uses measuring prevent vation and
wisely or such as mining. Wastage of Water volume – wastage of use of
conserved. It is not important Pupils observe and record measuring water? water.
to waste water. activities/places where water is cylinder/
We must use wasted and suggest ways to beaker / Did pupils
water wisely. prevent wastage. measuring appreciate the
jug. need to use
water wisely?

March 2003
25
 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 5: Weather – Types, features and effects of the weather.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Why Save Water? Water, Were pupils

A. heat able to use
1. Pass a large bottle of water source and the
around the class, asking each metal suggested
pupil to pour themselves a drink. container, methods of
Make sure the bottle does not bleach, water
have enough for all pupils. filtration purification?
equipment
2. Ask pupils who did not get a
drink how they feel.

3. Repeat the exercise on another

day using the same amount of
water. Start with pupils who got
none last time. This time you
want all pupils to get a drink.

4. Discuss whether pupils should

be allowed to take as much as
they want, and how this can be
applied to water use at home and
in the community.

B.
1. Pupils leave a pipe dripping
slowly into a large container for
24 hours and measure how much
water is wasted.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 5: Weather – Types, features and effects of the weather.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

2. They calculate how much

water would be wasted in this
manner over one month /one year.

Safe Water

1. Teacher introduces pupils to

the various ways to make water
safe to drink.

2. Pupils practise water

purification methods and write
instructions.

3. Pupils write leaflets/poster

about the need to use safe water
and how to make water safe.

March 2003

27
 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 5: Weather – Types, features and effects of the weather.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

The Briefly Observe The water cycle is 1. Pupils list all the places they Water, Did pupils Environ-
Water explain how the the movement of can think of where water is trays, tins, observe the mental
Cycle the water processes water on the Earth found (encourage them to think heat different Education
cycle works. involved and in the of water in plants and animals source stages of the and Social
in the atmosphere. Rain as well as more obvious (candle, water cycle? Studies –
water falls on the land and places). kerosene The water
cycle. runs into rivers, burner), Were pupils cycle.
lakes and seas. 2. Pupils state ways in which ice, glass / able to
Some of this water water moves between these tin. demonstrate
Re- is absorbed into the places, i.e. it moves between the
present earth or used by rivers and animals when processes
the water plants and animals. animals drink. involved in
cycle in a The sun causes the water
diagram. water to evaporate 3. Demonstrate evaporation by cycle?
from plants, heating water and observing
animals, rivers, water vapour, or by leaving
lakes and seas and water in trays in the sun. Were pupils
rise into the air as Demonstrate condensation able to
water vapour. using a tin can / glass of ice and complete a
The water vapour observing that water vapour diagram
condenses to form turns into water droplets on the representing
small droplets which surface of the tin can / glass. the water
group together as Compare to boiling water in the cycle?
clouds. The droplets kitchen.
then fall from the
clouds are rain. 4. Demonstrate rain by
allowing the droplets that form
in the glass to run together and
fall.

March 2003
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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 5: Weather – Types, features and effects of the weather.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Clouds Vapour 4. Pupils look out of the

classroom and try to say where
these processes might occur.

5. On a diagram showing the

rain evaporation land, sea, plant, animals and
clouds pupils use arrows to
show the direction in which
water moves. They label the
diagram and try to explain what
Water (in rivers, seas, happens at each stage, e.g.
etc.) ‘Water falls for the clouds as
rain. Rain runs into rivers, etc.’

March 2003

29
 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 6: Materials – Properties and changes in the states of matter.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Sepia- Demonstrate Manipula Demonstrat Solutions and Investigation: How can sand and Sand, Salt, Were pupils Art and
ting two methods te equip- e care and mixtures involving salt be separated? water, able to Craft –
mixtures by which ment and safety in liquids can be containers observe and Colour
and mixtures materials handling separated by 1. In groups pupils are given a , tins, record the pattern.
solutions. and in separ- equipment. evaporation and mixture of salt and sand. candle / processes
solutions ating chromatography. They give ideas about how the stove, involved in
can be mixtures. Evaporation takes salt can be separated from the filter (can separating Food and
separated. place when liquid salt. be made sand from Nutrition –
is heated and turns from a salt? cooking and
Observe into gas. When Note: Where possible, try some small preservation
the two liquids are of the pupils ides. plastic bag Did pupils of food.
process mixed and heated with demonstrate
of one liquid will 2. Pupils put sand and salt pinholes safety in
evapor- evaporate first mixture in water and stir it. in one handling
ation and leaving the other corner, equipment?
chroma- liquid behind. 3. They filter the sand from the water-
tography. Heating liquid water (using a plastic bag with soluble
with a solid holes in the bottom corner) and ink/ dye / Did pupils
dissolved in it, collect the water. paint, explain what
Record such as salt water, absorbent happened to
obser- will turn the liquid 4. They evaporate the water paper the ink / dye
vations. into gas separating using the sun, a candle, or stove. (tissue in their own
it from the solid This leaves the salt in the paper, words.
which will be left container. filter
behind. paper,
5. They draw diagrams of the etc.)
equipment and record
observations.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 6: Materials – Properties and changes in the states of matter.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Two liquids of Investigation: Which colours

different colours make up purple (or any colour)?
can be separated
by 1. Pupils make patterns by
chromatography – putting ink / dye / paint on
Put a dot of the absorbent paper then allowing
mixed liquids onto water to soak the paper and move
a strip of the colours.
absorbent paper,
place the end of 2. Pupils draw a dot of coloured
the strip into water ink near one end of a strip of
or alcohol. absorbent paper.
As the water or
alcohol is 3. Place the same end of the
absorbed it moves paper in water. The ink must
up the paper, the NOT be below the water.
colour becomes
dissolved in the 4. Pupils observe what happens
water / alcohol over five minutes.
and moves with it.
Different colour 5. They draw a diagram of the
inks / dyes will equipment and explain what
travel different happened in their own words.
distances up the
paper.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 6: Materials – Properties and changes in the states of matter.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Materials Relate the Materials have 1. Pupils observe various Various Were pupils Technology
and their common different physical materials, preferable in an materials able to list Education –
uses. physical properties and are unprocessed form. They list the such as appropriate Materials.
properties of used in different physical properties of these. metals, uses for Design.
matters to ways. What a wood, materials?
their uses. particular material 2. Following discussion pupils plastic and
is used for list the uses if each materials. textiles. Art and
depends on these Craft –
properties. For 3. Project In their Design
example, iron is a) Pupils design something designs, did
hard, strong and useful. For example a car, space pupils
conducts heat, it suite, Mashramani float/costumes choose
is used to make or new cricket gears. They appropriate
pans, tools, engine should be encouraged to choose materials for
parts and gates. something which involves each job?
Rubber is soft, different types of materials.
water-resistant, b) Pupils stat what materials they
flexible and light, would use to make the item they
it does not designed and explain why. For
conduct example, lead it heavy so it is
electricity. It is used in the boots of a space suit to
used as grips for stop the wearer bouncing high on
tools, boots, the moon.
condoms, bicycle
tubes and
balloons.

March 2003

32
 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 7:Earth and Space – Components of the solar system and their interrelations.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Satellites Discuss the The moon is in 1. Class discusses the thing Sources of Did pupils’ Social
relationship orbit around the they can see in the sky, and the in-formation projects Studies –
between the Earth therefore it things they know are in space. such as state the The Moon
Earth and is called a Focus attention on the moon books, relationship
the Moon as satellite. It takes and other satellites. magazines, between
its Satellites. the moon one newspapers, the Earth
lunar month (28 2. Pupils research and present and IT and the
days) to go around information about satellite resources, moon?
State the the Earth. using diagrams, pictures and scissors,
uses of man- It is kept in orbit oral presentation. glue, paper, Did
made by the pull of the They should include cardboard, projects
satellite. Earth’s gravity. information on the following: markers. provide
- The Moon information
Man-made - Effects of the moon about the
satellites are items - Uses of man-made uses if
of technology satellite man-made
deliberately placed satellite?
into orbit around
the Earth to serve
purpose. Some of
the uses of
satellite are to give
us pictures of the
Earth’s surface, to
give us pictures of
clouds so we can
predict the
weather and to
transfer
communication
March 2003
33
 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 7:Earth and Space – Components of the solar system and their interrelations.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

signal such as
those used by
telephones and
televisions.

Eclipses Demonstrate Mani- An eclipse of the 1. Pupils recall that light travels Cardboard, Were Social
how eclipses pulate sun occurs when in straight lines and discuss how scissors, pupils able Studies –
of the moon materials the moon is shadows are formed. torch, tape, to demon- Eclipses.
and sun to between the Earth paste, shiny strate
occur. illustrate and the sun, 2. Pupils demonstrate an eclipse material eclipses
eclipses. blocking out the of the sun. such as using the
light from the sun. a) They make a moon cutting out aluminium materials
a circle of cardboard and pasting foil. provided?
An eclipse of the on some shiny material.
moon occurs when
the Earth is b) In a dark place, using a torch Did pupils
between the sun light as the sun they slowly move draw
and the moon. they slowly move the ‘moon’ diagrams
This stops light across the ‘sun’. of eclipses?
from the sin
reaching the c) They report their observations.
moon, making the
moon go dark. 3. Pupils demonstrate an eclipse
of the moon.
a) They make an Earth out of a
cardboard circle.

March 2003
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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 7:Earth and Space – Components of the solar system and their interrelations.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

b) They shine the torch light

(sun) onto the shiny surface of the
‘moon’.

c) They slowly move the ‘Earth’

in between the ‘sun’ and the light
shinning on the moon.

d) They report their observations.

4. Pupils draw diagrams of an

eclipse of the moon and of the
sun.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 8:Energy – Forms of energy, their sources and effects.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Electricity Explain the Mani- Batteries are stores 1. Pupils recall that electricity Light bulb Were pupils Technology
relationship pulate of energy. When only flows in a complete circuit (2.5 V able to Education –
between the materials they are connected and name the components of an torch light observe Electricity.
number of to set up to an electrical electrical circuit. bulbs), different
batteries in a electrical energy can do Wires, levels of
circle and circuits. things such as 2. Working in groups, pupils batteries, brightness in
the lighting bulbs. investigate how the number of tape, the bulb?
brightness Explore The more batteries batteries in a circuit effects the cardboard
of a bulb. and there are in a brightness of a bulb.
observe circuit, the more a) They predict what will happen
the effects electrical energy is when they change the number if Were pupils
of released. bulbs. able to
changing Therefore, the explain the
the more batteries b) They set up circuits with one, relationship
number of there are the two then three batteries. between the
batteries brighter the light number of
in a bulb will be. c) They observe and record the batteries the
circuit. brightness of the bulb in each brightness
circuit. of a bulb?
Interpret
results of d) From the results they conclude
an investi- on the effects of changing the
gation. number of batteries in a circuit.

March 2003

36
 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 8:Energy – Forms of energy, their sources and effects.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Energy Identify how Observe Energy cannot be 1. Pupils recall the different Cotton reel Did pupils Technology
changes energy energy created or forms of energy and give racer: make and Education –
changes changes. destroyed. examples of where they are Cotton reel, use cotton Energy
from one found. rubber reel racer? transfer.
form to band,
another. Manip- Energy can be 2. In pairs, pupils make cotton matches.
ulate changed form one reel racer (see Materials). Thread the Were
equip- form to another, rubber pupils able Mathe-
ment in for example, when 3. They investigate how the band to identify matics –
demonstr a light bulb is number of times they twist the through the the types of Measuring
ating switched on rubber band effects how far the cotton reel. energy distance.
energy electrical energy is racer will go. Place a present in
changes. changed into light a) Twist the band say 10 times match stick the demo-
and heat energy. and release the racer, repeat with through the straitens /
15, 20 and 25 twists. loop of the activities?
Energy changes b) On each occasion measure and rubber
can be represented record the distance travelled. band on
in diagrams, for c) Pupils discuss and interpret one side of Did pupils
example. results. the cotton draw at
reel. Put a least three
Electrical 4. Class discusses the types of small piece diagrams to
(in battery) energy observed in using the of match show
racer. stick energy
through the changes?
5. They make an energy change band on the
Light Heat other side.
(in light bulb) 6. Under supervision, pupils
demonstrate energy changes
using interesting examples, e.g.
inflating and releasing a balloon,
March 2003
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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 8:Energy – Forms of energy, their sources and effects.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

using toys and electrical Turn the

appliances, cooking. match
stick to
7. They draw energy change twist the
diagrams for these examples. rubber
band.

Release
on a flat
surface.

Alter- Identify and Observe Demonstrate Non-renewable 1. Pupils compare heating water Tins, Were pupils Environ-
native discuss differ- willingness Energy sources in the sun with heating water water, able to ment
energy renewable ences to use are those which using a fuel such as wood or fuel, discuss the Educational
sources. energy between energy cannot be reused kerosene. cardboard, importance Energy
sources. re- wisely. or re-placed such scissors, of sources.
newable as oil, gas, wood 2. They list the advantage and glue, renewable
and non- and coal. disadvantages of each method. markers, energy?
re- Discuss the These sources of paper.
newable importance energy sources 3. Project Sources of
energy of using re- ate those which a) Pupils work in groups. Each in- Did projects Mathe-
sources. newable can be replaced group is allocated one type of formation show matics –
energy. or reused such as renewable energy. such as interesting tables and
wind, rivers, b) They find information about books, information graphs.
waves, and the this energy source. magazines about
sun. c) They present this information and IT renewable
Renewable to the class and invited guests. resources energy?
energy sources d) Where possible, they should
do not pollute the use demonstrations, posters,
Earth. tables / graphs.
38 March 2003
 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 8:Energy – Forms of energy, their sources and effects.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Wise use Identify Observe Demon- It is important to 1. Relating to previous work on Pictures of Did pupils Environ-
of ways in energy strate wise conserve energy, non-renewable energy sources, household demonstrate mental
energy. which con- use of or use it wisely pupils discuss the need to / industrial wise use of Education –
energy can servation energy in because many converse energy. and energy at Energy uses.
be used practices school and energy sources everyday home and in
wisely. in the at home. could run out and 2. Pupils observe pictures if scenes. school?
home or using them causes household and industrial scenes.
comm- harm to the Earth In each scene, they identify areas
unity. Explain the in the form of where energy can be wasted and Were pupils
importance pollution. Energy where it can be used more wisely. able to list
of can be used wisely five ways to
conserving in many ways, 3. Pupils discuss and list ways conserve
energy. such as: they can use energy wisely at energy?
- Switching off home and in school.
lights bulbs and
electrical Homework:
appliances when Pupils identify where they can
not in use. use energy more wisely at home.
- Walking or
cycling instead of
using cars/busses.
- Re-using bottles
and other
containers instead
of producing new
ones.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 9:Forces – Types of forces and their effects.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Direction Identify Observe Forces act in 1. Pupil recalls the different Games, Did pupils Physical
of forces. directions in forces different types of forces, giving examples. activities experience Education –
which forces and the directions. and forces Use of
act. direction For example, a 2. They recall the effects of models theorug forces in
s in push can be in an forces on objects. which will activities? sports and
which upward, stimulate games
they act. downward or 3. Pupils participate in games interest
sideways and activities which involve and Were pupils
direction. interesting use of forces (see curiosity, able to Technology
Draw The direction of a Materials). e.g. jacks, identify the Education –
diagrams force can be tug-o-war, direction of Forces
to show shown on a 4. They observe and identify magnets, forces?
the diagram using an forces used/present in the toy cars,
direction arrow. For activities, stating the direction of kites, Could pupils
of forces. example when the forces. windmills. represent the Art and
throwing a ball direction of Craft –
into the air the 5. forces in Drawings
thrower pushes the a) They choose one activity and diagrams?
ball up. The force draw it.
(or push) is in an
upward direction b) On the drawing they draw an
and can be arrow to show the direction of the
represented thus, forces.
ball

upward
force
This is a force
diagram.
March 2003
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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 9:Forces – Types of forces and their effects.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Machines Demonstrate Observe The wedge, sharp 1. Pupils demonstrate how the Ref. Were pupils Technology
– The how the the use of things like axes wedge makes work easier by Science able to Education –
Screw screw and the screw and knives are trying to cut something with a Around demonstrate Machines
and wedge make and examples of blunt knife then with a sharp Us – how screws
Wedge. work easier. wedge. wedges. The knife (exercise caution). Book 5, and wedges
point of the wedge Pages 132 make work
is the sharp part of 2. Pupils demonstrate how the – 138. easier? Art and
a knife. The screw makes work easier, for Craft –
wedge is used to exampled by using a jack to lift a Examples drawing.
cut or split things. heavy object. of wedges Did pupils’
The wedge is and diagram
made up of two 3. Pupils draw diagrams showing screws show how
inclined planes. the use of screws and wedges. wedges and
screws
The screw work?
Examples of
screws are bottles
tops, screws and
jacks. When you
turn it, it makes
work easier, for
example, a small
jack can raise a
heavy vehicle.
The screw is an
incline plane
wrapped around a
cylinder.
March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 9:Forces – Types of forces and their effects.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Machines Demonstrate Observe Simple machines 1. Pupils demonstrate the uses of Exampled Were pupils Technology
the uses of simple include pulleys, pulleys, levers, wheels and incline of pulleys, able to Education –
some simple machines levers, wheels, planes. levers, demonstrate Machines.
machines. in use. inclined planes, wheels, uses of
screws and 2. They draw force diagrams to and simple
wedges. They all show the used of each machine. inclined machines?
make work easier planes.
by allowing us to 3. Pupils are given various tasks
create a large to complete (real life or Were pupils
force using a small imaginary). able to
one. choose
4. They suggest (and where appropriate
possible, use) the best machine machines
for each task. Examples of task for given
are, opening milk tins getting a tasks?
heavy oil drum onto a truck,
moving a pile of sand or raising a
flag.

March 2003

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 PRIMARY SCIENCE CURRICULUM GUIDE
GRADE 6

Unit 9:Forces – Types of forces and their effects.

Topic Objectives Content Method/Strategies Materials Evaluation Integration

Knowledge Skills Attitude

Getting Explain how Mani- Display Gravity if the 1. Working in groups, pupils are Tape, Did the Technology
the better gravity pulate imagin- force which given an object such as a lime, paper, pupils try Education –
of affects equipme ation, attracts objects the small doll or stone. cardboard, various Flight.
gravity. objects. nt in inventive- Earth. small doll, methods to
investi- ness All objects that are 2. They investigate how they can egg, stone, prevent the
gations. in the air have a slow down the rate with which string, object
Demonstrate tendency to fall. the object falls, or get it to remain scissors, falling?
how the Observ- Some objects fall in the air. paste,
effects of ation more slowly than plastic
gravity can others, and some 3. They measure how long it bag, cloth. Did pupils
be reduced. can defy gravity takes to fall and try to improve try to
completely (that the methods they used. improve
is, they can fly). their
The ability of an 4. Under teacher guidance, each methods in
object to fall group measures how long it takes light of
slowly or fly is their item to fall from a fixed observations
determined by height. Prizes can be given to the made?
factors such as air most group.
resistance, shape,
sizes and relative
mass.

March 2003

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