INTRODUCTION

The study of Science is critical for living a meaningful and functional life in a technologically advanced and globalized world. This
curriculum has been designed to give learners at the Junior High School level an early in the comprehension of the fundamental
concepts, facts, principles and theories of Science and to nurture in them scientific skills, competencies and fortitude for more
advanced study of the specialized disciplines of Science.
The General objectives for Grades 7 – 9 Science:
1. Acquire the fundamental facts, concepts, principles and theories of Science.
2. Develop basic scientific skills and competencies.
3. Utilize digital technology to conduct research for systematic investigation to establish facts and process information for
problem solving.
4. Embrace positive scientific values and attitudes that make for peaceful coexistence in society.
5. Develop a love for Science.
A learner-centered approach is emphasized in this curriculum. This is based on the firm belief that learning becomes more
permanent, meaningful and exciting when learners themselves take ownership of the learning process. Instructors are therefore
urged to contrive those classroom strategies that engage learners actively in the teaching and learning process.

Page 1
 SEMESTER: ONE
GRADE: 7
PERIOD: I
TOPIC: SCIENTIFIC KNOWLEDGE, MEASUREMENT AND NON- LIVING MATTER
LEARNING OBJECTIVES CONTENTS ACTIVITIES/LABS MATERIALS / COMPETENCIES/
OUTCOMES RESOURCES ASSESSMENT
Learners are able Upon completion of 1. Science & Scientific Inclusive and A. Primary Text EXPECTED
to: this topic, learners knowledge Differentiated Learning Williams K- Fullick, COMPETENCIES:
will:  Definition of Individual seat works or Ann, Gardner, Sue-  Effective Communication
Apply scientific 1. Discover Science Science work in mixed groups Jones, Catharine
methods in Science and Scientific according to gender, Science For Junior High  Analytical Skills,
knowledge  Knowing of for Liberia
using relevant abilities, learning styles,
facts is  Digital Skills,
acquire skills to etc. Grade 7 Pupil’s Book
2. Organize some knowledge
solve problems (Pearson, 2014)
simple methods of  Research and Problem
acquiring  Scientific 1. Class Discussion: Elicit Solving skills
Interpret the scientific methods; facts and stories of fiction M.B. Wiredu, et al. A
characteristics of knowledge - Attitudes from the learners to give New Integrated  Organizational ability
matters and describe - Observation idea on the difference Science for JHS - BK
the changes that take 3. Compare the two
- Experimentation between fact and fiction 1 (Longman, 2007)  Creativity & Innovation skills
place in their systems of in science. Show the
environment measurement learners some simple ASSESSMENT
2. Measurement B. Secondary Text
digests, which will STRATEGIES to be used to
 English General Science
check competencies
4. Demonstrate the enable them to ask Revision Notes &
use of the two  Metric system appropriate questions.
(Select relevant option)
Exercise For JSS
systems of State the .
(Longman)
measurement in relationship  Attendance
Assignment: Let learners
solving problems between the two
look at pictures in figures Other Resources/
systems of  Quiz
measurements 1.3-1.7 in the textbook page Supplementary
5. Outline the
characteristics of and how they are 3. Decide what you think the Readings  Laboratory report
people are doing and how
nonliving matters
Page 2
 used to solve they are being scientists. Facilitators are  Class Participation
problems. Think of some more encouraged to utilize
6. Discuss the state examples from your internet links to source  Fairs (creativity, Display)
of matter and their 3. Matter everyday life about how additional materials and
properties  Non-living ordinary people do science. texts concerning  Observation
matter individual topic.
7. Distinguish the characteristics Continuum:  Test
forms of matter and examples. www.owlcation.com/stem
Display examples of
with examples elements, mixtures and www.dictionary.com
(elements,  States of Matter compounds: www.khanacademy.com
compounds and Sea water, sand for mixing,
www.dison.com
mixtures)  Solid, liquid and air for mixture of gases, sand
gas. can be examined by means of www.nature.com
8. Compare the hand; show the different www.sporcle.com
relationship  Elements, components. Examples of
between elements, www.sciencekids.org
compounds and burning a candle, respiration
compounds and mixtures. and decaying of materials www.sciencefun.org
mixtures can be cited for chemical
4. Physical and changes – melting of candle
9. Categorize the chemical changes: wax and boiling of water into
types of fuel and steam for physical change.
The properties of
their composition.
changes, substances Find wood, charcoal,
in chemical changes gasoline, oil, cooking gas,
and the participation etc, are examples that all
of energy should be fuels contain hydrogen and
mentioned and carries hydrocarbon.
verified
experimentally. Class Work: Demonstrate
the systems of measurement
using rulers and meter sticks,
installing the concept of inch
Page 3
5. Fuels: solid fuels, and centimeter by asking
liquid fuels and them to measure straight
gaseous fuels; uses lines of different length,
of each kind should simple problems involving
be mentioned. distances in yards and meters
or other higher units should
be measured.

Assignment: Ask learners to

identify non-living matters.
Let them make a list of as
many as they can, include
materials from the
classroom, surrounding, and
even at home.

Group work: Organize

learners into small mixed
group. Utilize the elements
around you. Instruct the
learners to identify elements
found in the classroom, let
them discuss what they found
with friends.
Laboratory:
Boiling of water to determine
what happens when water
boils? Dissolving sugar or
salt in cold water to
determine what happened.

Page 4
A. Experiment with Sulfur,
Iron, and magnet. Form a
mixture, and also
separate the mixture. Or
form a mixture using oil
and water record and
discuss your results.

B. Experiment with water

can be repeated with ice
cubes showing the three
states of matter/water.

Science Fair: Assign

learners to:
1. Make a poster to show
what the scientific
method is all about

a. Use the scientific method

to solve problems(
identify any problem)

b. Carry out simple

experiments using the
scientific method

c. Learners demonstrate a
scientific attitude and
also provide future
recommendation for their
work.
Page 5
 SEMESTER: ONE
GRADE: 7
PERIOD: II
TOPIC: LIVING- MATTER
LEARNING OBJECTIVES CONTENTS ACTIVITIES/LABS MATERIALS / COMPETENCIES/ ASSESSMENT
OUTCOMES RESOURCES
Learners are able Upon completion of 1. Differences between Inclusive and A. Primary Text EXPECTED COMPETENCIES:
to: this topic, learners plants and animals; Differentiated Learning Williams K- Fullick,
 Effective Communication
Demonstrate will: Classification of living Individual seat works or Ann, Gardner, Sue-
positive attitude things; flowering and work in mixed groups Jones, Catharine  Analytical Skills,
towards the 1. Highlight the
characteristics of
non-flowering plants. according to gender, Science For Junior High  Digital Skills,
environment and abilities, learning styles, for Liberia
use natural living matter  Research and Problem Solving skills
Parts of a plant and their etc. Grade 7 Pupil’s Book
resources in a functions: (Pearson, 2014)  Organizational ability
sustainable 2. Recognize the
a. Root system & shoot Assignment
manner. cell as a basic
systems: A. Diagrams of species in M.B. Wiredu, et al. A ASSESSMENT
unit of living
 Root: absorption and both groups should be New Integrated STRATEGIES to be used to check
Develop self- things
fixation Science for JHS - BK competencies
control, respect for drawn by the learners
1 (Longman, 2007) (Select relevant option).
themselves, and 3. Differentiate and be labeled.
delaying sexual  Stem – Transportation  Attendance
between plants
activity to enable and animals
of raw materials and B. Construct a poster of B. Secondary Text  Observation
them obtain their preparation of food. the human reproductive General Science
goals.  Quizzes
system, label its parts Revision Notes &
4. Assess the basic
 Leaves – preparation of and explain their Exercise For JSS  Oral Presentation
structure of
food mention functions. (Longman)  Group assignments/work
plants and their
functions chlorophyll,
Experimental Research:  Individual projects Class
C. Other
 Process of The differences in growth of Resources/ Participation, Skits
5. Determine the a plant in a shade and one
photosynthesis in the Supplementary Readings  LABS-reports
characteristics of that is in the sunlight can be
flowering and preparation of starch,

Page 6
 non-flowering flowers and fruits chosen to illustrate Shika Express - Biology  Field Trip
plants reproduction. photosynthesis and the need Version 1.1
 Demonstration
for chlorophyll Green matter Hands-On Activities
 Flowers can be illustrated with the Companion Guide  Investigation
6. Model the parts
of flowering and  Fruits leaves (show on the Tanzania Shikanamikono-  Debates
non-flowering mountain leaf). Biology2016pdf
2. Structure and  Test
plants functions of flowers:
Investigation/ Facilitators are
Structure: Flower, encouraged to utilize
7. Model the parts Demonstration: The
stalk, pedicels, epicalyx
of flower and vertebrate group – fish, internet links to source
a) Calyx – sepals frog, birds and mammals additional materials and
discuss the
can be examined to study texts concerning
function of each b) Corolla – petals
their external features. The individual topic.
part
c) Androcium – stamens, invertebrate group –
filaments, anthers and grasshopper, butterflies, www.owlcation.com/stem
8. Deliberate the
pollen grains (male moths, earthworms, www.dictionary.com
process of
parts)
photosynthesis crayfish, etc can be www.khanacademy.com
d) Cynecium: ovary, collected by the learners
www.dison.com
9. Classify the style, stigma and examine to study their
basic group of (female part) external features. www.nature.com
animals www.sporcle.com
Functions: Group Work: Group
www.sciencekids.org
10. Describe the a) Epicalyx and Calyx learners into small mixed
function of the protection group. www.sciencefun.org
systems in the
b) b). Corolla – helping Use a puzzle on
human body developmental stages. Ask
pollination (attracting
insects) learners to complete the
11. List puzzle, the group that
characteristics c) Androcium – male part completes correctly and fast
that describe the will be the winners
d) Cynecium – female
stages of puberty
part.
Page 7
 in the growth of
boys and girls Growth, photosynthesis Role Play: Learners perform
and reproduction of Skit on hygiene practices
12. Discuss the plants (elementary Learners explain lesson
significance of treatment) learned in skit.
sex hormones in Hand washing procedure:
the development Animals: Reference hand on Guide.
of male and General characteristics of
female animals – vertebrates and Question and Answer:
invertebrates, the main Ask learner to explain
characteristics, to menstruation and what it
13. State the
means to the girls
relationship differentiate them and
Explain wet dreams and
between mention endoskeleton
what they mean to the boys
ovulation and (vertebral column),
menstruation invertebrate – without of Outline methods of
with normal skeleton. Examples found preventing teenage
development and locally. pregnancy.
pregnancy
Human Reproductive Debate: Conduct a panel
14. Identify the system and puberty discussion on the psycho-
Socio-  Female Reproductive socio, economic and
psychological, System biological consequences of
economic and  Male Reproductive teenage pregnancy.
biological System
consequences of Field Trip: Show examples
teenage 3. Puberty. of flowering and
pregnancy nonflowering plants through
- External characteristic
outdoor studies. Learners
of puberty stages in
15. Compile should collect specimens
boys and girls
measures that and study/examine them in
the classroom.

Page 8
prevent teenage - Secretion of sex Hibiscus – Rosasinesis
pregnancy hormones by the (okra), Ipomea
pituitary and adrenal Bakata (potato green),
glands. Oriza sativa (rice plant),
Manihot utilissima
- Bodily integrity and (cassava), etc can be
collected and examined in
privacy
the classroom to show
parts of a plant.
4. Developmental
changes
Hibiscus or any complete
 Puberty flower can be shown. The
 Physical change learners should draw
accurate diagrams from the
 Emotional change actual specimens not from
 Social change the pictures. Flowers should
be dissected to show male
5. Menstrual cycle and female parts.
Menstruation
Wet dreams The growth of tap root of a
germinating bean seed can
Menopause
be shown by marking it with
ink.
6. Pregnancy:
 How does
pregnancy occur?
 Consequences of
teenage pregnancy
 Prevention

Page 9
 SEMESTER: ONE
GRADE: 7
PERIOD: III
TOPIC: ENERGY
LEARNING OBJECTIVES CONTENTS ACTIVITIES/ LABS MATERIALS / COMPETENCIES/
OUTCOMES RESOURCES ASSESSMENT
Learners are able to: Upon completion of 1. Definition of Inclusive and A. Primary Text EXPECTED
this topic, learners energy. Differentiated Learning Williams K- Fullick, Ann, COMPETENCIES:
Interpret the concept will: Gardner, Sue- Jones,  Effective
of energy and 2. Kinds of energy Individual seat works or Catharine Communication
recognize it forms and 1. Explain the
a) Potential work in mixed groups Science For Junior High  Analytical Skills,
safe use. meaning of
energy according to gender, for Liberia
energy  Digital Skills,
abilities, learning styles, Grade 7 Pupil’s Book
Apply knowledge b) Kinetic energy
2. Discuss the kinds etc. (Pearson, 2014)  Research and
acquired to the use of of energy with Problem Solving
simple machines. examples 3. Conversion of 1. Group work: Learners M.B. Wiredu, et al. A New skills
energy work with a partner and Integrated Science for JHS
3. Discuss the forms list all the activities you  Organizational ability
a) From - BK 1 (Longman, 2007)
of energy with Potential to do that require energy,
examples ASSESSMENT
Kinetic eg: cooking food
B. Secondary Text STRATEGIES to be used
Energy to check competencies
4. Demonstrate how 2. Assignment: List as General Science Revision
matter is used to many ways as possible Notes & Exercise For JSS (Select relevant option)
produce energy 4. Simple machines that you can save (Longman)  Attendance
a) Lever energy in your C. Other  Observation
5. Explain the everyday life Compare Resources/Supplementary
b) Inclined plane
relationship your list with another Readings  Participation
between work c) Screw
pair  Quizzes
and energy d) Wheel/axle Facilitators are also
3. Demonstration: Have  Test
6. Explain ways e) Pulley encouraged to utilize
learners demonstrate
how we can internet links to source
the Three forms of
Page 10
 conserve energy f) Wedge levers by means of additional materials and  Group
and our natural meter sticks and texts concerning individual
assignments
resources 5. Force, work and hanging weight or topic.
improvised material.  Individual
power
7. Discuss the www.owlcation.com/stem
a) Definition projects
principles 4. Examples; scissors
associated with www.dictionary.com  Demonstrations.
b) Simple beam balance, tongs.
simple machine www.khanacademy.com
problems  Experimental
involving 5. Observation: Learners www.dison.com Research
8. Discuss how the
work will observe and do (Laboratory)
principles www.nature.com
actions in each of the
associated with
simple machine above. www.sporcle.com  Fair
can be applied or www.sciencekids.org  Creativity
6. Assignment: Have
used in daily life
learners make diagrams www.sciencefun.org  Display
9. Discuss the six of simple and  Interpersonal
kinds of machine compound pulleys and
and their uses demonstrate how they  Exposition
work.  Presentations
10. Describe the
types of machine  Group
7. Demonstration: Lead
learners to demonstrate  Individual
11. Explain the the use of inclined
relationship plane with local
between force, materials.
work, energy and
power
8. Assignment: Ask
learners to describe the
12. Solve simple
three main simple
problems
machines and examples
involving work,
force and energy of each.

Page 11
 SEMESTER: TWO
GRADE: 7
PERIOD: IV
TOPIC: HEALTH AND DISEASE
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / COMPETENCIES/
OUTCOMES RESOURCES ASSESSMENT
Learners are able Upon completion of 1. Definition of Inclusive and Differentiated A. Primary Text EXPECTED
to: this topic, learners  Health Learning Williams K- Fullick, Ann, COMPETENCIES:
will:  Personal Individual seat works or work in Gardner, Sue- Jones,  Effective
Adopt good hygiene mixed groups according to gender, Catharine Communication
hygiene behavior 1. Define health,  Disease abilities, learning styles, etc. Science For Junior High
and recognize  Analytical Skills,
disease and for Liberia
diseases personal hygiene 2. Types of 1. Class Discussion on health, disease, Grade 7 Pupils Book  Digital Skills,
associated with
lack of vitamins.
Diseases personal hygiene and community (Pearson, 2014)  Research and
2. Identify common health. Problem Solving
diseases in our 3. Methods of M.B. Wiredu, et al. A skills
community, myth preventing and New Integrated
Resist peer
and methods of
2. Exposition: Teacher leads  Organizational
controlling Science for JHS - BK
pressure, harmful discussion on how common ability
prevention and diseases such as 1 (Longman, 2007)
substances, and diseases in our community can be
control diarrhea,
identify risky prevented and controlled. ASSESSMENT
cholera, malaria
behavior that B. Secondary Text STRATEGIES to be
affect the body 3. Explain the 3. Fair: Learners design poster of used to check
importance of 4. Common myths General Science
while creating information about hygiene and how competencies
community health about disease Revision Notes & (Select relevant option)
awareness about to prevent diarrhea, malaria and
HIV&AIDS. in relation to
5. Community typhoid to be display in schools. Exercise For JSS
family planning&  Attendance
reproductive health (Longman)
 Family 4. Assignment: Learner discuss myths  Observation
health, malaria Life skills population
and HIV&AIDS Planning and and beliefs about some common  Quizzes
Reproductive diseases in our community (e.g. Family Life
 Group assignments
Health Education/Resource Book
Page 12
4. List some  Malaria malaria is caused by eating plum C. Other  Individual projects
harmful practices  HIV&AIDS and drinking beer) Resources/
 Demonstrations
in our community Supplementary Readings
6. Personal 5. Group work: Work with group.  Class participation
5. Demonstrate hygiene Discuss how information about Facilitators are  Health talk
good hygiene family planning could be shared in encouraged to utilize
internet links to source  Role play
practices 7. Food needs of your school and community so
the body; peers are able to make informed additional materials and  Fair
texts concerning
6. Relate the discussion when to have baby.  Creativity
individual topic.
principles of 8. Food types
 Display
hygiene and 6. Class exercise to demonstrate www.owlcation.com/stem
balance diet to 9. Locally personal hygiene (group hand  Interpersonal
good health produced food washing) www.dictionary.com Presentation/
www.khanacademy.com Exposition
7. Discuss Nutrition 10. Diseases 7. Assignment: www.dison.com  Group
and name the associated with
basic food groups vitamins A. Let learners list locally www.nature.com  Individual
deficiency. produced food within their www.sporcle.com  Test
8. List some locally community. www.sciencekids.org
produced food 11. Substance/drug
within each food abuse and www.sciencefun.org
B. Let teacher assist learners to
group influence categorize the food as energy,
factors.
protective and body building
9. Discuss myths foods.
 Drug use
and taboos
associated with  Alcohol use C. The teacher should lead the
nutrition  Peer pressure discussion on mal-nutrition and
diseases associated with them.
10. List some  Parental
pressure etc. D. Discuss with learners the impact
diseases
associated with of drug abuse and the
Page 13
 vitamin 12. The importance importance of exercise to the
deficiency of physical body.
exercises.
11. Discuss the effect 8. Debate: Prepare three colors of card
of substance and 13. Risky behavior (red, yellow and green) representing
drug abuse on the for HIV the three risky behaviors (high risk,
body infection: low risk and no risk).
a. High risk
12. State the behavior
9. Demonstration: Prepare flash card
importance of with a list of risky behaviors of
physical exercise b. Low risk individuals and ask the learners to
on the body behavior
come out one at a time and take one
flash card to place it under the
13. Discuss behaviors c. No-risk appropriate colored card.
that put one at behavior
risk of becoming Ask the learners to state why they
infected with HIV placed the card under a particular
color, and ask the other learners
whether they agree.

Correct any misinformation and be

sure that the card is moved to the
correct color.

Continuum: Use risk statement that

show different scenarios about HIV
and AIDS. Invite learners to determine
high risk, low risk and no-risk
behavior. Invite learners to share why
they choose what they choose

Page 14
 SEMESTER: TWO
GRADE: 7
PERIOD: V
TOPIC: EARTH AND SPACE SCIENCE
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / COMPETENCIES/
OUTCOMES RESOURCES ASSESSMENT
Learners are Upon completion of 1. Definition of: Inclusive and Differentiated A. Primary Text EXPECTED
able to: this topic, learners Learning Williams K- Fullick, COMPETENCIES:
a) Earth Science
will: Individual seat works or work in Ann, Gardner, Sue-  Effective
Identify and b) Space Science mixed groups according to Jones, Catharine Communication
describe features 1. Distinguish gender, abilities, learning styles, Science For Junior High  Analytical Skills,
of earth and space between Earth 2. Earth climatic zones: etc. for Liberia
science and and Space a) Torrid zone Grade 7 Pupil;s Book  Digital Skills,
recognize how Science 1. Class Discussions: Ask
b) Frigid zone (Pearson, 2014)  Research and
they impact learners to define Earth Science M.B. Wiredu, et al. A Problem Solving
natural 2. Explain what c) Equator and Space Science and lead skills
formations and causes weather discussion on their ideas to
d) Tropics cancer New Integrated
the environment. to change and clarify the meaning.
Science for JHS - BK  Organizational
e) Tropics Capricorn ability
why we have 1 (Longman, 2007)
2. Assignment: Ask learners to
different
Understand basic sketch a globe depicting the ASSESSMENT
climates in Atmosphere and its B. Secondary Text
concepts and contents: earth’s climatic zones (torrid, STRATEGIES to be
processes of various parts of General Science used to check
a) Biosphere frigid, equator, tropics of
science as they the world Revision Notes & competencies
cancer and tropics of
are used in b) Stratosphere Capricorn) and lead discussion Exercise For JSS (Select relevant option)
everyday life 3. Name and (Longman)  Test
c) Troposphere on the rationale for doing the
describe the
work.  Quizzes
spheres of the d) Mesosphere C. Other
earth (exosphere/ Resources/  Individual-
3. Peer work: Work with a
ionosphere) Supplementary projects(report)
partner. Use a light source to
Readings
Page 15
4. List and e) Magnetosphere represent the Sun. One person Facilitators are  Peer work-
describe the holds the light source so that it encouraged to utilize (assessment)
levels of the 3. Weather and does not move. The other internet links to source
atmosphere person must move the globe so additional materials and  Observation
Climate
- Define; that the light source shines on texts concerning
individual topic.  Attendance
5. Name the a). Weather the equator, up to the Tropic of
factors that b). Climate Cancer and down to the Tropic  Participation
influence the of Capricorn. Let learners www.owlcation.com/stem
weather of a A. Factors influencing explain what they learn about www.dictionary.com  Oral presentation
place weather: the climate zones in the
www.khanacademy.com  Field Trips-
i. Air pressure activity.
6. Describe factors www.dison.com (Presentation)
ii. Temperature
that lead to rain www.nature.com
iii. Precipitation 4. Laboratory: Lead learners to
formation  Group work
iv. Humidity experiment formation of cloud www.sporcle.com
through evaporation process
7. Name the three www.sciencekids.org  Role and
B. Factors influencing (boiling of water), and then
kinds of rocks www.sciencefun.org Responsibilities
Climates: lead discussion on the rest of
and factors that
the activities.
lead to their i. Position to the  Peer Assessment
formation place nearness to
the sea or equator 5. Assignment: Ask learners to
define:
8. Name some ii. Latitude
minerals of the a). Weather b). Climate and
earth found in iii. Prevailing wind clarify learner’s definition and
Liberia belt differentiate climate from
weather.
iv. Temperature
v. Rainfall 6. Group work: Divide the class
into two groups and ask each
vi. Sunshine
group to list factors influencing
weather or climate. Lead
Page 16
5. Spheres of the Earth; discussion on the learners’
a). Hydrosphere ideas.
b). Lithosphere
c). Mantle and Core 7. Class Discussion: Learners
discuss the spheres of the earth
6. Crust of the Earth; (hydrosphere, lithosphere,
a). Rock formation mantle and core). Lead
discussion on the ideas of
b). Kinds of rock
learners.
 Igneous rock

 Sedimentary Assignment: Explain the formation

rock of rocks and the various types
(igneous, sedimentary,
 Metamorphic
metamorphic), including rock
rock
cycle.
c). Rock cycle Some
product from rock
cycle found in
Liberia.

Page 17
 SEMESTER: TWO
GRADE: 7
PERIOD: VI
TOPIC: AGRICULTURE
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / COMPETENCIES/
OUTCOMES RESOURCES ASSESSMENT
Learners are able to: Upon completion of this Agriculture: Inclusive and Differentiated A. Primary Text EXPECTED
topic, learners will: a) Definition Learning Williams K- Fullick, COMPETENCIES:
Develop skills in Individual seat works or work Ann, Gardner, and Sue-  Effective
farming while 1. State the two main b) Two main types of in mixed groups according to Jones, Catharine (2014): Communication
appreciating the value types of Agriculture agricultural products; gender, abilities, learning Science for Junior High  Analytical Skills,
of nature. products (i). Food crops styles, etc. for Liberia
(ii). Cash crops Grade 7 Pupils’ Book.  Digital Skills,
2. Explain how soil is 1. Assignment: Let learners Pearson, England.  Research and
prepared for growing c) The three kinds of define agriculture and state Problem Solving
plants plants: the two main types of M.B. Wiredu, et al. A skills
i Annual plant – e.g. agricultural products – New Integrated
3. State the importance  Organizational
ii Biannual plant – e.g. possible answers; food Science for JHS - BK
ability
of fertilizer in the crops and cash crops. 1 (Longman, 2007)
growing of plants, iii Perennial plant – e.g.
ASSESSMENT
and 2. Non-Experimental B. Secondary Text STRATEGIES to be
d) Soil preparation for
Research: Let learners General Science used to check
growing plants:
4. Apply the bring sample of food and Revision Notes & competencies
fundamentals of Alluvial, Loamy and
cash crops collections for Exercise For JSS (Select relevant
Agriculture in the Sandy soils. option)
categorization. (Longman)
production of food in  Test
making the green e) Purpose for soil
revolution a reality. preparation. 3. Assignment: Ask learners C. Other  Quizzes
to brainstorm and state Resources/
Supplementary Readings  Group
those plants that bear fruits assignments
once a year, twice a year
Page 18
f) Seed Germination and and throughout the year and T.E. Lartey, et al. BECE  Projects
growth - Dicot seed ask them to bring specimen Agriculture for
 Individual reports
(beans and pea) of each of the following JSS – Pupil’s Book 1
class time.  Group reports
- Monocot seed (Sedco, 2005)
(paddy/  Demonstrations
- corn) 4. Demonstration: Teacher Facilitators are  Observations
- Fertilizers display three types of soil encouraged to utilize
used for growing plants and internet links to source  Oral presentation

g) Process of explain their usage. additional materials and  Field work

Germination: texts concerning
individual topic.  Participation
- Testo 5. Demonstration: Lead
learners to experiment the  Test
- Tegmen www.owlcation.com/stem
preparation of the soil to  Assignment
- Cotyledon grow seeds. www.dictionary.com
 Non-Experimental
- Endosperm www.khanacademy.com research
6. Presentation: Explain the
- Hilum www.dison.com
purpose of irrigation and  Group work
- Microphle retention of water in the www.nature.com .
- Embryo soil.
www.sporcle.com
- Raddicle 7. Experimental Research:
- Plumule Let learners experiment the www.sciencekids.org
planting of seeds into the
- Tap root www.sciencefun.org
nursery and observe the
- Adventitious growing process of seeds.
(fibrous)
8. Class Discussion:
h) Condition for A. Let the learners describe
Germination; the type of seeds by
- water observing the germinated
- air(oxygen)
Page 19
 - sunlight ones to state whether it is
(temperature) dicot or monocot.
- spacing
9. Lead learners to discuss the
i) Weeding types; chemicals and other things
- Mechanical that are used to improve
method plant growth.
- Chemical method
- Physical method 10. Assignment: Ask learners
to describe the conditions
j) Difference between that are necessary for plant
manure and fertilizers growth and survival.

11. Group work:

A. Divide the class into
groups Lead learners to
give the various weeding
methods and state the
advantages and
disadvantages of weeding.

12. Group learners into two

small groups and let each
group state the difference
between fertilizer and
manure and then make
clarification of their
responses.

Page 20
 SEMESTER: ONE
GRADE: 8
PERIOD: I
TOPIC: SCIENTIFIC KNOWLEDGE AND NON-LIVING MATTER
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS/ COMPETENCIES/
OUTCOMES RESOURCES ASSESSMENT
Learners are able Upon completion of 1. Scientific Inclusive and Differentiated A. Primary Text EXPECTED
to: this topic, learners knowledge: Learning W. K- Fullick, A.G. Sue- COMPETENCIES:
will: a) Common sense Individual seat works or Jones, Catharine  Effective
Apply scientific 1. Discuss the as a source of work in mixed groups Science For Junior High for Communication
knowledge to scientific method knowledge. according to gender, abilities, Liberia  Analytical Skills,
innovate/create and and demonstrate learning styles, etc. Grade 8 Pupil;s Book
effectively share its application in (Pearson, 2014)  Digital Skills,
b) How scientists
findings/informatio problem solving solve problems. 1. Class Discussion: Ask  Research and Problem
n with others learners to list the components M.B. Wiredu, et al. A New Solving skills
2. Describe and c) The nature of of scientific knowledge and Integrated
. discuss the basic tell them to find the difference  Organizational ability
scientist. Science for JHS - BK 2
and derived units between scientific knowledge (Longman,
of measurement and superstition. ASSESSMENT
d) Measurements; 2007) STRATEGIES to be used
basic and to check competencies
3. Describe the 2. Fair: Lead learners to B. Secondary Text
derived units (Select relevant option)
composition of demonstrate the components
(area, volume, General Science
matter
density, weight of scientific knowledge to Revision Notes &  Attendance
and force). solve scientific problems. Exercise For JSS  Observation
4. Discuss the states a) Create a chart to show what (Longman)
of matter and their the scientific method is all  Participation
2. Matter: Non-living
properties about Other Resources/  Assignment
a) The structure of Supplementary Readings
b) Use the scientific method to  Class work
5. Differentiate the matter;
kinds of matter solve problems (identify any  Quizzes
states of matter Measurement chart
problem)
(elements,
Page 21
 compound and and their Facilitators are encouraged to  Test
mixtures) properties. c) Carry out simple experiments utilize internet links to source
 Individual projects
using the scientific methods additional materials and texts
Demonstrations
6. Identify some b) Elements: concerning individual topic.
common Definition of d) Learners demonstrate a  Fair:
compounds with symbols. scientific attitude and also www.owlcation.com/stem
provide future  Creativity
their formula,
www.dictionary.com
scientific and c) Compounds: recommendations for their  Display
common names Definition of work.
www.khanacademy.com  Interpersonal
compounds,
7. Distinguish formulas, 3. Assignment: www.dison.com
between scientific and A. Ask learners to state the
compounds and commercial characteristics and www.nature.com
mixtures with name. behavior of scientists and
examples and how these characteristics www.sporcle.com
Describe and d) Mixture: can be applied in their
www.sciencekids.org
demonstrate some examples; daily lives.
common methods petroleum, air, www.sciencefun.org
of separating sea water, sugar B. Ask learners to state the
mixtures. water. difference between basic
and derived units. Let
them use these units to
solve simple measurement
problems of area, volume,
density, weight and force.

4. Demonstration/ animation:
to discuss the states and
properties of non-living matter.

Page 22
5. Assignment:
A. Lead learners to define and
identify elements with their
symbols.

B. B. Learners to define and

identify compounds with
their formulae, scientific
and commercial names.

Page 23
 SEMESTER ONE
GRADE: 8
PERIOD: II
TOPIC: CLASSIFICATION AND LIVING MATTER
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / COMPETENCIES/
OUTCOMES RESOURCES ASSESSMENT
Learners are Upon completion of this Classification of living Inclusive and Differentiated A. Primary Text EXPECTED
able to: topic, learners will: things: Learning Williams K- Fullick, Ann, COMPETENCIES:
i Protist characteristics Individual seat works or work in Gardner, Sue- Jones,  Effective
Develop the link 1. Describe the with examples. mixed groups according to Catharine Communication
between cells, characteristics of gender, abilities, learning styles, Science For Junior High
tissues and organs protists, plants and for Liberia  Analytical Skills,
ii Plant characteristics with etc.
in a living animals with Grade 8 Pupils Book
examples.  Digital Skills,
organism. examples 1. Class Discussion: Lead (Pearson, 2014)

Demonstrate iii Animal characteristics learners to classify living things  Research and Problem
2. Describe and with examples. (protist characteristics) with M.B. Wiredu, et al. A Solving skills
relationships explain cell
Plants examples. New Integrated
among the structure
a) Needs of plants - Plants characteristics with Science for JHS - BK  Organizational ability
different types of
systems in the examples. 2 (Longman, 2007)
3. Distinguish between b) Cell structure ASSESSMENT
human body
respiration and c) Respiration and 2.Class Discussion / STRATEGIES to be used
B. Secondary Text
photosynthesis in photosynthesis Assignment: Lead learners to to check competencies
General Science
plants list and discuss (Select relevant option)
Revision Notes &
d) Types according to  Test
a. Animal characteristics Exercise For JSS
4. Discuss the types of environment, hydrophyte, b. Plant needs  Quizzes
(Longman)
roots and leaves epiphytes, Rhodophytes
- Cell structures  Group assignments
e) Types of roots: - Respiration/ C. Other Resources/
5. Classify animals photosynthesis Supplementary Readings  Non-Experimental
Tap-root, adventitious and research-report
according to the Hydrophytes, epiphytes, Posters
major phyla modified roots.
Rhodophytes, etc. Shika Express - Biology  Attendance
Version 1.1

Page 24
6. Describe and f) Types of leaves: (according to their Hands-On Activities  Observation
discuss the insects Simple and compound. environment). Companion Guide
 Group work
with emphasis on Tanzania
grasshopper as an g) Shapes of leaves and 3. Group work: Divide the Shikanamikono-  Oral Presentation
class in two groups and let Biology2016pdf
example arrangements on stem:  Class participation
typical flowers and their each group discuss the types
of roots. - Lead them to list Facilitators are encouraged  Fairs
7. Describe the functions.
each type with examples. to utilize internet links to  Creativity
structural
source additional materials
organization of the Animals - Let learners describe the  Display
and texts concerning
human body;  Classifying animals various types of leaves
individual topic.
(elementary (simple and compound).  Interpersonal
 Cells, Tissues and organs
treatment only) - Describe shapes of leaves www.owlcation.com/stem  Demonstrations.
and arrangements on
Human Body System
8. Discuss the skeletal, stem. www.dictionary.com
 Skeletal System
digestive and
circulatory systems  Digestive system 4. 4.Assignment: Lead the www.khanacademy.com
with their principal  Circulatory system learners to identify and state
organs and www.dison.com
functions of:
functions  Male and Female
a) Typical flower www.nature.com
reproductive systems
5. Peer Work: Learner work www.sporcle.com
9. Identify the with peer .Decide how you
structure and the think cells, tissues and organs www.sciencekids.org
functions of the are linked in the body of an
male and female animal. Have peer agreed on www.sciencefun.org
reproductive the answer and write in your
systems and List notebook. Answers will be
some disorder and check for clarity.
disease associated
with them. 6. Hands-on activities: Display
some non-living things such

Page 25
 as a stone, piece of wood,
glass of water etc., and list
any obvious differences
between these things and a
living organism (i.e. man).
Produce a table from the
whole class response.

7. Assignment: Draw your

own skeleton system and
label it.

8. Group Work: Let learners

discuss and analyses in
groups on what will happen
to the food that they eat
inside their body, and report
to the class.

9. Fair: Display posters of

male and female reproductive
system and discuss

Page 26
 SEMESTER: ONE
GRADE: 8
PERIOD: III
TOPIC: ENERGY AND SIMPLE MACHINES
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / COMPETENCIES/
OUTCOMES RESOURCES ASSESSMENT
Learners are Upon completion of 1. Energy: Inclusive and Differentiated Learning A. Primary Text EXPECTED
able to: this topic, learners a). definition of Individual seat works or work in mixed Williams K- Fullick, Ann, COMPETENCIES:
will: energy groups according to gender, abilities, Gardner, Sue- Jones,  Effective
Appreciate energy 1. Distinguish learning styles, etc. Catharine Communication
sources and uses between potential b). Energy - Science For Junior High
and how they and kinetic energy potential and for Liberia  Analytical Skills,
Class Discussion: Lead learners to define
impact the with examples. kinetic. energy and states the types (Potential & Grade 8 Pupil’s Book
 Digital Skills,
environment. Kinetic). (Pearson, 2014)
2. Discuss the forms c). Forms of Assignment: Ask learners to discuss the  Research and
of energy with energy; types of energy and state examples of each. C. Secondary Text Problem Solving
examples. mechanical, heat, General Science skills
light, chemical, Lead learners to identify the forms of energy Revision Notes &
3. Discuss and atomic and and describe them with examples (Reports Exercise For JSS  Organizational
describe some of solar. and Presentations). (Longman) ability
the forces in the Other
environment d). Sources and Group work: Organize the class into two ASSESSMENT
Resources/
(gravity, inertia, uses of energy. groups; let them brainstorm the impact of Supplementary Readings STRATEGIES to be
friction and energy on everyday activities and the used to check
adhesion). e). Forces in the competencies (Select
environment. Facilitators are encouraged
environment; relevant option)
Group Assignment and Demonstration: to utilize internet links to
gravity, inertia, source additional materials  Test
4. Name some Illustrate with flow charts to show the
sources and uses friction, cohesion following energy transformations: solar and texts concerning  Quizzes
of fuel, and and adhesion. energy to chemical in photosynthesis, individual topic.
 Group work
Chemical energy to electrical energy in solar
cells, chemical energy in fossil fuel into
Page 27
Discuss the simple f). fuels – thermal energy/ electrical energy, potential www.owlcation.com/stem  Role and
machine and examples and energy to kinetic energy in falling object, Responsibility
demonstrate their uses. electrical energy to light energy in bulbs, www.dictionary.com
applications. chemical energy is released from glucose  Peer Assessment
www.khanacademy.com
g). Machines and during cellular respiration  Individual
their work; simple projects- reports
www.dison.com
machine: simple Demonstration/ Observation: Lead learners
mathematical to demonstrate gravity, inertia, friction, www.nature.com  Demonstrations.
problems on cohesion and adhesion by the following
simple machines. activities: www.sporcle.com  Laboratory
a) Sending the ball vertically to the next reports
www.sciencekids.org
end or upward.
b) Two learners on 100 meters race. www.sciencefun.org  Attendance
c) Rubbing palms together.
d) Applying glue/honey on two surfaces of  Participation
paper. Closing envelope using gum.
e) Drop oil in water.  Observation

Learners observe/Record: Observe the

demonstrations and write a report.

Class work /Demonstration: Ask learners to

collect charcoal, kerosene, candle and
matches to demonstrate their uses as fuels by
burning them.
Demonstration: Lead learners to
demonstrate the use of simple and compound
machines in doing work. Examples; shovels,
wheelbarrows, ladder, scissors, knife, pulley,
etc. Let them determine the amount and speed
of work done.
Page 28
Problem Solving: Lead learners to solve
simple mathematical problems on work done.

Page 29
 SEMESTER: TWO

GRADE: 8
PERIOD: IV
TOPIC: HEALTH AND HYGIENE

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / COMPETENCIES/

OUTCOMES RESOURCES ASSESSMENT
Learners are Upon completion of -The importance and Inclusive and A. Primary Text EXPECTED
able to: this topic, learners promotion of good Differentiated Learning Williams K- Fullick, Ann, COMPETENCIES:
will: health. Gardner, Sue- Jones,  Effective
Appreciate the 1. Discuss the -Hygiene (Malaria) Individual seat works or Catharine Communication
importance of  Analytical Skills,
importance of  Good hygiene work in mixed groups Science For Junior High
good health and good health and according to gender, for Liberia  Digital Skills,
practices.
how it can be  Research and Problem
demonstrate how  Personal hygiene abilities, learning styles, Grade 8 Pupil’s Book
promoted Solving skills
diseases are a) Care of skin, ear, etc. (Pearson, 2014)
 Organizational ability
transferable. nose, mouth and eyes.
2. Demonstrate 1. Presentations M.B. Wiredu, et al. A New
b) Care of reproductive ASSESSMENT
Identify risky various methods /Exposition: Let the Integrated
organs (menstruation STRATEGIES to be used
behavior used in hygiene) learners name the five Science for JHS - BK to check competencies
/circumstances maintaining and 2 (Longman, 2007) (Select relevant option)
aspects of good health and
that can lead to promoting
Substance Abuse discuss them.
rape, drug abuse personal hygiene B. Secondary Text Research (report)
Its effect on health
and create General Science  Attendance
awareness on
Relationship between 2. Demonstration: Let
3. Discuss the Revision Notes &
STIs and HIV relationship
personal hygiene and learners demonstrate the  Participation
community health. good hygiene practices in Exercise For JSS
between personal
relation to Malaria (Longman)  Role Play
Diseases:
hygiene and
 Field Trip/Report
community health a) Common
3. Presentation: Let learners Other
4. Explain the communicable  Oral Presentation
discuss ways we take care Resources/
effects of Supplementary Readings
of our body parts,
Page 30
 Substance and and communicable including menstruation Shika Express - Biology  Debate
Drug Abuse on diseases hygiene. Version 1.1 Hands-On
 Demonstration
the body b) occurrences Activities Companion
5. Name some c) prevention 4. Teacher for a day: Guide Tanzania  Observation
common diseases, Learners take turn to  Other essential
their occurrence facilitate discussion with Shikanamikono- evaluation tools:
Concept of reproductive
and methods of Biology2016pdf
health. peers about the
preventing them Reproductive Tract relationship between  Quizzes
6. Clearly explain Facilitators are encouraged
Diseases (RTD) community and personal  Group assignments
to utilize internet links to
the concept of a) STIs – definition, hygiene
source additional materials  Individual projects
reproductive causes, effects, and texts concerning
health prevention, common 5. Assignment: Ask learners  Demonstrations
individual topic.
7. Identify STIs in Liberia - to list communicable and
 Presentations
behaviors as it mode of transmission non-communicable www.owlcation.com/stem
relate to rape and of STIs diseases  Role Play
its consequences b) HIV/AIDS: Let them discuss causes and www.dictionary.com  Attendance
8. List the Acronyms prevention.
vulnerable groups www.khanacademy.com  Test
- causes
of HIV/AIDS and - modes of transmission 6. Teacher for a day
describe the www.dison.com
- sign/symptoms Learners take turn to
impact on the explain what is
- Effects (impact) on www.nature.com
individual, family reproductive health and
individual, family and
and community ask peers to list the www.sporcle.com
community.
9. Discuss the reproductive tract
- prevention
concepts of infections; modes of www.sciencekids.org
health, morbidity - vulnerable groups
- Care and support of transmission, treatment
and mortality www.sciencefun.org
people living with and prevention.
HIV/AIDS.
7. Resource Person: invite a
resource person to discuss

Page 31
Rape the STI, the causes, mode
Gender issues in rape of transmission,
(myths, attitudes) sign/symptoms and impact
Reproductive health on individual, family and
rights community as well as
How to avoid/get out of prevention.
risky situations
Steps to take in case of Group work: Divide learners
rape into smaller groups to discuss
Teenage pregnancy HIV/AIDS, the causes, mode
(causes, effects and of transmission,
prevention) sign/symptoms and impact on
individual, family and
Morbidity and community as well as
Mortality prevention.
a. definition and
causes Non- Experimental research:
b. vulnerable groups Conduct case studies about
affected how communicable and non-
c. methods of communicable diseases are
prevention spread involving learners
b) types of services sitting close to one another.

Homework: Learners conduct

research on the life styles of
drugs and substance users in
their communities and make
presentation in class relation to
the ABC method.

Assignment: Ask learners to

explain what vulnerability
Page 32
 mean and identify vulnerable
group of people in their
communities.

Group Work/Debate:
organize learners into two
groups and let each group
discuss: a). Is it good to
discriminate against people
with HIV/AIDS Why?
b). Is it bad to discriminate
against people with HIV/AIDS
Why?

Assignment: 1.Lead learners

to explain.
Send learners to their homes to
ask their parents attitudes and
values about forced sex. Allow
them to report to class.
Highlight the gender aspects in
the reporting and blame game-
especially about the girls.
Tell: Present to your learners
about their reproductive health
rights emphasizing that no one
has a right to force them to
have sex with them
Ask the learners what the
rights mean to them

Page 33
 Hands-on activities: Start a
stopwatch and have a learners
or teacher slowly pour soapy
water over a basin while the
learners washes his or her
hands. Stop the clock when the
learners’ hands are completely
clean.( See Hand- on manual
for more detail p 10)

Role Plays: A pair of learners

where a boy is trying to force a
girl into sex. Switch roles. Le
the learners use any of the
tricks to avoid rape. A girl
who has just been raped.
Telling a friend and what the
friend does to help her.
Include not destroying
evidence, reporting the rape,
medical attention - emergency
pill, PEP etc. Give learners
opportunities to practice more
scenarios about rape.

Class discussion: the meaning

of morbidity and mortality and
discuss their causes.
Assignment: Lead learners to
identify the vulnerable group
affected by morbidity and
mortality and list the types of
Page 34
 support services required by
each group

Page 35
 SEMESTER: TWO
GRADE: 8
PERIOD: V
TOPIC: EARTH AND SPACE SCIENCE

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / COMPETENCIES/

OUTCOMES RESOURCES ASSESSMENT
. Upon completion of this 1. Earth and Space Inclusive and Differentiated A. Primary Text EXPECTED
Learners are able topic, learners will: Science. A. The Earth Learning Williams K- Fullick, Ann, COMPETENCIES:
to: 1. Discuss the – spheres Individual seat works or Gardner, Sue- Jones,  Effective
atmospheres and B. The Atmosphere: work in mixed groups Catharine Communication
Recognize the compositions of the a) water vapor according to gender, Science For Junior High
geosphere as the earth  Analytical Skills,
b) precipitation abilities, learning styles, etc. for Liberia
source of our mineral and kinds Grade 8 Pupil’s Book
 Digital Skills,
and appreciate the 2. Distinguish c) weather and Assignment: Guide learners (Pearson, 2014)
earth as a supporter between weather climate to name and define the various  Research and Problem
of life and climate d) kinds of winds spheres of the earth. Solving skills
e) conditions M.B. Wiredu, et al. A New
Understand the 3. Explain the kinds influencing Discussion: Lead discussion Integrated Science  Organizational ability
theories of space. of winds and C. Climate – on the composition of each for JHS - BK 2
clouds a). natural sphere. (Longman, 2007) ASSESSMENT
b). artificial STRATEGIES to be used
4. Determine the to check competencies
Assignment: Guide learners B. Secondary Text
sources, properties 2. The Hydrosphere: (Select relevant option)
to define weather and climate, General Science Revision
and usage of water a). Inland water differentiate them.  Quizzes
Notes & Exercise For
properties JSS (Longman)  Group assignments
5. Demonstrate • Purification of Discussion: Lead learners to
 Individual projects
simple methods of water discuss factors that influence C. Other
purifying water • Sources and supply climatic change. Resources/  Demonstrations
of water Supplementary Readings Presentations

Page 36
6. Discuss the nature b). The Ocean - current Teacher for a day: Learners  Role Play
of the ocean with and tides. take turn to explain the Facilitators are encouraged
 Attendance
relationship to different clouds and winds. to utilize internet links to
currents and tides 3. The Geosphere: source additional materials  Test
a) The earth’s crust Demonstration: Guide and texts concerning
7. Name and describe learners to discuss factors that individual topic.
the layers of the b) Minerals in the space influence rainfall.
earth (space rock). www.owlcation.com/stem

c) Review of the solar Assignment: Lead learners to

www.dictionary.com
8. List some materials system with emphasis discuss the various properties
of our environment on simple observations. of hydrosphere. www.khanacademy.com

9. Explain the d) Theories about space Class Discussion: Lead a www.dison.com

theories about and early space discussion on the sources of
space and its travelers. www.nature.com
water and how it can be
history
e) Observation and effects distributed, purified and used. www.sporcle.com
of the phases of the
moon. Group work: Let learners www.sciencekids.org
demonstrate simple
purification methods www.sciencefun.org

Page 37
 SEMESTER: TWO

GRADE: 8
PERIOD: VI
TOPIC: SOIL SCIENCE
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES/
OUTCOMES ASSESSMENT
Learners are able Upon completion of 1. Definition of Inclusive and A. Primary Text EXPECTED
to: this topic, learners will: fertile soil Differentiated Learning Williams K- Fullick, Ann, COMPETENCIES:
2. Types of soil Individual seat works or Gardner, Sue- Jones,  Effective Communication
Recognize the 1. Identify the kinds work in mixed groups Catharine
types of soil of soil and methods 3. Methods of according to gender, abilities, Science For Junior High for  Analytical Skills,
of improving them improving soil. learning styles, etc. Liberia
Distinguish seed  Digital Skills,
Grade 8 Pupil;s Book
types and 2. Discuss the Field Trip: (Pearson, 2014)
4. Germination of  Research and Problem
recognize factors components of soil 1. Let learners identify the
seeds Solving skills
that affect plant types of soil in their locality. M.B. Wiredu, et al. A
growth 3. Discuss the effects 5. Types of seeds Collect samples for New Integrated  Organizational ability
of different kinds examination and list the types Science for JHS - BK
of soil on plant they have examined. 2 (Longman, 2007) ASSESSMENT
6. Conditions
growth STRATEGIES to be used to
necessary for
2. Let learners to identify B. Secondary Text check competencies (Select
germination. relevant option)
4. Describe the kinds fertile soil among samples General Science
of fertilizers and  Quizzes
collected and examined. Revision Notes &
their effects on Demonstration: Discuss with Exercise For JSS  Group assignments
plant growth learners various ways of (Longman)  Individual projects
improving soil fertility.
 Field trips/ report
C. Other
Assignment: Discuss definition Resources/Supplementary  Tests
of germination and the types of Readings
Page 38
seeds. Let learners list the types T.E. Lartey, et al.  Experimental
of seeds with examples of each. BECE Agriculture for research/reports
JSS – Pupil’s Book 2
Class Discussion: Lead (Sedco, 2005)  Presentation
learners to state conditions
 Demonstrations
necessary for seed germination. Facilitators are encouraged to
Experimental Research: Plant utilize internet links to source
seeds in three different additional materials and texts
polycene bags. Place one in a concerning individual topic.
dark room, second one in an
open air (outside) and third one www.owlcation.com/stem
in the classroom. Supply water www.dictionary.com
to all of them. www.khanacademy.com

Observe the three plants, ask www.dison.com

learners which one of them www.nature.com
germinated well, and which one www.sporcle.com
did not.
www.sciencekids.org
www.sciencefun.org

Page 39
 SEMESTER: ONE

GRADE: 9
PERIOD: I
TOPIC: SCIENTIFIC KNOWLEDGE AND NON-LIVING MATTER
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / COMPETENCIES/
OUTCOMES RESOURCES ASSESSMENT
Learners are able Upon completion of this 1. Scientific Knowledge: Inclusive and A. Primary Text EXPECTED
to: topic, learners will: a) Man and the scientific Differentiated Learning Williams K- Fullick, Ann, COMPETENCIES:
methods of solving Individual seat works or Gardner, Sue- Jones,  Effective
Demonstrate 1. Distinguish between problems; work in mixed groups Catharine Communication
knowledge and Science and Technology according to gender, Science For Junior High
skills to solve for Liberia  Analytical Skills,
b) Scientific methods of study; abilities, learning styles,
basic scientific 2. Demonstrate the use of etc. Grade 9 Pupil’s Book
 Digital Skills,
problems and scientific methods in c) Difference between Science (Pearson, 2014)
show desirable solving problems and Technology; Class Discussion: Lead B. M.B. Wiredu, et al. A  Research and
attitude towards learners to discuss the New Integrated Problem Solving
science 3. Classify matter into differences between Science Science for JHS - BK skills
d) The aid of mathematics in
elements, mixtures and and Technology 3 (Longman, 2007)
describing things
compounds, with qualitatively and  Organizational
Assignment/Fair: Learners ability
examples. quantitatively B. Secondary Text
to identify a scientific
problem that could be solved General Science
4. Identify the differences ASSESSMENT
2. Matter: Non-living matter by using the process of Revision Notes &
between physical and scientific method of study STRATEGIES to be
a) Elements – atom and its Exercise For JSS used to check
chemical changes of structure; (Observation; experiment; (Longman)
hypothesis; collection of competencies
matter, with examples
facts and conclusion and (Select relevant
b) Classification of future work) C. Other option)
5. Describe the elements (Use the Resources/
composition, properties Periodic table only for Demonstration: Ask the Supplementary Readings  Attendance
and usage of air classification of learners to solve problems
on measurements,  Participation
Elements;
Page 40
6. Categorize the converting one system of Facilitators are encouraged  Observation
differences between c) Physical and chemical units to another; to utilize internet links to
 Fairs:
mixtures and changes; source additional materials
compounds, with and texts concerning  Creativity
d) Mixture: Eg. Air and Use periodic chart to lead individual topic.
examples  Display
Sea water learners to identify and
classify the first 20 elements; www.owlcation.com/stem  Quizzes
7. Describe the
composition, properties e) Compounds (Acids,
Group work: List some www.dictionary.com  Test
and usage of acids, Bases and Salts) elements and form www.khanacademy.com  Group
bases and salts; and compounds, and discus their assignments
f) Differences between properties, including www.dison.com
8. Explain the methods of Elements, Mixtures and mixtures; www.nature.com  Individual
separating various Compounds
www.sporcle.com projects/reports
mixtures. Laboratory:
1. Use the following www.sciencekids.org
compounds to show  Demonstrations
reactions of acids and www.sciencefun.org
Salts to produce Bases:
(H2SO4; HCl; and HNO3
as acids; Na2CO3;
KCl3O as salt)

2. Lead learners to
demonstrate magnetic
separation, filtration,
distillation;

3. Lead learners to
demonstrate physical
and chemical changes in
matter.

Page 41
 SEMESTER: ONE

GRADE: 9
PERIOD: II
TOPICS: LIVING MATTER
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / COMPETENCIES/
OUTCOMES RESOURCES ASSESSMENT
Learners are able Upon completion of 1. Living matter: Inclusive and Differentiated A. Primary Text EXPECTED
to: this topic, learners a) Definition and Learning Williams K- Fullick, Ann, COMPETENCIES:
Demonstrate and will: Identification Individual seat works or work Gardner, Sue- Jones,  Effective
apply knowledge of 1. Classify living b) Classification in mixed groups according to Catharine Communication
the biological matter into two c) Characteristics gender, abilities, learning Science For Junior High
characteristic in groups: Plants and  Analytical Skills,
styles, etc. for Liberia
plants and animals animals 2. Kingdoms: Grade 9 Pupil;s Book
to solve biological 2. Describe the a) Plant kingdom  Digital Skills,
Class Discussion: Lead learners (Pearson, 2014)
problems characteristics of b) Animal kingdom to define and identify living  Research and
plants and animals things; M.B. Wiredu, et al. A Problem Solving
Appreciate the 3. Describe sexual 3. Reproduction: New Integrated skills
physical, social and
and asexual forms a) Sexual Group work: Organize the Science for JHS - BK
emotional changes
of reproduction in b) Asexual class into two groups, and ask 3 (Longman, 2007)  Organizational
that occur in the
both plants and them to classify living things by ability
body.
animals their characteristics;
4. Mendel’s law of B. Secondary Text
4. Discuss Mendel’s ASSESSMENT
Heredity General Science Revision
law of Heredity Group work: Divide the class STRATEGIES to be
Notes &
used to check
5. Discuss the 5. Human Reproduction: into two groups and assign to Exercise For JSS competencies (Select
process of Development of Fetus each a topic (plant kingdom or relevant option)
reproduction in animal kingdom) two days prior
to the stage of delivery BECE Agriculture for  Attendance
human, the to class time. Ask each group JSS – Pupil’s Book 3
development of leader to present their group’s  Participation
6. Pregnancy - Its (Sedco, 2005)
the Fetus, and the implications: report to the rest of the class for  Quizzes
C. Other
discussion and correction. Resources/
Page 42
 process of a) Social Supplementary  Test
delivery b) Psychological Assignment: Readings
 Group assignments
6. Discuss the social A. Lead learners to discuss the
and psychological 7. two systems of reproduction Facilitators are encouraged  Individual projects
Types of plants and to utilize internet links to
implications (sexual and asexual). reports
their functions: source additional materials
related to a) Types of leaves
pregnancy B. Guide learners to discuss the
and texts concerning  Non –Experimental
b) Classification of individual topic. Research/
7. Group and discuss plants theory of Heredity.
plants according www.owlcation.com/stem  Demonstrations
to their classes and C. Let the learners draw the
8. Systems of the Human www.dictionary.com  Field Trip
8. Describe the Body: reproductive organs of both
systems of the a) Structures male and female and label their www.khanacademy.com
human body and parts. www.dison.com
b) Functions
outline their
functions. www.nature.com
Class Discussion: Let the
9. Puberty/Adolescence
learners discuss the www.sporcle.com
(The Human life
cycle): development process of the www.sciencekids.org
a) Infancy Human Fetus, and the delivery
www.sciencefun.org
stage.
b) Childhood
Adolescence
Assignment:
(Physical and
A. Ask learners to outline the
emotional changes
implications that
10. Juvenile delinquency, accompany pregnancy,
causes and its impact on with reference to social
youth and society and psychological stand-
points.

Page 43
 B. Guide learners to list some
types of plants and state
their functions.

Field Trip: Guide learners in to

collect several types of plant
leaves and classify them
according to their structures.

Assignment: Let the learners

draw and label the systems of
the human body, and discuss
their functions.

Demonstration: Lead learners

to discuss the human life cycle,
using chart to depict the various
stages.

Non-Experimental Research:
Ask the learners to conduct an
investigation into the causes of
juvenile delinquencies, and to
suggest solutions.

Page 44
 SEMESTER: ONE
GRADE: 9
PERIOD: III
TOPICS: HEALTH AND HYGIENE
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / COMPETENCIES/
OUTCOMES RESOURCES ASSESSMENT
Learners are Upon completion of Health and Hygiene definition; Inclusive and Differentiated A. Primary Text EXPECTED
able to: this topic, learners Learning Williams K- Fullick, Ann, COMPETENCIES:
will: Personal Hygiene: Gardner, Sue- Jones,  Effective
Apply 1. Distinguish Care of the body Individual seat works or Catharine Communication
knowledge and between Health Nutrition work in mixed groups Science For Junior High
skills acquired to and Hygiene for Liberia  Analytical Skills,
Food care according to gender,
practice good abilities, learning styles, etc. Grade 9 Pupil’s Book
Puberty/adolescence Reproductive  Digital Skills,
Health care and 2. Describe activities (Pearson, 2014)
Health:
resist the use of necessary to
substance and
a) Teenage pregnancy Class Discussion: Let learners  Research and
promote personal b) Causes and effects define Health and Hygiene, M.B. Wiredu, et al. A Problem Solving
drugs abuse hygiene and c) Maternal and child nutrition and indicate the differences. New Integrated skills
optimum care of d) Pregnancy and its implications Science for JHS - BK
Communicate the body  Organizational
e) Basic needs of mother and child Research: Ask learners to visit 3 (Longman, 2007)
effectively their ability
feelings about f) Harmful traditional practices on the kitchen regularly and
sex and sexuality
3. Discuss Nutrition women health and child survival observe activities and report B. Secondary Text
in relation to food ASSESSMENT
as it relates to same. General Science Revision
and its care STRATEGIES to
reproductive Infertility and sterility: Causes: Notes &
be used to check
health a) Biological Assignment: Define puberty, Exercise For JSS competencies
4. Discuss the causes b) Cultural Reproductive Health, and then (Select relevant
and effects of lead learners to discuss the BECE Agriculture for option)
teenage pregnancy Common Sexually Transmitted reproductive health needs. JSS – Pupil’s Book 3  Attendance
Infections: (Sedco, 2005)
5. Discuss common  Assignment
- Causes, treatments and prevention Group work: Ask learners to
sexually (Gonorrhea, syphilis, chancroid, state the common sexually  Participation
transmitted
Chlamydia, trichomoniasis, transmitted infections, and
Page 45
 infections candidiasis) outline the causes, treatment C. Other  Quizzes
(including HIV & and control. And present to the Resources/Supplementary
 Test
AIDS), prevention, HIV/AIDS: class. Readings
treatment and care - Definition  Group
Facilitators are encouraged assignments
- Causes Assignment:
6. Define the term to utilize internet links to
- Modes of transmission; sign and A.Define HIV&AIDS and lead
source additional materials  Demonstrations
“human sexuality” symptoms – treatment, Prevention learners to discuss the causes;
and outline
and texts concerning  Group work
- Care and support of PLWHA mode of transmission; impact;
individual topic.
responsible - Vulnerable groups for both STIs and treatment; prevention and  Project
attitudes of HIV/AIDS care/support of victims. (individual &
www.owlcation.com/stem
adolescents Group)reports
Human sexuality ( Sex and Sexuality) www.dictionary.com
B: Ask learners to describe and
7. Explain what is www.khanacademy.com  Research Project
a) Definition of sex and sexuality identify the segment of the
meant by b) Cycles of Sexuality population considered to be www.dison.com
Drug/Substance c) Factors that affect sexual vulnerable to STIs and
abuse; its effects behavior with reference to www.nature.com
HIV&AIDS.
and corrective adolescents www.sporcle.com
measures and d) Consequences of irresponsible Ask learners to explain what is www.sciencekids.org
sexual behavior
meant by human sexuality; the
8. Explain and www.sciencefun.org
Effective communication factors that affect sexual
demonstrate
- Listening behavior; and the consequence
simple First Aid
- Message of irresponsible sexual
methods.
- Clarity behavior.
- Non- verbal communication Debate: Give learners the
opportunity to communicate
Negotiation and negotiate their feelings
Listening and understanding the other about sex. Some who do not
person’s point of view want to have sex and those
Proving alternatives who do not want to have
Compromise unprotected sex. Ask learners
Emotions
to evaluate the process using
Page 46
Assertiveness the effective communication
Understand sexual rights and negotiation skills or
Say what you want understand your checklist and state challenges
sexual triggers of assertiveness based on
Recognize pressure lines gender.

Drugs and substance abuse: Group work: Divide learners

a) Effects of alcohol and drugs on the into groups to discuss effects
body of alcohol and drug abuse and
b) Corrective measure their corrective measures.

Definition of First Aid: Demonstration: Lead learner

a) Treatment of wounds, bleeding, to define First Aid, and
bites, cuts, burns, etc. demonstrate the treatment of
b) Artificial respiration wounds, bleeding, cuts, bites
and burns, and other
emergency treatments,
including artificial respiration.

Page 47
 SEMESTER: TWO
GRADE: 9
PEROD: IV
TOPICS: FORCE, HEAT AND SOUND
.
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / COMPETENCIES/
OUTCOMES RESOURCES ASSESSMENT
Learners are able Upon completion of this 1. Energy and machines: Inclusive and A. Primary Text EXPECTED
to: topic, learners will: a) Force, motion and energy Differentiated Learning Williams K- Fullick, COMPETENCIES:
1. Discuss the forces – definition and Inclusive seat works or work Ann, Gardner, Sue- Jones,  Effective
Appreciate the relationship of force, application in mixed groups according to Catharine Communication
importance of the work, energy, gender, abilities, learning Science For Junior High
use of machines to motion and  Analytical Skills,
b) Inertia, Velocity, speed styles, etc. for Liberia
get work done machines Grade 9 Pupil;s Book
and acceleration  Digital Skills,
Group work: Divide learners (Pearson, 2014)
Appreciate the uses 2. Explain the into groups and lead them to  Research and
c) Solving of simple
and importance of relationship between define and state the M.B. Wiredu, et al. A New Problem Solving
problem of energy
light and velocity and application: Integrated skills
temperature. acceleration and Force, motion, and energy; Science for JHS - BK 3
speed and velocity d) Bernoulli’s Principle -Forces , inertia, velocity (Longman,  Organizational
(Fluid) ability
Speed and acceleration 2007)
3. Demonstrate and B. Secondary Text
explain the 2. Heat and Temperature: ASSESSMENT
Class Discussion: Lead General Science
Bernoulli’s with a) Measurement of STRATEGIES to be
learners to discuss the Revision Notes & used to check
examples temperature Bernoulli’s Principle and its Exercise For JSS competencies
- Thermometer scale application; (Select relevant option)
4. Demonstrate the - o
C and oF C. Other  Quizzes
measurement of - Clinical types of Class Discussion: Lead the Resources/
temperature in oC  Tests
thermometers, maximum learners to define heat and Supplementary Readings
and oF temperature, and describe the  Group
and minimum
thermometers difference; assignments/
Page 48
5. Identify and describe Facilitators are encouraged Individual
the use of the b) Effects of heat change – Non experimental to utilize internet links to projects
various types of Practical application Research: Let the learners source additional materials Demonstrations.
thermometers determine and then record the and texts concerning
c) transfer and application temperature of water placed individual topic.  Individual
6. Describe heat (Conductors and their under the sun, and in the presentation
change in relation to application) - room;
work Convection and www.owlcation.com/stem  Group report
radiation Practice solving: Provide www.dictionary.com  Research
7. Describe the sample problems on heat and
production and 3. Sound Energy: temperature; www.khanacademy.com  Report
transmission of a) Production and
sound waves transmission with water Assignment: Ask learners to www.dison.com  Demonstration
waves; convert temperatures in
www.nature.com
8. State the audibility degrees centigrade into  Non experimental
range of the human b) Characteristics of sound Fahrenheit, and vice-versa. www.sporcle.com research
ear; and waves;
Non experimental Research: www.sciencekids.org  Participation
c) Audibility range Lead learners to discover
effect of heat on metallic and www.sciencefun.org
d) Musical instruments
non-metallic substances, and
lead them to discuss
4. Light Energy: conduction, convection and
a) Definition radiation processes.

b) Speed of light; and Class Discussion: Lead

characteristics of light learners to discuss the height,
shadows and images; pitch, depth of sound waves;
c) Reflection and refraction
of light rays; Let learners discuss and state
the characteristics of sound;
Page 49
d) Colors of the spectrum;
Research: Lead them to
e) Mirrors and Lenses: - identify the sources of sound
Types; and their usages in relation to musical
instruments;
f) Effects of light on
substances: Let learners define light and
explain how it is produced;
- Transparent
- Translucent
Research: Let learners
discuss and compare the speed
d) Opaque
of light to sound;
Group Work: Let learners
describe shadows and images;

Demonstration: Lead
learners to demonstrate the
law of reflection of light rays;
and also demonstrate the
principles of refraction;

Group Work: Organize the

class into two groups, and ask
them to use the prism to
disperse light into the colors
of the spectrum; and describe
the seven colors of the
spectrum;

Demonstration: Display the

following to the class:
Page 50
 a Concave & convex
mirrors

b Concave & convex

lenses

Individual Report: and

discuss with learners their
uses.

Group Work: Divide the

learners into three groups, and
let them discuss:
a Effects of light on
translucent materials

b Effects of light on
transparent materials

c Effects of light on
opaque materials

Group Work: Let each group

leader give a summary of the
report of the discussion to the
whole class.

Page 51
 SEMESTER: TWO

GRADE: 9
PERIOD: V
TOPICS: MAGNETISM AND ELECTRICITY

LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / COMPETENCIES/

OUTCOMES RESOURCES ASSESSMENT
Learners are able Upon completion 1. Magnetism: Inclusive and Differentiated A. Primary Text EXPECTED
to: of this topic, a) Causes Learning Williams K- Fullick, Ann, COMPETENCIES:
learners will: b) Properties Inclusive seat works or work in Gardner, Sue- Jones,  Effective
Apply skills in 1. Discuss the mixed groups according to Catharine Communication
c) Magnetic field
electronics and causes of gender, abilities, learning styles, Science For Junior High
d) Magnetic field  Analytical Skills,
electricity to solve magnetism and etc. for Liberia
production
problems using SI its properties Grade 9 Pupil’s Book
 Digital Skills,
Units. (Pearson, 2014)
2. Types of magnets:
2. State Class Discussion: Lead learners  Research and Problem
a) Horse-shoe M.B. Wiredu, et al. A New
electrostatic to discuss magnetism and its Solving skills
laws; and b) Bar Integrated
causes. Ask learners to list the
Science for JHS - BK
discuss static c) Electro-magnets causes of magnetism;  Organizational ability
electricity and 3 (Longman, 2007)
how it is d) The Graham bell B. Secondary Text ASSESSMENT
Assignment: Lead learners to
produced General Science STRATEGIES to be
3. Compass: - Uses describe the magnetic field of
Revision Notes & used to check
current. Ask them to explain the
3. Describe the Exercise For JSS competencies
4. Motor and Dynamo: process of induction;
effects of C. Other (Select relevant option)
current Resources/  Quizzes
5. Effect of lightning and Lab Demonstration: Lead
Supplementary Readings
electricity on thunder on electrical learners to explain the uses and  Tests
both metallic appliances nature of electromagnets, using
and non- Facilitators are encouraged  Group assignments
the electric bell as example; to utilize internet links to
metallic 6. Electric Current:  Individual projects
substances, a) Types source additional materials
Page 52
 including b) Effects on metals Demonstration: Lead learners to and texts concerning  Demonstrations
aqueous and non-metals identify various types of individual topic.
 Experimental
solutions electromagnets, electrodes and Research (Laboratory)
7. Measurement of their uses; www.owlcation.com/stem
electric current
4. State the  Peer Work
difference www.dictionary.com
Demonstrate the use of compass
8. Ohm’s Law  Assignment
between direct and ask learners to do the same; www.khanacademy.com
and alternating and find the direction of the north  Participation
9. The S.I. Units
current pole; www.dison.com  Non Experimental
10.Types of transformers: Research
5. Explain how a) Step-up Non Experiment Research: Lead www.nature.com
current b) Step-down learners to describe how compass
electricity is www.sporcle.com
is used in both sea and space
measured 11.Circuits: navigation; www.sciencekids.org
a) Series
6. Identify fuse b) Parallel Assignment: www.sciencefun.org
and circuit- A. Lead learners to state the
breaker in an 12.Circuit breakers and
fuses types of magnets and
electric circuit describe them;
and explain
Electrolysis B. Lead learners to discuss
their functions
and electromagnetism, and name
the father of
7. Demonstrate electromagnetism;
electrolysis. C. Ask learners to explain the
causes of lightning and
thunder; and state the effects
associated with them.
D. Let learners define electric
current and state its uses;

Page 53
Laboratory: Lead learners to
build a parallel circuit with a
partner. State differences between
Direct Current (DC) and
Alternating Current (AC); and
explain how they are produced
and ask learners to investigate
whether all materials conduct
electricity.
Peer Work: Ask learners to
differentiate between dry cell and
the lead-acid accumulator;

Assignment:
A. Lead learners to discuss and
state Ohm’s Law;

B. Ask learners to discuss S.I.

Units for measuring
electrical quantities. Let
them solve some problems
using S.I. units;

C. Ask learners to discuss

types of circuits; Breakers;
Fuses; and list them;

Page 54
Experimental Research: Lead
learners to construct electric
circuits and label them;
Demonstration: Lead learners to
demonstrate electrolysis;

Page 55
 SEMESTER TWO
GRADE: 9
PERIOD: VI
TOPICS: ENVIRONMENTAL SCIENCE
LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / COMPETENCIES/
OUTCOMES RESOURCES ASSESSMENT
Learners are Upon completion of this 1. Sanitation: Inclusive and Differentiated A. Primary Text EXPECTED
able to: topic, learners will: a) Disposal of wastes Learning Williams K- Fullick, COMPETENCIES:
1. Discuss the sanitary - Human waste Individual seat works or Ann, Gardner, Sue-  Effective
Learners conditions of - Solid wastes (Garbage) work in mixed groups Jones, Catharine Communication
practice proper environment, according to gender, Science For Junior High  Analytical Skills,
disposal of community and b) Ways of disposing wastes abilities, learning styles, etc. for Liberia
wastes, and market places, and - Feces Grade 9 Pupil’s Book  Digital Skills,
recognize the ways of improving - Garbage Discussion: Lead learners to (Pearson, 2014)  Research and
importance of them. - Cleaning of school discuss the sanitary conditions Problem Solving
water (Hard community and market on school campuses as well as M.B. Wiredu, et al. A skills
and soft water, 2. Test for (Hard and places homes, market places and New Integrated  Organizational
pH) soft water, pH) ability
state the causes of such Science for JHS - BK
and their Effects of human solid wastes
conditions. 3 (Longman, 2007)
sources. 3. List the sources of (Kinds of diseases caused: ASSESSMENT
water supply Diarrhea; cholera; Polio; STRATEGIES to be
Lead learners to discuss the B. Secondary Text used to check
Acquire Typhoid; Malaria; etc.)
effects of human and solid General Science Revision competencies
knowledge in 4. Discuss the treatment wastes to the survival of life Notes & (Select relevant option)
astronomy and 2. Hydrosphere:
and usage of water and state ways of prevention Exercise For JSS
develop interest  Quizzes
a) Water supply - Water
in Farming. cycle  Tests
5. Explain air pressure Assignment: Ask learners to BECE Agriculture for
- Water table
and its effects state how wastes can be JSS – Pupil’s Book 3  Group assignments
- Water sources managed both in school and at (Sedco, 2005)
- Water treatment  Individual projects
6. Describe how fluid home.
- Water transportation (report)
pressure work as Group Work:
machines
Page 56
7. Explain water dams b) Water as solvent Divide the class into two C. Other  Demonstrations
and water wheels Testing(Hard and soft groups: Resources/
 Assignment
water, pH) Supplementary
8. Illustrate and Lead one group to discuss the Readings  Non experimental
measure density and c) Water Usage Water effects of human waste and Research(Report)
specific gravity pressure Water wheel & the other group to discuss the Shika Express - Biology
dam construction Version 1.1  Participation
effects of solid waste to
Hands-On Activities  Group Report
9. Describe the solar human survival.
d) Properties of Companion Guide
system and surface
Tanzania  Laboratory report
of the moon water Assignment: Lead learners to Shikanamikono-
- Adhesion discuss and state the different Biology2016pdf
10. Explain the causes of - Cohesion sources of water supply and
Eclipses - Surface tension determine which one is safe Facilitators are
or unsafe and how they can be encouraged to utilize
11. Explain the methods e) Application of fluid treated. internet links to source
of farming in Liberia pressure – additional materials and
and Hydraulic machine Class discussion: Explain the texts concerning
cycle of water and how the individual topic.
Discuss private and f) Buoyancy – water table is determined.
Government farms in determining density and www.owlcation.com/stem
Liberia specific gravity (Use
simple experiments) Assignment: Ask learners to www.dictionary.com
state the properties of water
www.khanacademy.com
3. Space: and explain each.
a) Moon and sun www.dison.com
relationship Group work: Lead learners www.nature.com
b) The moon – surface to brainstorm and discuss the www.sporcle.com
and life usage of water in relation to
water pressure, water wheel www.sciencekids.org
c) Eclipses:
Causes; Solar and and dam construction. www.sciencefun.org
Lunar Eclipses;

Page 57
 Meteoroids and Demonstration:
shooting stars A. Lead learners to
4. Agriculture demonstrate the use of
a) Definition of hydraulic machine to display
Farming the application of fluid
b) Types of farming: pressure to work (car jack).
- Family farms
- Commercial farm - B. Lead learners to
Private and Govt. demonstrate the use of
hydraulic machine to display
the application of fluid
pressure to work (car jack).
C: Lead learners to
demonstrate the simple
experiment of buoyancy by
putting water into a pan or tub
and immersing an object in it
for displacement of water.

Group Work: Let learners

discuss the relationship
between the moon and the sun
and their impact on the
surface of the earth and life.

Non experimental Research:

Lead learners to discuss what
is meteoroids and shooting
star.

Page 58
 Simple Hands-on
experimental activities:
Water Purity Surveys-
Learners test for hardness of
water, pH, or other impurities
and harmful bacteria present
in water samples. *(see simple
hands-on laboratory manual)
Assignment: Lead learners to
discuss what is meant by
farming and state two types of
farming.
Non experimental Research:
Ask learners to discuss the
advantages and disadvantages
of the two types of farming
(family farming and
commercial farming).

Page 59