science in action bks 6 - oxford.co.ke · immunizable diseases • explaining the term communicable...

186

LESSONS LEARNING ACTIVITIESLEARNING/TEACHING

MATERIALSOBJECTIVES REFERENCES REMARKSTOPICUNIT

NOT FOR SALE For use with Science in Action Standard Six

1. The human repro-ductive system

By the end of this topic the pupils should be able to iden-tify the main parts of the male reproductive system and state the functions of each part

By the end of this topic the pupils should be able to identify the main parts of the female reproductive system and state the parts named

By the end of this topic the pupils should be able to describe the physical changes in girls and boys during adolescence

• Discussing the meaning of the word reproduction• Presenting a chart showing the male reproductive parts• Explaining the external reproductive parts• Discussing the functions of the reproductive system• Drawing the male reproductive system

• Presenting a chart showing the female reproductive system• Identifying the parts of the female reproductive system• Discussing the functions of the female reproductive system• Drawing the parts of the female reproductive system

• Discussing the stages in life generally from infancy, childhood to adulthood• Defining the term adolescence• Discussing the physical changes in girls during adolescence• Discussing the physical changes in boys during adolescence• Listing physical changes in adolescence in boys and girls

• Pictures and charts of the male reproductive system

• Pictures and charts of the parts of the female reproductive system

• Chart listing changes in boys and in girls during adolescence • Pictures of adolescend girls and boys

Pupil’s Book pages 2-3Teacher’s Book pages 2-3



WE

EK

1W

EE

K 2

WE

EK

3Science in Action Schemes of Work for Standard Six: Term One

1-6

1-6

1-6

The male reproductivesystem

The female reproductive system

Physical changes during adoles-cence

187




2. Health education

By the end of this topic the pupils should be able to describe the causes, signs and symptoms and prevention of common communicable diseases

By the end of this topic the pupils should be able to explain the meaning of im-munization and describe the immunization schedule for infants

By the end of this topic the pupils should be able to identify the causes and symptoms of some immunizable diseases

• Explaining the term communicable diseases• Discussing common comminicable diseases: Tuberculosis• Explaining common communicable diseases: Tuberculosis• Discussing the prevention measures of tuberculosis• Explaining the signs and symptoms of malaria• Discussing the prevention measures of malaria

• Explaining the meaning of immunity• Explaining the types of immunity• Presenting the immunization chart• Discussing the steps on the immunization chart of an infant• Listing the steps of the immunization schedule

• Listing all the immunizable diseases • Discussing the causes, signs, symptoms of Dipththera, Tetanus, Whooping Cough, Hepatitis B, Influenza, Yellow Fever, Measles, Typhoid, Cholera, Smallpox • Discussing the communicable diseases in the locality

• Chart from a hospital, clinic or dispensary• Picture of TB & Malaria patients

• Chart of the immunization schedule, picture of infant at these stages

• Charts and pictures of patients with communicable diseases



Pupil’s Book page 11Teacher’s Book pages 13-14

WE

EK

4W

EE

K 5

WE

EK

6

1-6

1-6

1-6

Science in Action Schemes of Work for Standard Six Term 1

Common communicable diseases

Immunization schedule for infants

Immunicable diseases

188




3. Plants

By the end of this topic the pupils should be able to state the importance of HIV test-ing and explain what is pre-test and post-test counseling and testing centers

By the end of this topic the pupils should be able to describe effects of HIV/AIDS infection on an individual, the family and the nation

By the end of this topic the pupils should be able to identify and label the parts of a flower

• Reviewing the meaning of HIV/AIDS • Explaining HIV testing• Discussing the dangers of having HIV/AIDS• Explaining the importance of HIV counseling especially at Voluntary Counseling and Testing Centers (VCT)

• Discussing the effects of HIV/ AIDS on individuals• Discussing the effects of HIV/ AIDS on the family• Discussing effects of HIV/ AIDS on the country• Reviewing ways of preventing the spread of HIV/AIDS

• Presenting a colorful flower to the class• Presenting a chart of parts of a flower • Guiding the pupils in identifying the parts on the flower and labeling them on the charts• Assisting the pupils to distinguish the male and female parts of the flower• Drawing the parts of the whole flower, the male parts of the flower and the female parts of the flower separately

• Charts and pictures obtained from VCT centers

• Charts and pictures from VCT centers

• Charts showing parts of a flower, pictures of flowers, flowers, blades



Pupil’s Book pages 18-19Teacher’s Book page 21

WE

EK

7W

EE

K 8

1-3

4-6

1-6


HIV testing and counseling

Effects of HIV/AIDS infection

Parts of a flower

189




Pollination

Fertilization

Parts of a seed

By the end of this topic the pupils should be able to de-scribe pollination, distinguish between self pollination and cross pollination and name the agents of pollination

By the end of this topic the pupils should be able to de-scribe fertilization in plants

By the end of this topic the pupils should be able to draw and label parts of a seed

• Explaining the meaning of pollination• Presenting a flower with pollen grains visible• Discussing the difference between self and cross pollination• Explaining the agents of pollination• Taking the pupils for a nature walk in the compound to observe pollination and agents of pollination

• Explaining the process of development of pollen tube • Presenting a chart showing the pollen tube through the style• Explaining the process of fertilization in ovary• Drawing the parts of the flower showing fertilization

• Presenting presoaked maize and beans seeds• Dividing the pupils into groups of 4-5• Guiding the pupils in identifying the external parts of the two types of seeds• Drawing and labeling diagrams of external views of seeds• Guiding the pupils in cutting longitudinal section of the maize and bean seed• Observing and labeling the parts of the open seeds• Drawing and labeling the parts of the monocotyledon and dicotyledon seeds

• Chart showing types of pollination• Real flowers with pollen grains

• Charts showing pollen tube and fertilization• Flower

• Charts showing external and internal view of maize and bean seeds• Real presoaked maize and bean seed, blade containers or dishes


Pupil’s Book page 21Teacher’s Book page 23


WE

EK

9W

EE

K 1

0

1-2

3-6

1-6


190




Germination of seeds

Revision

By the end of this topic the pupils should be able to investigate and establish the conditions necessary for seed germination

By the end of this week the pupils should be able to do revision work on the topics covered during this term

• Explaining the meaning of germination• Organizing the class into groups of 4 – 5 pupils• Guiding the pupils to investigate the need for oxygen in germination• Discussing the results of the activity• Guiding the pupils in investigating if water is necessary for germination• Discussing the results of the activity on water• Guiding the pupils through activity on investigating that warmth is necessary for germination• Discussing the results of activity on warmth• Summarizing the conditions necessary for germination

• Answering questions• Discussing difficult topics• Doing mixed exercises


Pupil’s Book pages 24-25

Teacher’s Book pages 1-26

WE

EK

11

WE

EK

12

1-6

1-6


• Water• Seeds• Cotton wool• Sawdust• Glass jar• Charts

191




4. The solar system

5. Feeding animals

By the end of this topic the pupils should be able to name the nine planets in relation to the sun

By the end of this topic the pupils should be able to model the solar system

By the end of this topic the pupils should be able to identify the types of feeds for livestock

By the end of this topic the pupils should be able to describe the different methods of grazing

• Explaining the solar system: nine planets and the sun• Explaining the revolution and rotation movements of the planets• Listing the nine planets in order from the sun outwards• Distinguishing between the planets and the stars• Discussing the facts of each planet• Draw the solar system

• Organising the pupils in groups of four or five• Explain the procedure of making a model of the solar system• Guiding the pupils through the process of modelling the solar system• Displaying all the models made by the pupils

• Explaining the need to feed animals • Classifying animal feeds• Explaining pastures• Listing examples of pasture plants• Visiting a pasture land in the compound or in the neighbourhood• Explaining fodder crops• Distinguishing between Hay and Silage• Discussing commercial feeds• Explaining that there are special feeds for different types of animals

• Explaining rotational grazing • Explaining strip-grazing • Explaining paddocking • Discussing and comparing herding and stall feeding • Explaining tethering • Visiting farms to observe methods of grazing

• Photographs, charts, marbles, plasticine or clay and manila paper

• Charts, photographs, sample model of the solar system

• Charts, pictures of animal feeds, real animal feeds

• Charts, pictures of methods of grazing





WE

EK

1W

EE

K 2

WE

EK

3W

EE

K 4

1-6

1-6

1-6

1-6

Science in Action Schemes of Work for Standard Six: Term Two

The planets and the sun

Modelling the solar system

Types of livestock feeds

Methods of grazing

192




6. Water-borne diseases

By the end of this topic pupils should be able to list the com-position of a balanced diet for animal feeding

By the end of this topic the pupils should be able to explain the meaning of water-borne diseases and name some water-borne diseases

By the end of this topic the pupils should be able to list the causes, signs and symp-toms of water-borne diseases

By the end of this topic the pupils should be able to describe the control and pre-ventive measures for cholera, typhoid, bilharzia and amoe-bic dysentery

• Explaining what is a balanced diet• Explaining the importance of having a balanced diet for animals• Discussing the components of a balanced diet• Listing the components of a balanced diet for livestock• Explaining the importance of roughage and water

• Discussing the term disease• Explaining water-borne diseases• Listing water-borne diseases• Explaining dangers of drinking contaminated water

• Explaining the words signs and symptoms• Discuss the signs and symptoms of water-borne diseases• Listing the signs and symptoms of water-borne diseases

• Discussing the importance of preventing diseases• Discussing measures taken to prevent water-borne disease• Discussing any water-borne diseases likely to be found in the locality• Listing preventive measures of each water-borne disease

• Photographs, pictures, charts, food items for livestock

• Photographs, charts, pictures of sources of contaminated water

• Photographs, charts

• Charts• Pictures

Pupil’s Book pages38-40Teacher’s Book pages 34-36


Pupil’s Book page 43Teacher’s Book page 39


WE

EK

5W

EE

K 6

WE

EK

7W

EE

K 8


1-6

1-6

1-6

1-6

Constituents of a balanced diet

Meaning of water-borne diseases

Causes, signs and symptoms of water-borne diseases

Prevention of water-borne diseases

193




7. Soil By the end of this topic the pupils should be able to define soil erosion and name the agents of soil erosion

By the end of this topic the pupils should be able to name the different types of soil erosion


• Defining the term soil erosion• Discussing the factors that lead to exposing soil• Discussing things such as whirlwinds, brown river water• Discussing water and winds as agents of erosion• Discuss the effects of over grazing on soil erosion

• Explaining splash erosion• Guiding the pupils through activity on splash erosion• Explaining sheet erosion• Guiding the pupils through activity on sheet erosion• Explaining rill erosion• Guiding the pupils through activity on rill erosion• Explaining gulley erosion• Guiding the pupils through activity on gulley erosion• Discussing and comparing results of all activities• Explaining wind erosion• Observing wind erosion outside

• Answering questions• Doing quizzes• Doing mixed exercises• Having discussions

• Photographs and charts

• Soil, box, water, perforated tin, charts, photographs




WE

EK

9W

EE

K 1

0&11

WE

EK

12

1-6

1-6

1-6


Agents of soil erosion

Types of soil erosion

Revision

194




8. Food preserva-tion

9. Light

By the end of this topic the pupils should be able to describe some traditional methods of food preservation

By the end of this topic the pupils should be able to describe modern methods of food preservation

By the end of this topic the pupils should be able to describe the methods of proper storage of different foods

By the end of this topic the pupils should be able to demonstrate that light travels in a straight line

By the end of this topic the pupils should be able to iden-tify transparent, translucent and opaque materials

• Discussing food preservation methods used in the community• Listing traditional methods of food preservation• Explaining each traditional method of food preservation• Explaining the effect of using each method and listing the foods for each method

• Defining modern methods of food preservation• Listing the modern methods of food preservation• Explaining modern methods of food preservation one at a time• Discussing the modern methods of food preservation used in the community

• Discussing the importance of proper storage of food• Explaining ways of proper storage of food

• Explaining that light travels in a straight line• Organizing the pupils to work in groups of 4 – 5• Guiding the pupils through activity showing light travels in a straight line• Explaining the results of the activity• Citing examples showing this

• Defining terms transparent, translucent and opaque• Organizing the pupils into groups of 4• Guiding the pupils through steps on activity to identify transparent, translucent and opaque materials• Listing the transparent, translucent and opaque materials

• Photographs, pictures

• Photographs, charts, canned food items

• Photographs, pictures, samples of food items

• Candle, straight pipe, bent pipe, cardboards, a stand

• A card with rectangular openings, wood, plate, cloth, glasses, polythene paper, bottles, plastic ruler, carton boxes, and other materials found in the compound






WE

EK

1W

EE

K 2

WE

EK

3W

EE

K 4

Science in Action Schemes of Work for Standard Six: Term Three

1-6

1-4

5-6

1-6

1-6

Traditional methods of food preservation

Modern methods of food preservation

Proper storage of food

How light travels

Transparent, translucent, and opaque materials

195




Reflection of light

Refraction of light

Composition of air

By the end of this topic the pupils should be able to demonstrate reflection of light

By the end of this topic the pupils should be able to inves-tigate refraction of light and demonstrate the formation of a rainbow

By the end of this topic the pupils should be able to state the composition of air in per-centage volume

• Defining the terms reflection• Organizing the class into groups of 5• Guiding the pupils through the activity of using various objects to reflect light• Discussing the various ways of reflection of light

• Demonstrating the experiment of pen in a glass of water to show refraction• Organizing the pupils in groups of 4• Guiding the pupils through the activity on refraction of light• Discussing the results of the activities, and defining refraction• Naming situations whose refraction of light is seen• Guiding the pupils through activity of making a rainbow

• Reviewing air as a form of matter• Presenting a pie chart showing the composition of air• Discussing each gas and stating the percentage in air• Drawing a proportional pie chart showing the composition of air

• Mirror, sources of light, shiny surfaces, objects with dull surfaces, pictures, charts

• Glass, basin, sticks, water, coins and chart, prism, bottle, ruler

• Chart with pie chart of com position of air

Pupil’s Book pages 66-67 Teacher’s Book pages 54-55

Pupil’s Book pages67-70Teacher’s Book pages 55-56

Pupil’s Book page 72Teacher’s Book pages 58-59

WE

EK

5W

EE

K 6

WE

EK

7

1-6

1-6

1-6


10. Air

196




Uses of air

The meaning of force

Stopping and starting movement

Revision

By the end of this topic the pupils should be able to iden-tify the uses of air

By the end of this topic the pupils should be able to state what force is and state the unit of force

By the end of this topic the pupils should be able to move objects and stop moving objects


• Discussing the uses of oxygen• Holding the breath; breathing• Showing that oxygen is used in burning by demonstration activity on burning candle• Discussing the uses of carbon dioxide photosynthesis• Discussing the use of nitrogen in plant growth• Explaining the uses of noble or rare gases in advertising signs• Listing all the uses of air

• Explaining the meaning of force• Carrying out simple experiments on pushing and pulling• Explaining how to measure force using a spring balance• Stating the unit of force which is Newtons

• Defining motion• Carrying out various activities on starting motion• Carrying out various activities to stop motion• Discussing ways of stopping objects• Discussing ways of starting motion

• Answering questions• Doing mixed exercises• Having discussions

• Candles, glass jar, water, match box, pictures, charts

• Springs, sponges, rubber bands, marbles, spring balance, clay, pictures, strings, charts

• Books, football, bottle, other objects in the classroom pictures





WE

EK

8W

EE

K 9

WE

EK

10

WE

EK

11

1-6

1-6

1-6

1-6


11. Force and motion

science in action bks 6 - oxford.co.ke · immunizable diseases • explaining the term communicable...

Documents