Module 6 Sample Lesson Plans in Science

Module 6: Sample Lesson Plans in Science

Users:

All personnel at the school level

Objectives of this Module:

Module 6 provides CL and teachers with sample lesson plans for challenging topics in Science.
These sample lesso n plans can be u sed or modified for SBI/CBI demonstration less ons.
All the sample lesson plans are in accordance with the Ministry of Education (MOE) Teaching
Syllabus for Integrated Science (Primary 4-6).
The mo dule also p rovides concise explanation of what challenging topics are at the beginning of
the module.
The module has sample lesson plans on some selected topics. Sample lesson plans have been
prepare d on topics such as; “Properties of Soil” and “Characteristics of Water and Other Liquids
”,
looking at Lesson Overview, Lesson Plan, Teaching Hints, Use of Chalkboard and Engl ish as a
Tea ching Tool. On the other hand, the other topics; “Rusting”, “Production of Sound” and
“Properties of Air” are covered by Lesson P lan and English as a Teaching Tool only. Below is a
brief explanation a bout them.
Lesson Overview consists of introduction , objectiv es of the topic and the lesson and R.P.K..
“Introductio n” illustrates the importance and relevance of the lesson to real life. All the “objectives ”
are taken from the syllabus. “R.P.K.” states relevant previo us knowledge that pupils are expected to
have.
Lesson Plan (sometimes also called lesson notes) is a written down approach to the teaching of a
particular topic. This written down approach is sequential and direct s the teacher in his/her teaching
activities. A well planed lesson helps the teacher to teach with confidence. The format of the lesson
plan is the same as t he stan dard lesson plan that GES appr oves.
The sample lesson plans on “Properties of Soil” and “Characteristics of Water and Other Liquids”
also contain “lesson plan with teaching hints” on the next page of the standard lesson plan. The
lesson plan with teaching hints is the same as the standard lesson plan on the previ ous page except
for the speech blobs (rounded rectangular shapes) on the lesson plan. The speech blobs suggest
where each of the teaching hints can be used.
Teaching Hints provide suggested teaching approaches. It is designed that each of the teaching
hints elaborates how to deliver a particular teaching activity (e.g. Introduction, Activity 1,2…) in
the developme nt of a lesson. Because many of these teaching activities are linked with the core
points of the lesson, successful delivery of the teaching activity should lead to a sound
understandi ng of the core points.
The teaching hints deal mainly with general teaching approaches and questioning skills for
particular teaching activities. The general teaching approaches describe how the teacher can lead
pupils to the core points through the activities. When the activity is an experiment, the teaching
approach explains how to conduct the experiment, paying special attention to the process skills of
Science. The questioning skills should also help the teacher to lead pupils to reach a good
understandi ng of the core points. It is recommen ded that teachers develop better teaching
approaches and questions for the lesson and other lessons once they get the ideas that the teaching
hints discusse d/presented.
Use of Chalkboard shows a suggested chalkboa rd plan. Well-organised chalkboard helps pupils

1
Module 6 Sample Lesson Plans in Science

understand what they are learning in the lesson. Teachers need to consider ho w to use and organise
the chalkboa rd. This part can help them consider and im prove upon the way they plan the use of the
chalkboa rd.
The section Engl ish as a Teaching Tool suggests effective use of English language in the Science
lessons. The section gives examples of English that can be used in particular activities . By using the
actual content of the sample lessons, it helps pupils to understand Science content better. It should
be noted that a section of Module 4 highlights the use of English languag e as a teaching tool for
other s ubjects, with a gene ral and rather th eoretical explanation of the use of it .
Appendix provides m ore ideas a nd activities for challenging topics in Science.
Dev eloping Lesson Plans by CL a nd t eachers
CL and teachers must be encouraged to develop their lesson plans. Once CL and teachers have
become familiar with the sample lesson plans and their teaching and learning strategies, it is
strongly recommen ded that CL and teachers start creating their own original lesson plans of
challenging topics. C L and teachers have opportunities to develop lesso n plans o f challenging topics
when preparing their SBI/CBI. Besides, CL can improve lesson plans when discussing the
challenging topics with other CLs in CL Sourcebo ok Training.

2
Module 6 Sample Lesson Plans in Science

Table of Contents

Identification of Challenging Topics....................................................................................4

Sample Lesson Plans........................................................................................................... 6
Lesson 1: Primary 5 Properties of Soil...........................................................................7
1. Lesson Overview...........................................................................................................7
2. Lesson Plan....................................................................................................................9
3. Teaching Hints.............................................................................................................12
4. The Use of Chalkboard................................................................................................18
5. English as a Teaching Tool..........................................................................................19
Lesson 2: Primary 4 Characteristics of Water and Other Liquids..............................21
1. Lesson Overview.........................................................................................................21
2. Lesson Plan..................................................................................................................23
3. Teaching Hints.............................................................................................................27
4. The Use of Chalkboard................................................................................................30
5. English as a Teaching Tool..........................................................................................31
Lesson 3: Primary 6 Rusting (Characteristics of Metals and Non-metals)................32
1. Lesson Plan..................................................................................................................32
2. English as a Teaching Tool..........................................................................................34
Lesson 4: Primary 6 Production of Sound (Energy)....................................................36
1. Lesson Plan..................................................................................................................36
2. English as a Teaching Tool..........................................................................................39
Lesson 5: Primary 4 Properties of Air..........................................................................40
1. Lesson Plan..................................................................................................................40
2. English as a Teaching Tool..........................................................................................42
Appendix –Some Ideas for Challenging Topics................................................................43
1. How Does Light Travel?..............................................................................................43
2. Making a Magnet.........................................................................................................44
3. The Law of Reflection.................................................................................................45
4. Simple Electrical Circuit Board...................................................................................46
5. Electrical Circuits with Bulbs in Series........................................................................47
6. Electrical Circuits with Cells in Series.........................................................................48
7. Electrical Circuits with Cells in Parallel......................................................................49
8. Electrical Circuits with Bulbs in Parallel.....................................................................50
9. Earthquake Model –Movement of the Plates of the Earth............................................51
10. Improvisation of Distillation Apparatus.....................................................................52
Bibliography........................................................................................................................ 54

3
Module 6 Sample Lesson Plans in Science

Identification of Challenging Topics

Introduction
There are topics that some teachers find difficult to teach. They call such topics challenging topics .
Some teachers claim that the topics require subject teachers or specialists to teach them. However,
with adequate preparation , teaching these topics should not be problematic. It is a matter of
preparatio n. A little bit of extra effort and time to prepare a lesson makes a big difference and helps
teachers to impr ove their lesson s greatly.
This section provides some useful information about challenging topics for CLs and teachers . It also
helps to ide ntify challenging topics.

Preferred Topics
It is important to examine topics that teachers prefer to teach. When we understand why we prefer
certain things, it becomes easier to see why we do not p refer other things. The preferred topics and the
reasons for preferring those topics can help us to see why some t opics are regarded as challenging.
Teachers in P rimary scho ols seem to prefer teaching some topics in Science. Some examples are:
Food, Plants, Anima ls, the Family and the Community
There are some reasons why primary school teachers prefer teaching the topics listed above to others.
They are sh own below.
 The topics present real and familiar things.
 There are relevant curriculum materials and teaching/learning materials to use in lesson
delivery.
 Local teaching and learning materials could be used.
 Teachers have interest in teaching topics they are conversant with.
 The topics len d themselves t o the use of the activity method of teaching .

Challenging Topics in Science

The following are some examples of challenging topics in Science. These are based on opinions
gathered fr om ser ving teachers at the primary sch ool level.
Earthquakes, Formation of Clouds, Forces, Electrica l Circuits, Constraints to Healthy Living:
HIV/AIDS, Body Framework of Mammals, Magnets and non-magnets, Reflection of Light,
Dispersa l of Fruit and Seed, Pollination and Fertilization in Plants
It seems that the reasons why teachers perceive some topics as challenging vary from teacher to
teacher. However, some typical reasons are identifiable. For example, one of the reasons is that
challenging topics are seen to be abstract because they are not seen in real life situations. Another
reason can be that challenging topics lack relevant curriculum materials that teachers can use as
resource materials. The following are some of the reasons some teachers gave for regarding certain
topics as challenging.
 Difficulty in getting Science and Environmental Studies experts to support teachers to teach
the challenging topics.
 Lack of relevant teaching/learning materials to teach the challenging topics.
 Inadequate funds for purchasing s ome teaching/learning materials e.g. consuma ble materials .
 Some teachers’ level of i nterest in Science an d Enviro nmental Studies .
 The problem of teachers who lack content knowledge in Science and skills to handle Science
and Envir onmental Studies.
 Inadequate p reparation by the teachers .

4
Module 6 Sample Lesson Plans in Science

 Inadequate practical lessons in pre -service training at colle ges due to the emphasis on passing
of examination.

Summary
The challenging topics are seen to be abstract in nature. Besides, there are no teaching/learning
materials and relevant cur riculum materials to su pport teachers to teach such topics. Some teachers use
inappr opriate teaching methodology, and large class size makes the use of the activity method of
teaching difficult.
These pr oblems can be overcome by adopting goo d strategies in the teaching/learning processes.
The fundamental principle that underlies the INSET programme is that teachers learn effectively
through sharing implementation and discussion of a lesson with their colleagues. Thus, the CL and
teachers should utilise the opportunities for lesson implementation and post-lesson discussio n at
SBI/CBI and CL Sourceb ook Training to treat challenging topics.

5
 Module 6 Sample Lesson Plans in Science

Sample Lesson Plans

Lesson 1: Properties of Soil (Primary 5)

1. Lesson Overview

2. Lesson Plan
3. Teaching Hints

4. The Use of Chalkboard

5. English as a Teaching Tool

Lesson 2: Characteristics of Water and Other Liquids (Primary 4)

1. Lesson Overview
2. Lesson Plan

3. Teaching Hints

4. The Use of Chalkboard

5. English as a Teaching Tool

Lesson 3: Rusting (Primary 6)

1. Lesson Plan

2. English as a Teaching Tool

Lesson 4: Production of Sound (Primary 6)

1. Lesson Plan

2. English as a Teaching Tool

Lesson 5: Properties of Air (Primary 4)

1. Lesson Plan

2. English as a Teaching Tool

6
 Module 6 Sample Lesson Plans in Science

Lesson 1: Primary 5 Properties of Soil

1. Lesson Overview

Introd uction
Soils are very common in our environment. Pupils see different kinds of soil on their way to school.
Many pupils have played with soil at some stage in their growth/develo pment, touching and feeling
them with their hands. Some of them know that soils su pport plants an d can be used in building houses
and roads (taught in Primary 4). Fr om these experiences, it is obvi ous that soils are reaso nably familiar
things to the pupils; however, many pupils do not pay particular attention to its characteristics. It is
important to know about the characteristics of soil because it often determine s which soil is more
prefera ble for a specific use. For example, some particular kinds of soil are useful fo r growing certain
types of cr ops. Having a good understanding of the cha racteristics of soil is very helpful for farming.
In this lesson on Properties of Soil, pupils are expected to obser ve and classify different types of soil.
They are to consider the uses of soil in our everyday life, and then explore which soils are best for
variou s crops.
The teacher can organise group activities depending o n the class size and the nature of the activities.
The teacher should move around in the class when pupils are working on the activities, spending
ample time with them and paying attention to them .

Gen eral Obje ctives of the Topic (S oil in Primary 5)

The pupil will
 acquire basic knowledge ab out soil.
 acquire skills in co ntrolling soil erosion .
 understand the imp ortance of soil in crop production.

Spe cific Objec tives of the Le sson (Pro per ties of Soil)
By the end o f the less on, pupils will be able to:
 determine at least two diffe rences amo ng loamy, sa ndy an d clayey soils.
 demonstrate the water h olding capacity of loamy, sa ndy and clayey soils.
This topic (properties of soil) is found in Unit 2 of the primary 5 syllabus. It deals with how a sample
of soil can retain water or allow water to pass through it. The units that pupils learn before and after
this unit are shown in Table 1. The table also indicates the place of the topic, Properties of Soil, in
bold .
Table 1: Class and Unit That This Topic Can Be Found

Class Unit
Primary 4 Unit 1:Composit ion and uses of soil
Unit 1: Types of soil
Primary 5 Unit 2: Properties of soil
Unit 3: Soil erosi on – causes, effects and control
Unit 1: Land degradation
Primary 6
Unit 2: Soil fertility

7
 Module 6 Sample Lesson Plans in Science

Relevant Previous Kn owledg e (R. P.K.)

Pupils are familiar with the type of soil in the school garde n.
In Primary 4, p upils ha ve already learnt the f ollowing:
 Soil is made up of particles of sto ne and other materials like dead plants, a nimals and air.
 Soil sup ports plants.
 Soil is usef ul in cr op production.
 It can also be used in building houses an d roads.
 Soil can be used in making pots, bowls and ovens.
In Primary 5 in previous lesso ns, pupils ha ve already learnt the f ollowing.
 Soil can be gr ouped into sandy, clayey and loamy.

However, a teacher should not assume that all pupils in the class have a good understandi ng of the abo ve becau se

8
 2. Lesson Plan

PROPERTIES OF SOIL

WEEDENDING:
SUBJECT: Integrated Science REFERENCES: 1. Primary Integrated Science Syllabus pp. 38-39
CLASS: Primary 5 2. Primary Integrated Science Pupils’ Book (Gyang, et al.) pp.48-49
DAY/DATE/ TOPIC/ TEACHING/LEARNING MATERIALS EVALUATION/
R.P.K./ OBJECTIVES TLMS CORE POINTS
DURATION SUB-TOPIC TEACHER/LEARNER ACTIVITIES EXERCISE
TOPIC: R.P.K.: INTRODUCTION:
Wednesday Types of Soil. Pupils are familiar with Short talk or discussion about real life experiences related to
2nd of Oct the type of soil in the water holding capacity. (e.g.: erosion of sports grounds of CORE POINT 1:
2007 SUB-TOPIC: school garden. the school )
Properties of Through question and answer method, pupils state the types Sandy soil has larger particles ORAL QUESTIONS:
Soil OBJECTIVES: of soil near their houses and in the school garden. loamy, sandy and is brownish in colour. It What type of soil is in
60 MINS By the end of the and clayey feels very rough between the the school garden?
lesson pupil will be ACTIVITY 1: soils fingers. Clayey soil has What type of soil is on
able to: smaller particles and is the school compound?
Pupils touch/feel and describe the soil samples in terms
 determine two funnels, cotton whitish or brownish in colour What is the colour of the
of colour, texture and particle size, and record their
differences in wool, empty depending on its location. It soil in the school garden?
observations in a table.
9

loamy, sandy and transparent feels very smooth and has

ACTIVITY 2: plastic medium size particles. Loamy WRITTEN QUESTIONS:
clayey soils.
containers, soil is dark in colour. Its There are 3 main types
 demonstrate the Using the same type of soil samples, pupils find out if of soil.
water holding water, cups particle size is smaller than
the different types of soil allow water to pass through them and sticks sandy soil particles, but not as Which soil type will dry
capacity of loamy, at the same rate. up more quickly and
sandy and clayey small as clay soil particles.
Let the group leaders read out their observations and discuss why?
soils. CORE POINT 2: Which soil would be best
their groups’ findings with the class.
For the instructions, refer to worksheet or teaching approach for growing crops in the
Different soils allow water to
on an attached paper. school garden and why?
drain through them at different
rates. Sandy soil allows water
to
CLOSURE: pass through it easily. Loamy
Discuss with pupils which soil type will be best for planting soil allows water to pass
tomatoes in the school garden or their gardens at home through it better than clayey
(Note that different kinds of plants also determine soil.
suitable soil
type.) APPLICATION:

Loamy soil is suitable for

growing tomatoes.
 Lesson Plan with Hints
The lesson plan below shows speech blobs (rounded rectangular shapes) that indicate hints for teaching the various stages. The hints for teaching deal with
specific skills for less on delivery and they are explained in detail in the follo wing pages. The position o f each speech bl ob suggests where each one of the hints
can be used. Also refer to the same less on plan on the previous page.

DAY/DATE/ TOPIC/ R.P.K./ TEACHING/ LEARNING MATERIALS EVALUATION/

DURATION TLMS CORE POINT S
SUB-TOPIC OBJECTIVE S TEACHER/LEARNER AC TIVITIES EXERCI SE
TOPIC: R.P.K.: INTRODUCTIO N:
Wednesday CORE POINT 1:
Types of Soil . Pupils are familiar Short talk or discussion about real life experiences
with the type of related to water holding capacity. (e.g.: erosion of Sandy soil has larger
2nd of Oct. SUB-TOPIC: soil in the school sports grounds of the school ) Hints fo r Intprarotidcluesctainod nis brownish
2007 Properties of garden. Through question and answer method , pupils state the in colour. It feels very ORAL QUES TIONS:
Soil. loamy, rough between the What type of soil is in the
types of soil near th eir houses an d in the school garden.
OBJECTIVES: sandy, and fingers. Clayey soil has school garden?
60 MINS ACTIVITY 1: clayey What type of soil is on the
By the end of the smaller particles and is
lesson pupil will be Pupils touch/feel an d describe the soil samples in terms soils, school compound?
whitish or brownish in
able to: of colour, texture, and particle size and record their
Hints fo r Activit y1
colour depending on its What is the colour of the
1

 determine two observations in a ta ble. funnels, location. It feels very soil in the school garde n?
difference s in cotton smooth and has medium
loamy, sandy and ACTIVITY 2: wool, WRITT EN QUESTIONS:
size particles. Loamy soil
There are 3 main types
clayey soils. Using the same type of soil samples, pupils find out if empty is dark in colour. Its
of soil.
 the different types of soil allow water to pass through transpare n particle size is smaller
Hints fo r Activit y 2demonstrate the
them at th e same rate. t plastic than sandy soil particles, Which soil type will dry
water up more quickl y and
capacity of Let the group leaders read out their obser vations and containers but not as small as clay
, water, soil particles. why?
loamy, sandy and discuss their groups’ findin gs with t he class.
Which soil would be best
clayey soils. For the instructions, refer to worksheet or teaching cups and
sticks CORE POINT 2: for growing crops in the
approach on an attached paper.
school garden and why?
Different soils allow
CLOSURE: water to drain through
Hints fo
Discuss with pupils which soil type will be best for
r Closure
them at differe nt rates.
planting tomatoes in the school garden or their gardens Sandy soil allows water to
at home (Note that differe nt kinds of plants also pass through it easil y.
determine the most suitable soil ty pe.) Loamy soil allows water
to pass through it better
than clayey soil.
APPLICATION:
Loamy soil is suitable for
growing tomatoes.
Module 6 Sample Lesson Plans in Science

Worksheet for activity 2

Experiment : To Investigate How Different Soils Hold Water

What you need:three pieces of cloth, three samples of soil, three sieves, three equal quantities of water, three containers, a cl

Step 1Put a piece of cloth in a sieve. Do the same with two other sieves. Step 2Put each sieve at the mouth of a container.
Step 3Label the sieves A, B and C. Step 4Put some sand on sieve A.
Step 5Put the same quantity of clay on sieve B. Step 6Put the same quantity of loam on sieve C.
Step 7Pour the same amount of water onto each sieve.
Step 8Note the time. After 3 minutes, observe which type of set-up has most water in the sieve and which type of set-up h
Step 9Record your findings in the table below.

Results of the
Experiment

Type of Soil What happened to the water after 3 minutes?

Clay

Sand

Loam

1
 Module 6 Sample Lesson Plans in Science

3. Teaching Hints
The discussion that follows is the suggested teaching approaches for presenting the lesson whose lesson
plan can be found on the previous pages.

Questioning
Hints for Skills for Introduction
In the introduction, a teacher can use any (or all) of the approaches below.
a) questions that review pupils’ R.P.K.
Examples

T) “Name the types of soil you know?”

T) “How many types of soil are there in the school?” T)”Name the types of soil in the school garden.” T)”What types

b) questions that relate the lesson to real life

situations. Example
T) “Which soil/land is the best for farming?”

Note: Different crops do well in different soils so any soil type mentioned should be supported with the
appropriate crops. e.g. sandy soil – shallot/onions; humus- pepper.

Activity 1 is linked with Core Point 1. Hints for Activity 1 lead to a good understanding of Core Point 1.
Hints for

Core Point 1 (of Activity 1): Sandy soil has larger particles and is brownish in colour. It feels very
rough between the fingers. Clayey soil has smaller particles and is whitish in colour. It feels very
smooth and has small size particles. Loamy soil has particles with a mixture of sizes and is black in
colour.

Approach to Activity 1 (for Core Point 1):

An approach to Activity 1 is shown below as an example.
1. Three soil samples (sandy, clayey and loamy soils) are needed for this activity and they can
be obtained from the school garden and the neighborhood.
2. In groups, pupils examine the samples carefully.
3. Pupils touch/feel and describe the colour, particle size and texture of the three samples of soils.
4. Pupils record their observations in Table 2.
5. Discuss pupils’ observations and classify the soil types according to the size of particles
and texture.

1
 Module 6 Sample Lesson Plans in Science

Table 2: Properties of Soil

Types

Type of soil Colour Size of particles Feel or texture

Sandy

Clayey

Loamy

Questioning Skills for Activity 1

In Activity 1, pupils have opportunity to make their own observations. A teacher should use questions
that elicit the observations pupils have made. (See Module 4 General Pedagogy: 2.5 “Questioning Skills”
for further explanation.)
Examples

T) “What is the colour of this soil?”

T) “How does it feel when you touch the soil?”
T) “How will you describe the texture of clay?”
T) “How big is the size of the soil particles?”
T) “How different is sand from clay?”

Activity
Hints2for
is linked with Core Point 2. Hints for Activity 2 lead to a good understanding of Core Point 2.

Core Point 2 (of Activity 2): Different soils do not allow water to drain through them at the same
rate. Sandy soil allows water to pass through it easily. Loamy soil allows water to pass through it
better than clayey soil.

Approach to Activity 2 (for Core Point 2)

An approach to Activity 2 is shown below as an example.
1. Using the soil samples, pupils find out if the different types of soil allow water to pass
through them at the same rate.
2. Let pupils predict what would happen to the water in the three types of soils (Pupils can be
asked to write it down).
3. Pupils or group leaders present their predictions to the class. (Teacher writes them on
chalkboard).
4. Carry out the experiment (Either teacher-led demonstration or group activity, depending on
availability of the apparatus and time).
5. As a group, pupils record the results on the board or in their exercise books.
6. Pupils share the results with members of other groups.
7. Discuss them in class, comparing them with the predictions pupils made before the experiment.

1
 Module 6 Sample Lesson Plans in Science

Preparation of Teaching and Learning Materials for the lesson

Resources:
 3 different transparent containers of equal size (beakers/ plastic bottles/ glasses)
 Samples of sandy, clayey and loamy soils (which are locally available.)
 Filter paper/a piece of paper/ cotton wool
 3 funnels
 A clock/stop watch/wrist-watch

Steps to follow:

1. Fold the filter paper as shown.

When filter paper is not available, we can improvise it. Instead of filter paper, we can use cotton wool or a piece of tissue fro

1
 Module 6 Sample Lesson Plans in Science

2. Set up the apparatus.

When funnels and beakers are not available, other materials can be used, catering for the same purpose. A teacher can improv

1
 Module 6 Sample Lesson Plans in Science

Questioning Skills for Activity 2(Core Point 2)

In Activity 2, pupils are given the opportunity to carry out an experiment that focuses on discovery.
This activity allows a teacher to use a variety of questions, including high order questions, such as
analysis, synthesis and application questions.
The teacher can also highlight some of the process skills in this activity, asking questions that are related
to process skills. Examples of these questions and process skills are shown below. (See Module 4: 2.3
Good Practices (Science), Generic/Process Skills and Science for further explanation.)
Examples

Question Process Skill

“What is likely to happen?” Predicting

“Which type of soil is likely to hold water the longest?”Predicting

“Why will the clayey soil hold water longest?” Hypothesising

“How will you group the soils?” Classifying

“What will you need to make this experiment fair?” Handling apparatus

“How would you do it?” Designing

“What will you measure?” Measuring

Hints for Closure

Closure is linked with Application.
Application: Loamy soil is suitable for growing tomatoes.

Approach to Closure
An approach to closure is shown below as an example.
1. Having obtained the findings that pupils got from Activity 2, pupils discuss the soil type
that retains water most.
2. A teacher asks which soil is best for growing crops.
3. The teacher guides the pupils through the information to discover that crops need just sufficient
amount of water. It should neither be too little nor too much.
4. Through a discussion on which soil is best for growing crops, let pupils synthesise both the
information that they obtained from the activity and the information their teacher has just
given.
5. After pupils come to a conclusion, teacher asks if the type of soil in the school garden is
suitable for growing crops.
6. Encourage pupils to suggest the types of soil that would be best or suitable for planting a
local crop.

1
 Module 6 Sample Lesson Plans in Science

Ques tioning Sk ills for Closure and Appl ication

A teacher can use the following questio ns for summing up the lesso n. Example s

Question Process Skill

“What have you found? ” Evaluating

“How do you compare t he results? ” Discussing

“What mig ht be said about the relationship between

water holding capacity and size of participles of Generalising
soil?”

“How will you tell your friends about today’s

Communicating
finding?”

Relat ed In form ation

The smaller the particles of soil, the greater the total surface area of the particles on which the
water can collect. The f urther apart the particles, the mo re easily water passes thr ough.
Clayey soil has very small particles and holds water better than sandy and loamy soils, but it
tends to become waterlogged and develops cracks when dry.
Sandy s oil holds little water because it has large spaces between its particles.
Loamy soil holds water well. It does not become waterlogged. Humus also increases the water
holding a bility of soils.
“The abi lity of soi l to hold back wat er is called the water holding (retention) capacity of
the soil.”

1
 4. The Use of Chalkboard
A sample layout of c halkboard writing is shown below.

3rd/May/06
Activity 2: Which soil allows water to pass through it Result:
Properties of Soil
more easil y? Table: Results of the Experiment
Materia ls (TLMs): loam y, sandy and clayey soils,
cotton wool, funnels and beakers (or empty Type of Soil What happened to the water after 3
Types of soil we can fin d in the school garden .
transpare nt plastic containers ), water, cups, sticks minutes?
Examples: Sand, clay, loam a nd so on.
Aim: To find out if the different types of soil allow Clay
water to pass through th em at th e same rate. Sand
Activ ity 1: Prop erties of Soi l
Set-up:
Loam
Con clusion (of activ ity 2):
Types of Colour Size of Feel or Allow water to pass through them at different rates. Sandy soil
soil particles texture allows water to pass through it easily. Loamy soil allows water
1

to pass through it better tha n clayey soil.

Sandy
Clayey Application and Concl usion:
Loamy
Predictions: Clayey soil retains water most while loamy soil holds sufficient
Sandy soil has larger particles and is brownish in water for plant growth.
colour. It feels very rough b etween the fingers. Clayey Group A: Clay allows water to pass through it faster
soil has s maller particles and is whitish or brownis h in than others. Loamy soil is suitable for growing tomatoes.
colour depending on its location. It feels very smooth Group B: There is no differen ce. They are all the
and has medium size particles. Loamy soil is dark in same.
colour. Its particle size is smaller than sandy soil Group C: Water passes through sand at the faste st Exercise:
particles, but not as s mall as cla y soil particles. rate.
Group D: Differ ent soils do not allow water to drain
through them at th e same rate.
 Module 6 Sample Lesson Plans in Science

5. English as a Teaching Tool

(a) Activ ity 1: In the first activity of this lesso n, the pupils have to describe the feel or texture of the
three soil samples. The p upils will be able to describe the soils in their local language. The teacher can
help the pupils to learn s ome English wo rds to desc ribe the differences.
The following desc riptive wo rds will be help ful:

clay sand loam

small grains bigger grains crumbly

smooth rough loose
sticky (grains stick together ) You can pour it a mixture of textures
You can make it into a ball It runs through your fingers bigger and smaller pieces together

(b) Activity 2: In this lesson the pupils are asked to write down what they think will happen before
they do the experiment . After the teacher has explained the experiment she should give the pupils
some ideas an d some words to help them. For example the teacher can say:
“Do you think it will be the same for each type of soil? What will be different? Will the water pass
through one type of soil quickly and move thr ough another type of soil more slowly? Now I want you
to write down some sentences to say what you think will happen in this experimen t. Here are some
words th at you can use in your writing” e .g. Fast, slowly, q uickly, holds, doesn’t hold.
Encourage the p upils to explain their ideas fully using the following sentence structu res:

I think ………because ………. .

First it will ……… and the n it will ….…….
In the sand I sawbut in the clay I saw …

It is important for the teacher to give clear instructions for the pupils to follow, using phrases which
they have hear d before so that they become familiar with w hat they are expected to d o.
For example:
 Give a clear ti tle which t ells the pupils w hat they are going to be studying.
 Tell the pupils w hat equi pment is needed for the experiment .
 Make the instructions brief, in sim ple steps an d in clear English.
Each of these p oints will also provide a list of vocabulary items to help pupils with their w riting.

1
Module 6 Sample Lesson Plans in Science

The experiment could be written on the blackboard for the pu pils to copy into their exercise book (see
below) .

Experiment : To Investigate How Different Soils Hold Water

What you need:three pieces of cloth , three sam ples of soil, three sieves, three equal qua ntities of water, three co ntainer

Step 1Put a piece o f cloth in a sieve. Do the same with t wo other sieves. Step 2Put each sieve at the m outh of a containe
Step 3Label the sieves A, B and C . Step 4Put some sand on sieve A .
Step 5Put the same quantity of clay on sieve B . Step 6Put the same quantity of loam o n sieve C .
Step 7Pour the same am ount of water onto each sieve .
Step 8Note the time. After 3 minutes, observe which type of set-up has most water in the sieve and which type of set
Step 9Record yo ur findings in the table belo w.

Table 3: Results of the Experiment

Type of Soil What happened to the water after 3 min utes?

Clay

Sand

Loam

2
 Module 6 Sample Lesson Plans in Science

Lesson 2: Primary 4 Characteristics of Water and Other Liquids

1. Lesson Overview
Introd uction
Water is the most common liquid in the wo rld. We drink it, wash in it and do many things with it. In
many ways water controls our lives. It determines where we can live and whethe r we can grow crops
for fo od and also determines which weather we have. All living things use water- plants, animals and
people. About 2/3(70%) of the human body is made up of water. The body needs about 2 litres of
water every day. It replaces the water that is lost through sweat, urine and breathing. Water is more
important than food (you can survive between 5 to 10 days only without water but can do for 50 to 60
days even without food if you have water). Water is a compo und with chemical formula H2O (2
Hydrogen atoms an d 1 Oxygen atom).

Gen eral Obje ctives of the topic (Water in pr imary 4)

The pupil will:
 recognise vario us sources of water.
 relate water to other liq uids.
 appreciate the impo rtance of water.
 understand the dangers ass ociated with polluting water bo dies.

Spe cific Objec tives of the lesson (Characterist ics of water and oth er l iqu ids)
By the end o f the less on, pupils will be able to:
 identify water fr om other liq uids.
 compare water to s ome other liq uids.

This topic (Characteristics of Water and other Liquids) is found in Unit 2 of the primary 4 syllabus.
The units that pupils learn before and after this unit are shown in Table 4. The table also indicates
place of the t opic, Characteristics of Water and other Liquids, in bold .
Table 4: Class and Unit That This Topic Can Be Found

Class Unit
Unit 1:Sources of water
Unit 2: Characterist ics of water and other liquids
Prima ry 4
Unit 3: Uses of water
Unit 4: Water pollution
Unit 1: Pur ificatio n of water
Primary 5 Unit 2: Water as a solvent
Unit 3: Water cycle

2
 Module 6 Sample Lesson Plans in Science

Relevant Previous Kn owledg e (R. P.K.)

Pupils u se water an d other liq uids (e.g. kerosene and fruit juice) in their e veryday activities.
In Primary 4, p upils ha ve learnt that:
 Water may be obtained from rivers, taps, wells, lakes, lagoo ns, streams, rain and the sea.
 Water may contain different kinds of impurities.

However, the teacher should not assume that all pupils in the class have a good understandi ng of the above. It is alwa

2
 2. Lesson Plan

CARACTERISTICS O F WATER AND OTHER LIQUID S

WE EDENDING :
SUB JECT: Integrated Science REFEREN CES: 1. Primary Sch ool Integrated Science S yllabus p .9
CLASS: Primary 4 2. Primary Integrated Science P upils’ Book 4 (Wiredu, M.B., et al.) pp . 94-97
DAY/DATE/ TOPIC/ R.P.K./ TEACHING/ LEARNING MATERIALS EVALUATION/
TLMS CORE POINT S
DURATION SUB-TOPIC OBJECTIVE S TEACHER/LEARNER AC TIVITIES EXERCISE
TOPIC: R.P.K: INTRODUCTIO N:

Wednesday Water and Pupils use Lesson is i ntroduced through Q a nd A, for exam ple,
Other Liquids water and
“What kind of liquid do you use in makin g stew? ”
other liquids in
1st of Oct. their everyday “Do all liquids have t aste, sm ell and colour ?” State 2 difference s
SUB-TOPIC: activities. between water and
2007 cooking oil.
Characteristic OBJECTIVES : Water, orange CORE POINT 1:
2

s of Water ACTIVITY 1: Group activity

By the end of juice, Some liquids have
30 MINS and Other In groups, pupils compar e the liquids, looking at the differenc es in kerosene,
the lesson, colour. (e.g.
Liquids colour, smell and texture (thick/thin). Complete the t able. cooking oil,
pupil will be Orange juice)
e.g. palm oil in Which liquid has
able to:
transpare nt Others have taste colour: kerosene
Colour Smell Texture
bottles with and smell.(e.g. or orange juice?
Witho lids Kerosene)
- identif y Liquid With Without With
water from ut Thick Thin Pure water is
colour colour smell Water flows more
other liquids. smell colourless, slowly than
- state at least Water odourless and cooking oil. True
2 difference s tasteless. or False?
Cooking
between water
and other oil
liquids. Orange
Juice
Kerosene
 DAY/DATE/ TOPIC/ R.P.K./ TEACHING/ LEARNING MATERIALS EVALUATION/
TLMS CORE POINT S
DURATION SUB-TOPIC OBJECTIVE S TEACHER/LEARNER AC TIVITIES EXERCI SE
ACTIVITY 2: Demonstration stopwatch, CORE POINT 2:
rulers, Some liquids flow
The teacher and pupils use TLMs to demonstrate an activit y to find out marker, pen
which liquid pours more easil y than others . more slowly than
and funnel
others. Cooking
oil flows more
slowly tha n water.
Proced ure:
1. Obtain two identical plastic bottles an d place a funnel on e ach.
2. Mark each bottle equall y.
3. Measure some water and pour it into one of the bottles through
the funnel.
4. Time it a nd check how long it ta kes to reac h the mark.
5. Repeat th e activit y with the cooking oil.
6. Copy and complete th e table .
2

How does it feel

Time it ta kes to Does it flow
between your
Liquid reach the mark fast or slow ?
fingers?
(In seconds)
Fast Slow Thick Thin
Water
Cooking
Oil APPLICATION:
Borehole water is
always clean and
clearer while
CLOSURE: water from c ertain
Summarise the lesson and ask pupils the following question, “You got rivers and muddy
water from a borehole in your neighborhood. How would the water be ponds is dirty and
different from water from a river or muddy pond?” coloured.
 Lesson Plan with Hints
The lesson Plan below has speech blobs (rounded rectangular shapes) that show hints for teaching approaches. The hints for teaching approaches deal with
specific skills of lesson delivery and they are explained in detail in the following pages. The position of each balloon indicates where each one of the hints can
be used. Also refer to the same lesso n plan on the previous pages.

DAY/DATE/ TOPIC/ R.P.K./ TEACHING/ LEARNING MATERIALS EVALUATION/

DURATION TLMS CORE POINT S
SUB-TOPIC OBJECTIVE S TEACHER/LEARNER AC TIVITIES EXERCI SE
TOPIC: R.P.K: INTRODUCTIO N:
Wednesday Water and Pupils use Lesson is i ntroduced throug h Q and A, for exam ple,
Other Liquids water and
“What kind of liquid do you use in makin g stew? ”
other liquids in Hints fo r Activit y
1st of Oct. their everyday “Do all liquids have t aste, sm ell and colour ?” State 2
SUB-TOPIC: activities. 1 difference s
2007
Characteristic between water
OBJECTIVES :
s of Water ACTIVITY 1: Group activity CORE POINT 1: and cooking oil.
Water,
2

By the end of orange juice, Some liquids have

30 MINS and Other In groups, pupils compare the liquids, looking at the differen ces
the lesson, kerosene,
Liquids colour. (e.g.
pupil will be in cooking oil,
Orange juice)
able to: colour, smell and texture (thick/thin). Complete the t able. e.g. palm oil
in transparent Others have taste Which liquid has
Colour Smell Texture
bottles with and smell.(e.g. colour: kerosene
Witho lids Kerosene) or orange juice?
- identify Liquid With Without With
water from ut Thick Thin Pure water is
colour colour smell
other liquids. smell colourless, Water flows
- state at least Water odourless and more slowly than
2 differences tasteless. cooking oil. True
Cooking oil
between water or False?
and other Orange
liquids. Juice
Kerosene
 DAY/DAT
TOPIC/
E/DURAT R.P.K./ TEACHING/ LEARNING MATERIALS EVALUATION/
SUB-TOP TLMS CORE POINT S
I ON OBJECTIVE S TEACHER/LEARNER AC TIVITIES EXERCI SE
IC
ACTIVITY 2: Demonstration stopwatch, CORE POINT 2:
rulers, marker, Some liquids
The teacher and pupils use TMLs to demonstrate an activit y to find pen, and
out flow more
funnel. slowly than
which liquid pours more easil y than others .
Hints fo r Activit y 2 others. Cooking
Proced ure: oil flows more
slowly than
1. Obtain two identical plastic bottles an d place a funnel on e ach. water.
2. Mark each bottle equall y.
3. Measure some water and put it into one of the bottles through the
funnel.
4. Time it a nd check how long it ta kes to reac h the mark.
2

5. Repeat th e activit y with the cooking oil.

6. Copy and complete th e table .
Also See “the Use of
Chal kboard”.
How does it feel
Time it ta kes to Does it flow
between your
Liquid reach the mark fast or slow ?
fingers?
(In seconds)
Fast Slow Thick Thin
Water
Cooking
APPLICATION:
Oil
Borehole water
is always clean
and clearer while
water from
CLOSURE: certain rivers and
Summarise the lesson and ask pupils the following question. “You got muddy ponds is
water from a borehole in your neighborhood . How would the water be dirty and
different from water from a river or muddy pond?” coloured.
 Module 6 Sample Lesson Plans in Science

3. Teaching Hints

Activity 1 is Activit
Hints for linked with
y Core Point 1. H ints for Activit y 1 lead to a good un derstanding of Co re Point
1.

Cor e Point 1 (of Activity 1): Some liquids ha ve colo ur. Others have taste and smell.

Approa ch to Activ ity 1(for C ore Point 1 )

An app roach to Activity 1 is shown below as an example.

Comparing liqui ds
Materials: 1. Water 2. Kerosene 3. Orange juice 4. Cooking oil (e.g. Palm oil) 5. Transparent
bottles with lids
Proced ure: Look at the samples of different liquids .
Safety: Do not taste any l iqu ids unti l you are told to do so.

Complete the table below.

Table 5: Comparing Liquids

Colour Smell Texture

Liquid
With Without With Without
Thick Thin
colour colour smell smell

Water

Cooking oil

Orange Juice

Kerosene

Ques tioning Sk ills for Activ ity 1

Examples

T) “Do they have colo ur or they are colo urless? ”

T) “Do they smell? ”
T) “Do they feel thick or thin?” (After r ubbing a little of each between yo ur fingers. )

2
 Module 6 Sample Lesson Plans in Science

Hints for Activit y

Activity 2 is linked with Core Point 2. H ints for Activit y 2 lead to a good un derstanding of Co re Point
2.

Cor e Point 2(of Activity 2): Some liquids flow more slowly than others. Cooking oil flows more
slowly than water. Pure water is colourless, odourless and tasteless.

Approa ch to Activ ity 2 (for Cor e Point 2 )

An app roach to Activity 2 is shown below as an example.

Before conducting the experiment, pupils can make an assumption or prediction of which liquid flows fastest and slowest,

Which liquid p ours more easily?

Materials: Water, cooking oil (e.g. palm oil), plastic bottles, ruler, marker, stopwatch (a
stopwatch/clock/wrist watch) and funnels
Pro cedure
1. Obtain two identical plastic bottles and place a f unnel on each.
2. Mark each bottle equally.
3. Measure some water and pour it into one of the bottles thro ugh the f unnel.
4. Time it and check how long it takes to reach the mar k.
5. Repeat the activity with the cooking oil.
6. Copy and complete Table 6.

Table 6: Which Liquid Flows Faster?

How does it feel between your

Time it takes to reach the Does it flow fast or slow? fingers?
Liquid mark ( In second s)
FastSlowThickThin

Water

Cooking Oil

2
 Module 6 Sample Lesson Plans in Science

When funnels are not available, empty plastic bottles can be used instead. An example of the
construction o f the apparatu s is shown below.

Ques tioning Sk ills for Activ ity 2 Examples

T) “Why must the bottles be identical?”

T) “Why must the same vol ume of each liq uid be used?”

Relat ed In form ation

Pure water is colourless, odourless (has no smell) and is tasteless. Some other liquids like kerosene,
fruit juice and edible oils have col our, smell an d taste.
At atmospheric press ure, pure water:
 freezes at 0℃.
 is neutral to litmus.
 boils at 100℃.
 has a maximum density of 1g/cm 3 at 4℃.
 is a poor conductor of electricity (but becomes a good conductor when a small amount of an
ionic com pound is diss olved in it).
 expands between 4℃ and 0℃ and contracts (becomes less in volume) when melting from
0℃ to 4℃. So usually solid water (ice) floats on liquid water.
 has a high s urface tension so that it appears to form a str ong skin on its surface.
Water is capable of diss olving many s ubstances a nd it is there fore referred to as a universal solvent .

NB : Dissolved solids, such as salt and sugar raise the boiling point and lower the freezing point of
pure water.

2
 4. The Use of Chalkboard
A sample of layout of chalkboard writing is shown below.

23rd/June/06
Water and other Li quids (->Title)
2). Characteristics of water and other liquids Result:
Activ ity 1: Comparing some liquids (->Title of Activity 2: Which liquid pours more easily? Conclusion/ t oday’s summ ary
activity) (->Title of activity)
Materia ls: Water, cooking oil, plastic bottl es, ruler, How long does Does it flow
Materials: water, kerosene, orange juice, cooking oil,
marker, stopwatch and funnels Liquid it take to reach faster or
(transpare nt) and bottles (->Resour ces of the activity)
the mark slowly?
Liquid Colour Smell Texture Procedure: Water

1. Obtain two identical plastic bottles and place a Cooking Oil

Water Colourless No smell Thin (Palm oil)
funnel at the mouth of each.
3

2. Mark each bottle equally. Pure water is colo urless, odour less and tast eless.
Kerosene Colourless Has smell Thin
3. Measure some water and pour into one of t he bottles Cooking oil flows more slowly than water
Orange juice Orange Has smell Thin through the funnel.
4. Time how long it takes to reach t he mark. Conclus ion
Cooking oil Has colour Has smell Thick
5. Repeat th e activit y with the cooking oil (palm oil). Conclus ion/today ’s summa ry
(->Result of the activity )
Pure water is colo urless, odour less and tast eless.
Water and other liquids are different. They smell Water flows faster than cooking oil (palm oil).
differently. Their colour s are different. Their texture (feel)
is different. Exercise
Some liquids flow more slowly tha n others.
Pure water is colo urless, odour less and tast eless.
Module 6 Sample Lesson Plans in Science

5. English as a Teaching Tool

(a) The text in this lesson may be quite difficult fo r the p upils to rea d with u nderstanding. If this
is so, prepare a simplified version to write on the blackboard for the pupils to read and to copy
into their exercise bo oks. For example the fir st page can be re-written as follows:

Water and other liquids are different. They smell different ly. Their colours are different. Their texture (feel) is differe

Write the name of each liq uid in the first c olumn .

Make a class chart as sh own:

What is t he texture? Is it thick

Does it have Does it have Does it have or thin?
Liquid colour? smell? taste?

If the p upils’ st andard of English is good t he teacher can intro duce the ne w vocabulary linked
to vocabulary the p upils ha ve already learned . For example:
 odourless means no smell
 tasteless means no taste
 identical means the same

(b) A simple definition of the vocabulary “thick” and “thin” is given in the pupils’ book as
“thick liquids flow or fill more slowly than thin liquids”. The teacher will have to discuss this
concept with the pupils after they have observed the experiment because they will already be
familiar with the use of this vocabulary in the context of thickness and thinness of a book or a
slice of brea d, for example.

wat er words sour ces colourless

odo urless samples pure

tast eless liqu id com pa re

stop watch filter ing poisonousfunn el filter pap eridentical

31
 Lesson 3: Primary 6 Rusting (Characteristics of Metals and Non-metals)

1. Lesson Plan

WE EDENDING :
SUB JECT: Integrated Science REFEREN CES: 1. Primary Sch ool Integrated Science Syllabus p .9
CLASS: Primary 4 2. Primary Integrated Science P upils’ Book 6 (Wiredu, M.B., et al.) pp . 174-179

DAY/DATE/ TOPIC/ R.P.K./ TEACHING/ LEARNING MATERIALS EVALUATION/

TLMS CORE POINT S
DURATION SUB-TOPIC OBJECTIVE S/ TEACHER/LEARNER ACTIVITIES EXERCI SE

TOPIC: R.P.K.:
Thursda y INTRODUC TION:
Kind of Pupils have seen Let pupils tell the differe nce in the colour of new and ORAL QUEST IONS:
of old roofing sheets old roofing sheets. 1. Mention 3 examples of
19th Metals Expecte d answer: metallic objects.
3

May that have

2007 changed colour to New roofing sheets look silvery and old ones look 2. What will happen if
brown. reddish-brown. you leave clean nails
SUB -TOPIC : iron nails CORE POINT 1:
outside the classroom for
Rusting and steel The nails will
OBJECTIVES: three days?
30 MINS wool change colour. The
By the end of the ACTIVITY: 3. State three differe nces
nails and steel wool
lesson, pupil will  Pupils observe the clean nails and steel wool and between the rust y nails
will become dirty
be able to: then predict what will happen if these things are left and the new ones.
and look old.
mention four in an ope n place for about one week .
The clean nails
examples of  Pupils examine the old nails and steel wool for any
have their original
rusty objects in observable changes in colour and texture. Compar e
colour and texture
the them to the cle an ones .
while the old nails
environme nt.  Pupils give examples of other materials, which look
and steel wool have
describe the like the old n ails in the environment.
changed to a
 Pupils verify their predictions by finding out what
process of brownish and their
makes iron and steel look old and brownish in
rusting by an surfaces have
colour by performing an experime nt using the
experim ent. become rough.
procedure below.
Examples of
objects are: old
vehicles, spoons,
some earrings,
wires, iron rods
coal pots, etc.
 Continued from the previous page.

DAY/DATE/ TOPIC/ R.P.K/ TEACHING/ LEARNING MATERIALS EVALUATION/

TLMS CORE POINT S
DURATION SUB-TOPIC OBJECTIVE S TEACHER/LEARNER AC TIVITIES EXERCI SE
– state at least PROCEDURE: water, oil, List four examples
two ways of salt, lemon of objects that are
1. Pour the same amount of cooled boiled water, oil, vinegar, salt
preventing in similar condition
solution and ordinary water into each of the five jars. Leave one juice or
rusting. vinegar, jars, like the rust y nails.
jar dry.
2. Put some new iron nails and some new steel wool into all the rusty nails
six jars. and rust y
3. Leave the set up for about one week or more for further steel wool.
discussion.
4. Observe the nails and the steel wool for one week and record
any changes in colour.
CORE POINT 2:
5. Record your observations in a ta ble like t he one below.
Rusting is a
Jar Steel wool Iron nail chemical reaction. It
3

Dry occurs on surfaces

of metals. It
Ordinar y water
normally occurs
Vinegar/ lemon juice when air and water
Observation act on a metal, for
of the Oil
example, iron and
experim ent Salt soluti on wears it off to
after a wee k produce a
Cooled boiled water
reddish-brown
After a week:
coating known as
1. Pupils record the results of their observations in the table. rust.
2. Teacher and pupils discuss the process of rusting using the Painting and oiling
rusty nails and steel wool as ex amples. can prevent rusting .
3. Teacher and pupils discuss two wa ys of prev enting rusting. APPLCATION:

CLOSURE: Spoons are coated

to prevent rusting.
Review the lesson through questions an d answers.
Old roofing sheets
“What are th e conditions n ecessary for rusting? ” look reddish-brown
“Why do old roofing sheets appear reddish-brown?” because of rust.
 Module 6 Sample Lesson Plans in Science

2. English as a Teaching Tool

(a) At the beginning of the lesson the pupils are asked to predict what will happen to nails and
steel wool if they are left in the open. The pu pils can work in groups (e.g. of 4) to discuss their
ideas. Each group can explain their prediction to the class. Then they observe the changes in
some old nails and steel wool. The pu pils may have difficulty explaining their ideas in English.
It is important for the teacher to encourage them and give them confidence to try to use their
own words. Some pupils will find it helpful to be prompted or to answer a question, which the
teacher pro vides them with some clues. Also, if the teacher nee ds to co rrect the pu pil she can d o
so by repeating the pupil’s incorrect sentence in the correct form rather than discouraging the
pupil by saying she is wr ong. For example:
Ask the pupils to work in groups of 3-4 in which there is a child who is better in English is in
each grou p.
Write some questions based on The Rusty Nail Experiment on the blackboard and ask each
group to read out one question.

Chalkboard
Activity 1
What is likely to hap pen to the nails? iron rusty
What is likel y to hap pen to the steel wo nails red colour
ol?

Activity 2 steel wool air

What did you observe? machinery water
What happene d to the nails? roof process
What happene d to the steel wo ol?

Have you seen a ny rusty metal in the village?

Ask the pupils to think of some words to write on the

Chalkboa rd as a vocabulary list to help them answer the questions about the rusty nai

3
 Module 6 Sample Lesson Plans in Science

(b) You can use a similar method as above to help the pupils complete the tasks in the text
book.
Chalkboa rd
What advice will you give your parents and friends to prevent paint painting
the r usting of air
ironwater mixed
alloy
bucketscoating
at h ome?
iron based
How can you prevent rusting?
Can you use paint, oil or grease to prevent rusting?
What is an alloy?
How can zinc be used to stop rusting?

Ask the pupils to think of some words to write on the

blackboa rd as a vocabulary list to help them answer the questions about the how to
(c) The review questions provide a good opportunity for the teacher and pupils to revise and
practise the English vocabulary they have learned. Pupils can complete the exercises orally and
can write them in t heir exercise bo oks.

NOTE FOR TEACHERS: The methodology described for this topic can be modified to
correspond with the c oncepts a nd vocabulary o f many other Science lessons .

3
 Lesson 4: Primary 6 Production of Sound (Energy)

1. Lesson Plan

WE EDENDING :
SUB JECT: Integrated Science REFEREN CES: 1. Primary Sch ool Integrated Science Syllabus p . 63
CLASS: Primary 6 2. Primary Integrated Science P upils’ Book 6 (Wiredu, M.B., et al.) pp . 148-153
DAY/D ATE/ TOPIC/ R.P.K./ TEACHING/ LEARNING MATERIALS EVALUATION/
TLMS CORE POINT S
DURATION SUB-TOPIC OBJECTIVE S TEACHER/LEARNER AC TIVITIES EXERCI SE
Thursda y TOPIC: R.P.K.: INTRODUC TION:
Sound Energ y Pupils can beat Introduce the lesson through questions.
drums to produce
26 of Aug.
th
sound. “What kind of music do you like?” “Do you know
how musical instruments produce/mak e sound? ”
2007 SUB-
Pupils have learnt
3

TOPIC: in P4 that sound is Call a pupil in front of the class to beat a drum for a drum
produced when the other to listen.
60 MINS Producti on of particles of matter
Sound vibrate. The CORE POINT 1:
degree of sound ACTIVITY 1:
depends on the rulers Rapid moveme nt of Exe.
Pupils place rulers at the edges of the tables and tap
strength with an object back and
the free end. Ask pupils the following questions. Sound is produced by ( ).
which the matter forth is called
is caused to – “Can you hear any sound from the rulers? ” vibration. Vibration
vibrate. produces sound.
– ”What is m aking the sound?
OBJECTIVES:
– “How do you describe the moveme nt of the
Vibration of the
By the end of the ruler?”
sand particles was
lesson, pupil will
ACTIVITY 2: sand caused by vibration
be able to:
of the drum surface.
1. Sprinkle sand on the drum surface and ask a
- demonstrate how
pupil to beat it. The vibration of
sound is produced
by vibration. drum surface
2. Ask pupils to observe carefully the moveme nt
of the sand particles.
produces sound.
-identif y materials
that can vibrate 3. Guide pupils to compare the movement of the
ruler and sa nd particle.
 Continued from the previous page.

DAY/D ATE/ TOPIC/ R.P.K./ TEACHING/ LEARNING MATERIALS

TLMS CORE POINT S EVALUATION/ EXERC ISE
DURATION SUB-TOPIC OBJECTIVE S TEACHER/L EARNER AC TIVITIES
- compare the ACTIVITY 3: empty CORE POINT 2: Use the following words to complete
difference s in bottles of the sentences below: soft, loud,
The use of b ottle as musical instruments. When the amounts
sound soft drinks, instrument, bottles, objects, water ,
of water in the
produced such 1. Pour different amount s of water in empty straws, different, vibrating objects.
bottles are not the
as, high bottles. water and
same, the pitch of a) Different ( ) make ( )
pitched sound, metal
the sound produced sounds.
low pitched spoons
in each bottle will
sound, quality b) Some sounds are ( ). ( ) and
be differe nt, too.
of sound and some sounds are ( ).
noise. The smaller the
amount of water,
the larger the
volume of air and
3

the lower the pitch

becomes.
2. Hit each bottle with a metal spoon and listen
carefully to the sound each bottle mak es. The larger the
amount of water,
the smaller the
volume of air, the
higher the pitch
becomes.
 Continued from the previous page.

DAY/D ATE/ TOPIC/ R.P.K./ TEACHING/ LEARNING MATERIALS EVALUATION/

TLMS CORE POINT S
DURATION SUB-TOPIC OBJECTIVE S TEACHER/LEARNER AC TIVITIES EXERCI SE
ACTIVITY 4:
1. Put a straw near the mouth of the each bottle.
3

2. Blow some air into the bottles through the straw and
adjust the position of the straw so that they can produce How do you make high
sound. pitched sound using
3. Ask pupils which bottle makes high pitched sound by empty bottles and w ater?
hitting/b y blowing?
APPLICATION:

CLOSURE: Trumpet is a
musical
Summarise the major points of the lesson a nd ask questions. instrument that
“Why does the trumpet produce a very high pitched sound makes a very high
but the trombone produces a low pitc hed sound? pitched sound
because of the
amount of air that
vibrates through it.
Module 6 Sample Lesson Plans in Science

2. English as a Teaching Tool

(a) This lesson gives the p upils the practical experience of hearing so unds of different kin ds and
learning how the sounds are made. After completing the sound experiments the teacher
completes a table of the results on the blackb oard. The teacher should follow the steps below to
make best use of the blackboard as a teaching and learning resource. This will also help the
pupils to understand how to complete a table of res ults.
1. Tell the pupils, ‘we are goi ng to make a table of t he results of the experiment’.
2. Give the table a tit le: Production of Sound Experiment.
3. Draw the table and write the hea ding in the first colum n: Amount of water in the bottle.
4. Hold up the bottle that made the highest pitch sound and the bottle that made the
lowest pitch so und. Ask the p upils to describe how much water was in the two different
bottles.
Write “more water” and “less water” in the first column.
5. Write the headings in the second and third columns, reminding the pupils that these
were the different ways they made s ound from the bottles.
6. Explain to the p upils that they are going to c omplete the ot her spaces in the table.
7. Point to the first empty space and ask the pupils to say w hich res ult we p ut there.
8. The answer is “The pitch of the sound made by hitting the bottle that contained more
water.”
Pro duction o f Sound Experiment Point to the first empty space and ask the pupils to say which result
Amount of water Pitch of the sound mad e Pitch of the soun d mad e
Answer: in eacpitch
The h bottle by hit
of the sound ting th e b ottle
made by blowing
by hittingMore
the bottle
w ater
that has more
Highwate r.
/ Low High / Low

Less w ater High / Low High / Low

9. Ask the pupils to listen again to the sound made by each bottle and say whether the
pitch of the sound made by hitting the bottle that has mo re water is hi or lo
10. Repeat points 7 an d 8 for each of the other spaces to com plete the table.

39
 Lesson 5: Primary 4 Properties of Air

1. Lesson Plan

WE EDENDING :
SUB JECT: Integrated Science REFEREN CES: 1. Primary Sch ool Integrated Science Syllabus p . 12
CLASS: Primary 4 2. Primary Integrated Science P upils’ Book 4 (Wiredu, M.B., et al.) pp . 114-119
DAY/DATE/ TOPIC/ R.P.K./ TEACHING/ LEARNING M ATERIALS EVALUATION/
TLMS CORE POINTS
DURATION SUB-TOPIC OBJECTIVES TEACHER/L EARNER ACTIVITIES EXERCISE

Thursda y TOPIC: R.P.K.: INTRODUC TION:

3rd of May Air Pupils have learnt Start the lesson with questions that relate the topic to real life. For
that air is around example, “When you want to cook fast using a coal pot, what would
2007
us and they have you do to make th e fire hotter?”
SUB -TOPIC: used fans. EXERCI SE :
Expecte d answer: “ I will fan it.”
Properties of Why did the
Air covered candles go
60 MINS OBJECTIVES:
4

off?
ACTIVITY 1:
By the end of the Small and CORE POINT 1:
lesson, pupil will 1. Divide the class i nto groups A a nd B each under a leader.
short
Air supports Why did the
be able to: 2. Let the pupils light candles and guess how they can keep the candles,
burning. candles with cut
Show how air candles burnin g and also how they can stop it from burning transparent
cover keep
without blow ing it off with wind. covers (cut Continuo us supply
supports burning. burning?
plastic of air keeps things
3. Give each group work cards bottles etc.) burning.
containing instructions below.
4. Pupils light short candles
5. Pupils cover lit candles with
transpare nt plastic bottles and
observe the result.
6. Pupils express their opinions on
why the light went off when
covered.
 Continued from the previous page.

DAY/DATE/ TOPIC/ R.P.K/ TEACHING/ LEARNING MATERIALS EVALUATION/

TLMS CORE POINTS
DURATION SUB-TOPIC OBJECTIVES TEACHER/L EARNER ACTIVITIES EXERCISE

Pupils light second short ca ndles. transpare nt

covers with
7. Pupils cover the lit candle with the
a side hole
cut cover and obs erve the result
(cut plastic
8. Pupils make assumption of what bottles etc.)
would happen to the burning
candle if it is covere d with the cut
plastic cover.
Safety: Do not put your finger into the
flame.

ACTIVITY 2:
CORE POINT 2: What will you do
Let two groups make fire in coal pots. Group A fans the fire. Group fans, coal if food on your
Fire that receives
B does not fan the fire. Pupils make their observation and draw their pots, coal pot is not
more air burns
4

conclusion. charcoal cooking fast?

hotter.
Why did the fire
in the coal pot for
group ‘A’ burn
hotter?
APPLICATION:
CLOSURE:
There are holes in
Summarise silent points to end the lesson. Find out also from pupils box irons and
why there are holes in box irons an d lanter ns. lanterns to allow
air into them to
help burning.
 Module 6 Sample Lesson Plans in Science

2. English as a Teaching Tool

(a) In the first part of this lesson the teacher may simplify the English Language used by saying
“air helps charcoal to burn” or “air helps the flame of the candle to bu rn”. Later in the lesson
the teacher should use the correct expressio n “ air supports burning” so that the pupils become
familiar with the standar d expressi on which is used in the pupils’ bo ok.

Irregular Vocab ulary plural o f “charcoal” is “charcoal”

e.g. Put so me more charc oal in the c harcoal p ot.

Irregular s pelling fan - fanning stop - stopped

(b) During the part of the lesson when the teacher conducts the experiment she should
encourage the pupils to use full sentence construction to explain their ideas and to use higher
order thinking. For example:
Qu.
Why did this candle continue burning while that candle stopped burning?
Ans.
This candle continued to burn because it had air. So it had a fresh supply of oxygen.
That candle stopped burning because there was no fresh air. The fl ame needs oxyge n to
continue burning”

(c) At the end of the lesson the teacher can help the pupils to review the concept and to practise
their English at the same time by giving a simple exercise as in the pupils’ book.
The exercise can be given: orally or
as a written exercise or
the exercise can be written first a nd then checked orally or
practised orally and t hen recorded in writing.
The multiple choice format helps the pupils by giving them the correct sentence structure and
spelling.

4
 Module 6 Sample Lesson Plans in Science

Appendix –Some Ideas for Challenging Topics–

1. How Does Light Travel?

Materials : Styrofoam, Thread, Candle, Cardboard, Matches, Pins

Pro cedure :
1. Arrange the three pieces of cardboard together and punch a pinhole through each of
them in the mid dle.
2. Arrange them standing about 50cm apart using the s tyrofoam as a stand .
3. Pass a thread through all of them in order to place them in alignment on a table, and
then rem ove the thread .
4. Place a lighted candle behind the first piece of cardboard “A”.
5. Observe the can dle light from behind the third cardboard “C”. What do yo u see?
6. Move “B” slightly out of place but keep “A” and “C” in their positions . Observe the
candle light from the third cardboard “C”.

Diagram :

Candle

Cardboard

A
Eye
B

Ques tion :
1. When you a rrange th ree card boards in a line, c an you see the light fr om “C”?
2. When you displace the card board “B”, can y ou observe the light fro m “C”?
3. How can we see the light again from “C”?
4. Explain how light travels.

Con cept Developm ent :

If a pupil discovers and says “Light travels in a straight line.”, hail the effort and let the
class applaud it.

4
 Module 6 Sample Lesson Plans in Science

2. Making a Magnet

Materials : A strong bar magnet, Iron nail(s), Iron filings/office pins, A plastic bowl , A big
bowl of water

Pro cedure :
1. Stroke the nail with one end of the magnet as shown in the diagram several times.
Stroke i n one direction. (R ub the magnet o n the nail repeatedly for sometime .)
2. Move the nail thro ugh the ir on filings/office pins a nd see if t hey will stick on it.
3. Find the position of the rising Sun and mark the direction (E) East. Make its opposite
direction (W) West. Get the (N) North a nd (S) South as well.
4. Put the magnetized nail on the plastic bowl and let it float on the bowl of water then
leave it for some time. Eventually, it will settle on one po sition sh owing the North an d
South Poles.

Diagram :

Bar magnet

Nail

Ques tions :
1. How can you tell if the nail is magnetised?
2. How will you be able to determine w hich end of the nail will be the No rth Pole?

4
 Module 6 Sample Lesson Plans in Science

3. The Law of Reflection

Materials : Plane mirror, Optical pins , Protractor , Paper

Pro cedure :
1. Draw a h orizontal line on a s heet of paper.
2. Construct a perpendicular line t o the horizontal line. This is the N ormal.
3. Trace an angle of 30° to the perp endicular line and connect it with a line
segment.
4. Place a plane mirror upright on the horizontal line with the reflect ing surface facing
the Normal.
5. Fix two optical pins, “A” and “B”, on the line segment to represent the Incident Ray.
The Angle of Incidence is the angle between the Incident Ray and the Normal.
( Fig. a )
6. Look into the plane mirror and find the image of “A” and “B”. Fix pins “C” and “D”
so that they are in line with the images of “A” and “B”. (Fig. b)
7. Measure the A ngle of Reflection an d compare it with t he Angle of Incidence.
8. Repeat the activity using different a ngles of Incidence.

Diagram :

Virtual image of
A and B

Angle of Angle of Reflection

B Incidence
B C
A Normal
A
D

Incident Ray

Fig. a Fig. b

4
 Module 6 Sample Lesson Plans in Science

4. Simple Electrical Circuit Board

Materials : A piece of wo oden board (about 24cm by 24cm) , 2 pieces of wood (1cm by 1 cm) as
dry cell holder, Aluminium foil and strips, Dry cell(s), Bottle tops/match box (any suitable
material which could be used as a bulb holder), Paper clips, Drawing pins, Nails, Insulated
copper wire , 1 torchlight bulb

Pro cedure :
1. Nail 2 pieces of woo d to the d rawing b oard in suc h a way that they hold the d ry cell(s)
tightly in place.
2. Place the aluminium strips at two ends of the wo od making sure that they hold firmly
the positive an d negative ends of the dry cell(s).
3. Make a hole in t he plastic bottle top.
4. Wind a metal strip (aluminium f oil or strips ) round the base of the bulb referring to the
diagrams.
5. Let the bulb sit on a nother piece of met al strip.
6. Connect one end of an insulated copper wire to the metal strip round the base of the
bulb.
7. Connect the end of another insulated copper wire to the metal strip on which the bulb
sits.
8. Connect the en d of one of the wires t o the p ositive end of the dry cell(s) an d the en d
of second wire to the negative end of the dry cell(s).
9. Nail the bottle top with the b ulb unto the board.
10. Use drawing pin s and paper clips to make a switch.
11. Connect the wires to ma ke a single circuit as sho wn in the diagram.

Diagram s:

Dry cell

Drawing pin
Wood
Nail Bulb
Paper clip

Plywood

Wire
Metal strip
Bottle top

4
 Module 6 Sample Lesson Plans in Science

5. Electrical Circuits with Bulbs in Series

Materials : A piece of wooden board (about 24cm by 24cm), Pieces of wood (1cm by 1 cm) as
dry cell holder , Aluminium foil and strips, Dry cell(s), Bottle tops/match box (any suitable
material which could be used as a bulb holder), Paper clips, Drawing pins, Nails, Insulated
copper wire , 4 torchlight b ulbs

Pro cedure :
1. Nail 2 pieces of wood to the drawing boar d in such a way that they hold the dry cells
tightly in place.
2. Place the aluminium strips at two ends of the wo od making sure that they hold firmly
the positive an d negative ends of the dry cells .
3. Make a hole in t he plastic bottle top.
4. Wind a metal strip (aluminium foil or strip s) round the base of the bulb.
5. Let the bulb sit on a nother piece of metal strip.
6. Connect one end of an insulated copper wire to the metal strip round the base of the
bulb.
7. Connect the end of another insulated copper wire to the metal strip on which the bulb
sits.
8. Nail the bottle top s with the b ulbs unto the board.
9. Use drawing pin s and paper clips to make a switch.
10. Connect the wires to ma ke a circuit of bulbs in series as shown in the diagram.

Diagram :

Dry cell

Switch

Bulb

4
 Module 6 Sample Lesson Plans in Science

6. Electrical Circuits with Cells in Series

Materials : A piece of wooden board (about 24cm by 24cm), Pieces of wood (1cm by 1 cm) as
dry cell holder, Aluminium foil and strips, 2 to 4 dry cells, 1 bottle top/match box (any suitable
material which could be used as a bulb holder), Paper clips, Drawing pins, Nails, Insulated
copper wire , 1 torchlight b ulb

Pro cedure :
1. Nail 2 pieces of wood to the drawing boar d in such a way that they hold the dry cells
tightly in place.
2. Place the aluminium strips at two ends of the wo od making sure that they hold firmly
the positive an d negative ends of the dry cells.
3. Place the dry cells to follow each other (in series) between the pieces of wood so that
the positive p ole of one is in contact with the negative pole o f the other.
4. Make a hole in t he plastic bottle top.
5. Wind a metal strip (aluminium foil or strip s) round the base of the bulb.
6. Let the bulb sit on a nother piece of metal strip.
7. Connect one end of an insulated copper wire to the metal strip round the base of the
bulb.
8. Connect the end of another insulated copper wire to the metal strip on which the bulb
sits.
9. Connect the end of one of the wires to the positive end of the dry cells and the end of
second wire to the negative end of the dry cells.
10. Nail the bottle top with the b ulb unto the board.
11. Use drawing pin s and paper clips to make a switch.
12. Connect the wires to ma ke a circuit of cells in series as shown in the diagram.

Diagram: Dry cell

Switch

Bulb

4
 Module 6 Sample Lesson Plans in Science

7. Electrical Circuits with Cells in Parallel

Materials : A piece of wooden board (about 24cm by 24cm), Pieces of wood (1cm by 1 cm) as
dry cell holder, Aluminium foil and strips, 2 to 4 dry cells, 1 bottle top/match box (any suitable
material which could be used as a bulb holder), Paper clips, Drawing pins, Nails, Insulated
copper wire , 1 torchlight b ulb

Pro cedure :
1. Nail 2 pieces of wood to the drawing board in such a way that they hold the dry cells
tightly in place.
2. Place the aluminium strips at two ends of the wood making sure that they hold firmly
the positive an d negative ends of the dry cells.
3. Make a hole in t he plastic bottle top.
4. Wind a metal strip (aluminium foil or strip s) round the base of the bulb.
5. Let the bulb sit on a nother piece of metal strip.
6. Connect one end of an insulated copper wire to the metal strip round the base of the
bulb.
7. Connect the end of another insulated copper wire to the metal strip on which the bulb
sits.
8. Connect the end of one of the wires to the positive end of the dry cells and the end of
second wire to the negative end of the dry cells.
9. Nail the bottle top with the b ulb unto the board.
10. Use drawing pin s and paper clips to make a switch.
11. Connect the wires to ma ke a circuit of cells in parallel as shown in the diagram.

Diagram:

Switch

Dry cell
Nail

Bulb

4
 Module 6 Sample Lesson Plans in Science

8. Electrical Circuits with Bulbs in Parallel

Materials : A piece of wo oden board (about 24cm by 24cm) , Pieces of w ood (1cm by 1 cm) as a
battery holder , Aluminiu m foil and strips, Dry cell(s), 2 to 4 bottle tops/match boxes (any
suitable materia l which could be used as a bulb holder), Paper clip, Drawing pins, Nails,
Insulated cop per wire, 2 to 4 torchlight bulbs

Pro cedure :
1. Nail 2 pieces of wood to the drawing board in such a way that they hold the dry
cell(s) tightl y in place.
2. Place the aluminium strips at two ends of the wood making sure that they hold
firmly the positive an d negative ends o f the dry cell(s).
3. Make a hole in t he plastic bottle top.
4. Wind a metal strip (aluminium foil or strip s) round the base of the bulb.
5. Let the bulb sit on a nother piece of metal strip.
6. Connect one end of an insulated copper wire to the metal strip round the base of
the bulb.
7. Connect the end of another insulated copper wire to the metal strip on which the
bulb sits.
8. Connect the end of one of the wires to the positive end of the dry cell(s) and the
end of second wire t o the negative end of the dry cell(s).
9. Nail the bottle top with the b ulb unto the board.
10. Use drawing pin s and paper clips to make a switch.
11. Connect the wires to ma ke a circuit o f bulbs in parallels as show n in the diagram.

Dry cell

Key
Bulb

Nail

5
 Module 6 Sample Lesson Plans in Science

9. Earthquake Model –Movement of the Plates of the Earth-

Materials : Foam, Plywood, Nails (about 4 inc hes)

Pro cedure :
1. Cut the plywo od into 80cm by 80cm siz e.
2. Cut the foam into two strips of dimension s: Length-50cm, Breadth-20cm,
Height-20cm.
3. Fix nails into plywoo d as shown in the diagram.
4. Fix foam strips in between the nails suc h that the end of one stri p is in co ntact with the
end of the othe r as shown in the diagram.

Princip le and Explanation :

An earthquake occurs when there is a crack in the earth’s crust. Serious earthquakes occur at
places where one plate slides under another. When this happens, stress/tension builds up
between the two plates and this causes a sudden movement.
The foam representing the Oceanic Crust is moved to the left slowly. Then stress piles up
between the two foams (crusts) and this causes a sudden movement, which represents an
earthqua ke.
Diagram:

Nail
Foams

Sea Plywood

Continental Crust

Oceanic Crust

5
Module 6 Sample Lesson Plans in Science

10. Improvisation of Distillation Apparatus

Materials : Empty coffee tins, Large Container, Small Container , Cold water, Rubber tubes of
small diameter, Heating source

Pro cedure :
1. Make a hole in the lid of the coffee tin “A” a little smaller than the diameter of the
rubber tube to be used.
2. Connect the rubber tube to the hole of the lid.
3. Pour the cold water into the large r container ”B”.
4. Place a smaller container “C” in the larger container “ B”.
5. Put the en d of the rubber tube into the smaller container.
6. Put a small quantity of water, say 25cm3, into the coffee tin “A”.
7. Heat the content of the c offee tin “A” until water boils and e vaporates.
8. The vapour from tin “A” passes through the rubber tube and enters in “C”. The
temperature in container “B” (containing could water) turns the vapour into water
(condensation ).
9. Collect condensed water at the base of the smaller co ntainer “C”.

If possible/applicable, use ice water or ice cubes in larger container “B”.

Diagram:

Lid
Rubber tube

Small container
A
Coffee tin

Heat source B

Large container With cooling water

5
Module 6 Sample Lesson Plans in Science

5
Module 6 Sample Lesson Plans in Science

Bibliography
Curriculum Research an d Deve lopment Division (2001). Teaching Syllabus for Integrated
Science ( Primary 4-6). Accra: Ministry of
Education.

GES-JICA Science, Technology and Mathematics Project (2004). Manual for the Teaching of
Science an d Mathematics in B asic School. GES-JICA STM Project.

Ghana Education Ser vice (2003a). Handbook on Lesson Notes Preparation and Teaching and
Learning Materials in Primary Schools. Accra: GES.

Ghana Education Ser vice (2003b). Handbook on the Teaching of Science and Environmental
Studies in Primary Schools. Accra: GES.

Gyang, M. et al. (20 00a). Primary In tegrated Science. Pu pil’s Book 4,5,6. Unimax Macmillan
Ltd.

Gyang, M. et al. (20 00b). Primary I ntegrated Science. Teachers Book 4,5,6. Unimax Macmillan
Ltd.

Wiredu, M. B., et al.(200 5a). Primary I ntegrated Science. P upil’s Book 4.5.6. Sedco Publishing
Ltd.

Wiredu, M. B., et al.(200 5b). P rimary Integrated Science. Te achers B ook 4.5.6. Sedco
Publishing Ltd.