KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

PRIMARY SCHOOL EDUCATION CURRICULUM DESIGN

SCIENCE AND TECHNOLOGY

GRADE 4
 First Published 2017

Revised 2024

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any means,
electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN: 978-9914-43-020-2

Published and printed by Kenya Institute of Curriculum Development

ii
FOREWORD
The Government of Kenya (GoK) is committed to ensuring that policy objectives for Education, Training and Research meet the
aspirations of the Constitution of Kenya 2010, the Kenya Vision 2030, National Curriculum Policy 2018, the United Nations
Sustainable Development Goals (SDGs) and the regional and global conventions to which Kenya is a signatory. Towards achieving
the mission of Basic Education, the Ministry of Education (MoE) has successfully and progressively rolled out the implementation
of the Competency Based Curriculum (CBC) at Pre-Primary, Primary and Junior School levels.

The Kenya Institute of Curriculum Development (KICD) reviewed the curriculum and rationalised the number of learning areas in
2024. The review and rationalisation process was informed by several factors, among them, the recommendations of the Presidential
Working Party on Education Reforms (PWPER) and reports of the continuous curriculum monitoring and evaluation activities.

The reviewed curriculum designs build on competencies attained earlier by learners. The designs prepare the learner for smooth
transition to the next level. The designs will also afford the learner opportunities for developing requisite competencies and enable
them to interact with other people and the environment around them.

The key components of the curriculum designs include the National Goals of Education, the essence statement, general and specific
learning outcomes as well as the strands and sub strands. Suggested learning experiences, key inquiry questions, core competencies,
Pertinent and Contemporary Issues (PCIs), values and assessment rubrics are also outlined in the curriculum designs.

It is expected that all Government agencies and other stakeholders in Education will use the designs to plan for the effective and
efficient implementation of the Competency Based Curriculum.

Thank you.

HON. EZEKIEL OMBAKI MACHOGU, CBS

CABINET SECRETARY,
MINISTRY OF EDUCATION

ŝŝŝ
PREFACE
The Ministry of Education (MoE) rolled out the Competency Based Curriculum (CBC), nationally in 2019, following a national
convention in 2017 where the Basic Education Curriculum Framework (BECF) was adopted by stakeholders and a national pilot of
the curriculum in the Early Years of Education (EYE) in 2018. According to the UNESCO IBE requirements, a curriculum should be
reviewed every five years. So, the review of CBC was due from 2023. In view of this, the reviewed curriculum designs will enhance
the implementation of CBC since it corporates the lessons learnt from the implementation of CBC so far.
Consistent periodical review of the curriculum is also critical in the realisation of the Vision and Mission of the on-going curriculum
reforms as enshrined in the Sessional Paper No. I of 2019 whose title is: Towards Realizing Quality, Relevant and Inclusive Education
and Training for Sustainable Development in Kenya. The Sessional Paper explains the shift from a content-focused curriculum to a
focus on producing an engaged, empowered and ethical citizen.
Therefore, the reviewed curriculum designs will facilitate the inculcation of core competencies in CBC, which are identified as:
communication and collaboration, critical thinking and problem solving, creativity and imagination, citizenship, digital literacy,
learning to learn and self-efficacy.
The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various strands and
sub strands and other aspects of the CBC. The designs also outline suggested learning resources and varied assessment techniques. It
is expected that the use of these designs will lead to enhanced learning outcomes at various levels, prepare the learner for smooth
transition to subsequent grades and make learning enjoyable.
The MoE requests all stakeholders to keep giving feedback on the curriculum designs to inform the review during the next cycle.
Thank you.

DR. BELIO R. KIPSANG, CBS

PRINCIPAL SECRETARY STATE DEPARTMENT FOR
EARLY LEARNING AND BASIC EDUCATION
MINISTRY OF EDUCATION

ŝǀ
ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop and
review curricula and curriculum support materials for basic and tertiary education and training. The curriculum development process is
guided by research, international best practices as well as stakeholder engagement. The Institute conceptualised the Competency Based
Curriculum (CBC) in consultation with the Ministry of Education and other stakeholders. According to the Basic Education Curriculum
Framework (KICD, 2017) the conceptualisation of CBC was informed by 21st Century learning needs, the Constitution of Kenya 2010, the
Kenya Vision 2030, the East African Community Protocol, the International Bureau of Education (IBE) Guidelines and the United Nations
Sustainable Development Goals (SDGs).
KICD is funded by the Kenya Government to discharge its mandate. The institute also receives support from development partners targeting
specific programmes. The reviewed curriculum designs were developed with the support of the World Bank through the Kenya Primary
Education Equity in Learning Programme (KPEELP) - a project coordinated by MoE. KICD wishes to most sincerely thank the Government
of Kenya, through the MoE and other development partners. More specifically, KICD appreciates the Cabinet Secretary - MoE and the
Principal Secretary – State Department of Basic Education,
Additionally, the Institute expresses gratitude to all the KICD staff members, teachers, university lecturers, MoE staff, Semi-Autonomous
Government Agencies (SAGAs) and representatives of various stakeholders; among others, for their contributions to the development of
the reviewed curriculum designs. Finally, KICD acknowledges the Chief Executive Officers of the Teachers Service Commission (TSC)
and the Kenya National Examinations Council (KNEC) as well as the KICD Council for supporting the curriculum review process.
May God bless all the individuals and respective institutions who in one way or another supported the curriculum review process. Indeed,
these designs will effectively guide the implementation of the CBC at Primary level, thereby preparing the learner to transition to the Junior
School.

Best wishes to all learners and curriculum implementers.

PROF. CHARLES O. ONG’ONDO, PhD., MBS.

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

ǀ
TABLE OF CONTENTS
FOREWORD .................................................................................................................................................................................... iii

PREFACE ......................................................................................................................................................................................... iv

ACKNOWLEDGEMENT ................................................................................................................................................................. v

NATIONAL GOALS OF EDUCATION ........................................................................................................................................ vii

LESSON ALLOCATION AT UPPER PRIMARY .......................................................................................................................... ix

LEVEL LEARNING OUTCOMES FOR PRIMARY SCHOOL EDUCATION ............................................................................. x

ESSENCE STATEMENT ................................................................................................................................................................ xi

SUBJECT GENERAL LEARNING OUTCOMES......................................................................................................................... xii

SUMMARY OF STRANDS AND SUB STRANDS ..................................................................................................................... xiii

1.0 LIVING THINGS AND THEIR ENVIRONMENT ................................................................................................................... 1

2.0 MATTER ..................................................................................................................................................................................... 8

3.0 FORCE AND ENERGY ............................................................................................................................................................ 15

APPENDIX II: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES ........ 23

vi
NATIONAL GOALS OF EDUCATION

1. Foster nationalism, patriotism, and promote national unity

Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education
should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual respect for
harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.

a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and national development.

b) Economic Needs
Education should prepare a learner with requisite competences that support a modern and independent growing economy. This
should translate into high standards of living for every individual.

c) Technological and Industrial Needs

Education should provide the learner with necessary competences for technological and industrial development in tandem with
changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s interests,
talents and character for positive contribution to the society.

4. Promote sound moral and religious values

Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards developing a self-
disciplined and ethical citizen with sound moral and religious values.

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5. Promote social equity and responsibility
Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated
education; including learners with special educational needs and disabilities. Education should also provide the learner with
opportunities for shared responsibility and accountability through service learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own and
respect other people’s culture as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner to respect,
appreciate and participate in the opportunities within the international community. Education should also facilitate the learner to operate
within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this membership
entails.

8. Good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should promote
environmental preservation and conservation, including animal welfare for sustainable development.

viii
LESSON ALLOCATION AT UPPER PRIMARY
S/No Learning Area Number of Lessons per Week
1. English 5
2. Kiswahili / Kenya Sign Language 4
3. Mathematics 5
4. Religious Education 3
5. Science & Technology 4
6. Agriculture 4
7. Social Studies 3
8. Creative Arts 6
Pastoral/Religious Instruction Programme 1
Total 35

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LEVEL LEARNING OUTCOMES FOR PRIMARY SCHOOL EDUCATION
By the end of Primary School Education, the learner should be able to:
a) Use verbal and or non-verbal cues to convey information in varied contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life.
c) Use appropriate social skills, moral and religious values to positively impact the society.
d) Develop individual talents and interests for self-efficacy.
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Devise innovative strategies for environmental conservation and sustainability.
g) Apply digital literacy skills for learning and enjoyment.
h) Appreciate Kenya’s rich and diverse cultural heritage for harmonious living.

x
ESSENCE STATEMENT
Science and Technology is a learning area which engages in the human pursuit to understand the relationships between the living
and non-living universe. Science is a discipline that deals with explanations and predictions about nature and the universe while
technology is the application of science to create devices that can solve problems and do tasks.

The achievement of Kenya Vision 2030 greatly depends on Science, Technology and Innovation. Sessional Paper No.1 of 2005
highlights the fact that for a breakthrough towards industrialisation, achievement of the desired economic growth targets and
social development, a high priority needs to be placed on the development of human capital through education and training by
promoting the teaching of sciences and information technology. This is also highlighted in the Sessional Paper 14, 2012, which
stresses the need for sustainable basic and higher education, with an emphasis on science, technology and innovation (ST&I).
This makes it necessary for Science and Technology to be taught at Upper Primary Education level.

This learning area builds on the competencies introduced at the Lower Primary under the learning area of Environmental
Activities and equips the learner with pre-requisite skills required in Integrated Science and Pre-technical Studies at the Junior
School level. These enable learners to prepare for Science, Technology, Engineering and Mathematics (STEM) in subsequent
levels of the education cycle. Inquiry-based learning (IBL), project-based learning (PBL), problem-based learning (PBL) and
social scientific issue learning (SSI) approaches will be employed throughout the learning experiences in this learning area as
advocated by John Dewey’s social constructivist theory, which emphasises that the learner should be given an opportunity to
learn through hands-on activities. Engineering design shall be used as a pedagogical strategy to bridge science concepts with
other learning areas to solve simple open-ended problems, develop creative thinking and analytical skills among learners, make
decisions, and consider alternative solutions to address a variety of situations.

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SUBJECT GENERAL LEARNING OUTCOMES
By the end of Upper Primary School, the learner should be able to:
a) Interact with the environment for learning and sustainable development.
b) Apply digital literacy skills appropriately for communication, learning and enjoyment.
c) Appreciate the contribution of science and technology in the provision of innovative solutions.
d) Use scientific knowledge to observe and explain the natural world.
e) Make functional discoveries that impact individuals and the wider society.
f) Use innovative approaches as well as critical thinking and problem-solving skills to stimulate scientific inquiry, at the local,
national and global levels for lifelong learning.

xii
SUMMARY OF STRANDS AND SUB STRANDS
Strands Sub-Strands Suggested Number of Lessons
1.0 Living Things and their Environment1.1. Plants 12
1.2. Animals 12
1.3. Human digestive system 16
2.0 Matter 2.1. Properties of matter 14
2.2. Management of solid waste 16
2.3. Water conservation 12
3.0 Force and Energy 3.1. Force and its effects 12
3.2. Light 14
3.3 Heat 12
Total Number of Lessons 120

NOTE:

The suggested number of lessons per sub-strand may be less or more depending on the context.

xiii
 Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
1.0 Living 1.1 Plants By the end of the The learner is guided to: Why are
Things and sub-strand, the • search for information from print and non- plants
learner should be print materials on characteristics of plants as grouped as
their (12 lessons) able to: living things and discuss with peers, living things?
Environment
● Characteristics of
a) a) identify • take a walk in the school compound and
plants as living characteristics of adjacent environment to observe, discuss and
things. plants as living record evidence that plants: grow, reproduce,
● Functions of things, remove waste, respond to changes in their
external parts of b) b) describe environment and die
plants. functions of Note: observes safety while handling different
external parts of types of plants,
plants, • observe young plants/seedlings, draw and
c) c) appreciate the label their parts and share with peers (roots,
need to care for stems and leaves),
plants. • discuss the functions of external parts of
plants and share with peers,
• use digital applications to draw, paint and
label external parts of a plant.
Core Competencies to be developed:
• Communication and Collaboration: The learner develops speaking and listening skills as they discuss the functions of external
parts of plants.
• Digital literacy: The learner develops manipulative skills as they interact with digital media to draw, paint and label external
parts of a plant.

1
 Values:
● Unity: The learner cooperates in taking turns while they observe young plants/seedlings, draw and label their parts and share
with peers.
● Respect: The learner listens to and appreciates others’ opinions during discussions on the characteristics of plants.
Pertinent and Contemporary Issues (PCIs):
Safety and Security: The learner observes safety while handling different types of plants as they take a walk in the school
compound and adjacent environment to observe, discuss and record characteristics of plants as living things.

Link to Other Learning Areas:

Agriculture and Nutrition: The learner uses information on characteristics of plants as living things in the study of different types
of crops.

2
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
1.0 Living 1.2 Animals By the end of the The learner is guided to: Why are
Things and sub-strand, the • take a walk in the school compound and animals
their (12 lessons) learner should be adjacent environment to observe, discuss and grouped as
Environment able to: record evidence that animals: feed, grow, living
● Characteristics of a) a) identify the breathe, reproduce, remove waste, move, things?
animals as living characteristics of respond to changes in their environment and
things. animals as living die,
● Vertebrates and things, • search for information from print and non-
invertebrates.
b) b) distinguish print materials on characteristics of animals as
vertebrates from living things and discuss the findings with
invertebrates in the peers,
environment, • search for information from print and non-
c) c) appreciate the print materials on main differences between
need to care for vertebrates and invertebrates and share with
animals. peers,
• take a walk in the school compound and
immediate environment to identify vertebrates
and invertebrates in their locality.

Note: Learners observe safety precautions and

take care of animals during the learning
activities.

3
 Project: Learners are guided to make a portfolio
of vertebrates and invertebrates.
Core Competencies to be developed:
● Communication and collaboration: The learner contributes to group decision making by participating actively as they discuss
characteristics of animals as living things.
● Creativity and Imagination: The learner discovers new ways of solving problems of keeping records as they design and make a
portfolio of vertebrates and invertebrates.
Values:
• Responsibility: The learner takes care of the different materials they use as they search for information from print and non-print
materials on main differences between vertebrates and invertebrates and share with peers.
• Respect: The learner appreciates divergent ideas from peers as they discuss their findings on characteristics of animals as living
things.
Pertinent and Contemporary Issues (PCIs):
● Animal welfare: The learner takes care of animals during the learning activities.
● Safety and security: The learner observes safety when handling animals.
Link to Other Learning Areas:
Agriculture and Nutrition: The learner uses the information on characteristics of animals as living things in the study of
livestock.

4
 Strand Sub-Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry
Question (s)
1.0 Living 1.3 Human Digestive System By the end of the The learner is guided to; 1. 1. What makes
Things and (16 lessons) sub-strand, the • use print and non-print up the digestive
their learner should be material to observe and system?
Environment ● Parts of the human digestive able to: identify parts of the human2. 2. How is a
system (mouth, gullet, stomach, a) a) identify parts of digestive system, healthy digestive
small intestines, large intestines, the human digestive • draw and label the human system
rectum, anus). system, maintained?
digestive system,
● Healthy digestive system (dental
hygiene, deworming, healthy
b) b) develop a plan of • discuss symptoms of an
maintaining a unhealthy digestive system,
eating).
● Symptoms of unhealthy digestive healthy human record and share with
system (stomach ache/pain, digestive system, peers,
bloating, worms, diarrhoea, c) c) appreciate the • collaboratively discuss and
vomiting, constipation). importance of a develop a plan on ways of
healthy human maintaining a healthy
digestive system. digestive system,
• use interactive platforms or
digital images to illustrate
the human digestive
system.
Core Competencies to be developed:
● Learning to learn: The learner reflects on ways of maintaining a healthy digestive system as they develop a plan on ways of
maintaining a healthy digestive system.

5
● Digital literacy: The learner develops manipulative skills in using digital media as they use interactive platforms or digital
images to illustrate the human digestive system.
Values:
● Unity: The learner strives to achieve a common goal of maintaining a healthy digestive system as they discuss and develop a
plan on ways of maintaining a healthy digestive system.
● Respect: The learner appreciates others’ opinions while discussing the symptoms of an unhealthy digestive system.
Pertinent and Contemporary Issues (PCIs):
Health issues: The learner practices how to observe and maintain healthy digestive system such as dental hygiene, regular
deworming and healthy eating as they plan on ways of maintaining a healthy digestive system.
Link to Other Learning Areas:
Agriculture and Nutrition: The learner studies ways of maintaining a healthy digestive system in personal hygiene and hygienic
handling of food.

6
Suggested Assessment Rubric

Level Exceeding Expectations Meeting Expectations Approaching Below Expectations

Indicator Expectations
Ability to identify The learner accurately The learner accurately The learner accurately The learner identifies
characteristics of identifies all identifies all identifies most of the a few characteristics
plants and animals. characteristics in plants characteristics of plants characteristics of plants of either plants or
and animals giving and animals. and animals. animals.
illustrations.
Ability to describe The learner correctly and The learner correctly The learner partially The learner describes
functions of external comprehensively describes functions of describes functions of functions of external
parts of a plant. describes functions of external parts of a plant. external parts of a plant. parts of a plant with
external parts of a plant., prompt.
Ability to identify The learner identifies all The learner identifies all The learner identifies The learner identifies
parts of the human parts of the human parts of the human most parts of the human a few parts of the
digestive system. digestive system correctly digestive system digestive system. human digestive
giving illustrations. correctly.
system.

Ability to develop a The learner correctly and The learner correctly The learner partially The learner develops
plan of maintaining a innovatively develops a develops a plan of develops a plan of a plan of maintaining
healthy human plan of maintaining a maintaining a healthy maintaining a healthy a healthy human
digestive system. healthy human digestive human digestive human digestive digestive system
system. system. system. given hints.

7
 Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
2.0 Matter 2.1 Properties of By the end of the sub- The learner is guided to: What are the
Matter strand, the learner should • brainstorm on the meaning of matter properties of
be able to: and identify its different states,, matter?
(14 lessons) a) a) categorise substances • collect and group different substances
in the environment into from the environment into the three
● Meaning of matter the three states of matter, states of matter collaboratively,
● States of matter b) b) describe the properties • carry out activities to demonstrate the
(solid, liquid and of the three states of properties of the three states of matter
gas). matter,
● Properties of matter
with peers,
(shape, volume and
c) c) appreciate the • discuss the importance of the
mass).
importance of the different states of matter in day-to-
● Importance of the different states of matter day life,
different states of in day-to-day life. • use digital or print media to search
matter. for more information on the
characteristics of the three states of
matter.
Core Competencies to be developed:
● Communication and collaboration: The learner shares different roles as they works with peers to collect and group different
substances from the environment into the three states of matter and carry out activities that show properties of matter.
● Digital literacy: The learner develops digital manipulative skills as they interact with digital technology to observe the properties
of the three states of matter.

8
Values:
Unity: The learner shares available resources amicably as they carry out activities to demonstrate the properties of the three
states of matter with peers.
Pertinent and Contemporary Issues (PCIs):
Heath issues -preventive health: The learner practices preventive health measures such as avoiding blowing air into the same
balloon with others as they carry out activities to demonstrate the properties of the three states of matter with peers.
Link to Other Learning Area:
Mathematics: The learner uses the knowledge of properties of matter to measure the volume and mass of different substances.

9
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 2.2 Management of Solid By the end of the The learner is guided to: How is solid
Matter Waste sub-strand the waste dangerous
learner should be • walk around the school compound and to the
(16 lessons) able to: its environment to identify solid waste environment?
a) a) classify solid in the environment,
● Types of solid wastes waste into ● discuss with peers the meaning of
(decomposing and non- decomposable and decomposable and non-decomposable
decomposing (plastic, metals, non- solid waste,
food wrappers, kitchen waste). decomposable, ● collect solid waste in the school, sort
● Dangers of solid waste to the b) b) describe the and classify them into decomposing
environment.
● Managing wastes in places
dangers of solid and non-decomposing,
(classrooms, schools, home, waste to the ● discuss the dangers of solid waste to
public functions). environment, the environment and present in class,
● Methods of managing solid c) c) apply ● discuss methods of managing different
waste (reuse, reduce and appropriate types of waste in their environment (To
recycle). methods to manage include Re-using, Recycling and
● Safety measures during solid solid waste in the Reducing),
waste management (wearing environment, Hint: Include common waste in school and
protective gear and use of d) d) appreciate the environment such as kitchen, animal waste,
appropriate tools). need for proper plastics, e-waste, metals and glasses,
management of ● practice observe proper safety
solid waste in the measures in solid waste

10
 environment. management
● use digital or print media to search
for more information on ways of
managing different types of solid
waste.
Projects:
1. Learners to make dustbins for safe
disposal of waste at home and in school
using locally available materials,
2. Make toys or ornaments from solid
waste.
Core Competencies to be developed:
● Critical thinking and problem solving: The learner reflects and practices good ways of managing different types of waste in their
environment as they collect solid waste in the school, sort and classify them into decomposing and non-decomposing.
● Learning to learn: The learner explores ways of making dustbins, toys or ornaments from locally available materials
Values:
Responsibility: The learner plays different roles from other peers as they use locally available materials to make dustbins, toys
and ornaments.
Patriotism: The learner practices carrying out community service activities as they collect solid waste in the school, sort and
classify them into decomposing and non-decomposing.
Pertinent and Contemporary Issues (PCIs):
• Health issues: The learner learns about preventive health measures as they discuss the dangers of solid waste to the environment
and presents in class.
• Socio-economic issues; environmental education: The learner discusses ways of managing different types of solid waste in their
environment and generate outcome out of the locally available waste by making dustbins, toys and ornaments.
Link to Other Learning Area:
Creative arts: The learner uses knowledge on management of solid waste to make ornaments and dustbins.

11
 Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
2.0 2.3 Water By the end of the sub- The learner is guided to: Why is it
Matter Conservation strand, the learner ● brainstorm on how water is wasted at home important to
should be able to: and school, conserve
(12 Lessons) a) a) explain the meaning ● discuss with peers the meaning of water water?
of water conservation conservation,
● Meaning of water in the environment, ● explore their locality and observe how water
conservation. b) b) describe methods of is conserved,
● Methods of conserving water at ● discuss with peers ways of conserving water.
conserving water home and school, ● discuss the importance of conserving water,
(cover: Simple c) c) outline the ● practise responsible use of water at home and
examples of
importance of school.
Reducing water
wastage, Reusing conserving water at
water and Recycling home and school, Project:
water). d) d) develop interest in Prepare posters to sensitise the community
● Importance of water conserving water at (school and home) on the importance of water
conservation. home and school. conservation.
Core Competencies to be developed:
● Critical thinking and Problem Solving: The learner practises responsible use of water at home and school as they explore their
locality and observe how water is conserved with peers.
● Citizenship: The learner identifies water wastage as a problem affecting society and sensitises the community on the importance
of water conservation.

12
Values
Integrity: The learner practices how use available water sparingly as they explore their locality and observe how water is
conserved.
Pertinent and Contemporary Issues (PCIs):
Socio-economic issues; financial literacy: The learner learns how to reduce cost of water by reducing water wastage as they
explore their locality and observe how water is conserved.
Link to Other Learning Area:
Agriculture and Nutrition: The learner uses knowledge of appropriate water conservation practices in irrigation such as adopting
drip irrigation and mulching.

13
Suggested Assessment Rubric
Level Exceeding Expectations Meeting Approaching Below Expectations
Expectations Expectations
Indicators
Ability to describe The learner describes the The learner describes The learner describes The learner describes
the properties of the properties of the three the properties of the the properties of two of the properties of one of
three states of matter. states of matter correctly, three states of matter the three states of matter the three states of
giving examples from the correctly. correctly. matter correctly.
locality.

Ability to manage The learner manages solid The learner manages The learner partially The learner manages
solid waste in the waste in the environment solid waste in the manages solid waste in solid waste in the
environment. properly and actively environment the environment. environment with help.
engages in promoting properly.
reuse, reduce, recycle
activities.

Ability to outline the The learner outlines the The learner outlines The learner outlines a The learner outlines the
importance of importance of conserving the importance of few the importance of importance of
conserving water at water at home and school conserving water at conserving water at conserving water at
home and school.
giving examples from the home and school. home and school. home or school with
locality. prompt.

14
 Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
3.0 Force 3.1 Force and its Effect By the end of the The leaner is guided to: How does
and sub-strand, the ● brainstorm on the meaning of the term force force affect
(12 lessons) learner should be as used in science, objects?
Energy able to: ● carry out activities that demonstrate the
● Types of forces (force of a) a) describe types existence of force of gravity and force of
gravity and force of of forces in nature, friction in nature,
friction). b) b) demonstrate the ● carry out activities to demonstrate the
● Effects of force on effects of force on effects of force on objects,
objects (change of shape,
objects in nature, ● use digital or print media to search for,
start motion, stop moving
c) c) describe the observe and discuss uses of force in day-to-
objects, increase speed,
decrease speed, change uses of force in day life,
direction and hold objects daily life, ● discuss with peers ways of minimising
together). d) d) appreciate the friction between moving objects
● Uses of force in day-to- importance of (smoothening surfaces, greasing, oiling, use
day life. force in day-to-day of rollers, ball bearings),
life. ● discuss the applications of force of friction
and force of gravity in day-to-day life.
Core Competencies to be developed:
● Learning to learn: The learner acquires digital manipulative skills as they use digital devices to search for uses of force in day-to-
day life
● Communication and collaboration: The learner develops speaking and listening skills as they discuss ways of minimising
friction between moving bodies.

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 Values:
● Love: The learner cares for one another by avoiding inflicting pain on each other or safely uses available materials as they work
with peers to carry out activities that demonstrate the existence of force of gravity and force of friction in nature.
● Unity: The learner practices taking turns in carrying out certain tasks as they carry out activities that demonstrate the existence of
force of gravity and force of friction in nature.
Pertinent and Contemporary Issues (PCIs):
Citizenship: The learner exercises leadership as they work in groups while discussing the application of force of friction and
force of gravity in day-to-day life.
Link to Other Learning Area:
Agriculture and Nutrition: The learner relates the concepts of force of friction in maintenance farm tools and equipment.

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 Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
3.0 Force and 3.2 Light By the end of the sub- The learner is guided to: Why is light
Energy strand, the learner should ● brainstorm on the meaning of important in
(14 lessons) be able to: light, day-to-day
● Sources of light. a) a) identify the sources of ● carry out activities to life?
● Ways of lighting the light in nature, categorise the sources of light
house (windows, b) b) describe ways of in day-to-day life as natural or
translucent roofs, lighting a house in day- to- artificial,
artificial lighting). day life, ● discuss with peers the ways of
● Uses of light (to see, c) c) explain the uses of light lighting a house,
safety, discourage in day-to-day life, ● use digital or print media to
pests). d) d) appreciate the search for information on
applications of light in sources and uses of light in
day-to-day life. nature,
● discuss with peers the
applications of light in day-
to-day life.
Core competencies to be developed:
● Digital literacy: The learner acquires digital manipulative skills as they interact with technology to search for sources and uses of
light in nature.
● Communication and Collaboration: The learner contributes to group decision making as they discuss with peers the ways of
lighting a house.

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Values:
Respect: The learner exercises patience with others opinions as they discuss the applications of light in day-to-day life.
Pertinent and Contemporary Issues (PCIs):
Citizenship education: The learner reflects and recorgnise the uses of light for safety and security as they discuss the importance
of light.
Links to other Learning areas:
Pre-technical Studies: The learner seeks alternative cost-effective ways of lighting a house as they discuss ways of lighting a
house.

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 Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 Force 3.3 Heat By the end of the sub- The leaner is guided to: 1. 1. What are the
and strand, the learner ● use digital or print media to search for safety measures
Energy (12 lessons) should be able to: the meaning of heat, observed when
● Sources of heat (sun,a) a) identify sources of ● discuss with peers the sources of heat in using heat?
fire, electricity). heat in nature, nature,
● Uses of heat b) b) demonstrate uses of ● carry out activities to demonstrate the
(Cooking, warming, heat in day-to-day life, uses of heat in day-to-day life,
ironing and drying). c) c) describe safety ● discuss safety measures when using heat,
● Safety measures measures to observe ● use digital or print media to search for
when handling heat when using heat, information on safety measures and
● Importance of heat ind) d) appreciate the practices necessary when using heat,
daily life. importance of heat in ● discuss the importance of heat in nature.
day-to-day life. Project: Use locally available materials to
make kitchen gloves.
Core Competencies to be developed:
● Learning to learn: The learner gets new information on safety measures as they digital or print media to search for information
on safety measures and practices necessary when using heat.
● Digital literacy: The learner develops digital manipulative skills when interacting with digital media to search for safety
measures and practices necessary when using heat.

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Values:
Unity: The learner practices sharing available resources amicably as they carry out activities to demonstrate the uses of heat in
day-to-day life.
Pertinent and Contemporary Issues (PCIs):
Socio-Economic Issues: The learner exercises safety and security as they carry out activities to demonstrate the uses of heat in
day-to-day life.
Link to Other Learning Area:
Agriculture and Nutrition: The learner uses knowledge of heat in hatching of chicks, pest control and cooking utensils.

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Suggested Assessment Rubric
Level Exceeding Expectations Meeting Approaching Below Expectations
Indicator Expectations Expectations

Ability to The learner demonstrates The learner The learner partially The learner
demonstrate the the effects of force on demonstrates the demonstrates the effects demonstrates the
effects of force on objects in nature correctly effects of force on of force on objects in effects of force on
objects in nature. and helps others. objects in nature nature correctly. objects in nature even,
correctly. given hints.
Ability to identify The learner identifies the The learner identifies The learner identifies The learner struggles
the sources of light sources of light in nature the sources of light in some of the sources of to identify the sources
in nature. correctly and exhaustively. nature correctly. light in nature correctly. of light in nature even
with hints.
Ability to explain The learner correctly and The learner explains The learner explains The learner explains a
the uses of light in comprehensively explains the uses of light in most of the uses of light few uses of light in
day-to-day life. the uses of light in day-to- day-to-day life in day-to-day life day-to-day life even.
day life correctly and correctly. correctly.
comprehensively.

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Ability to The learner demonstrates The learner The learner The learner
demonstrate uses of uses of heat in day-to-day demonstrates uses of demonstrates most of demonstrates a few
heat in day-to-day life correctly and helps heat in day-to-day life the uses of heat in day- uses of heat in day-to-
life. others. correctly. to-day life correctly. day life even with
help.

Ability to describe The learner describes safety The learner describes The learner describes The learner describes a
safety measures measures when using heat safety measures when most of the safety few safety measures
when using heat. correctly and using heat correctly. measures when using when using heat
comprehensively. heat correctly. correctly even with
help.

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APPENDIX II: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL
ACTIVITIES
Suggested Assessment Methods in Suggested Learning Resources Suggested Non-Formal Activities
Science
● Reflections ● Laboratory apparatus and ● Visit science historical sites
● Game playing equipment ● Use digital devices to conduct
● Pre-post testing ● Textbooks scientific research
● Model making ● Software ● Organise walks to have live
● Explorations ● Relevant reading materials learning experiences
● Experiments ● Digital devices ● Develop simple guidelines on how
● Investigations ● Recordings to identify and solve some
● Conventions, conferences, and community problems
debates ● Conduct science document analysis
● Applications ● Participate in talks by resource
● Teacher observations persons on science concepts
● Project ● Participate in science clubs and
● Journals societies
● Portfolio ● Attend and participate in science
● Oral or aural questions and engineering fairs
● Learner’s Profile
● Organise and participate in
● Written tests
exchange programmes.
● Anecdotal records
● Make oral presentations and
demonstrations on science issues.

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