Initial Primary Teacher Education

Science and Technology

Module 1

Malawi Institute of Education

Initial Primary Teacher Education

Science and Technology

Module 1

Malawi Institute of Education

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi Malawi

email: [email protected]
website: www.mie.edu.mw

© Malawi Institute of Education 2017

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright
owner.

First edition 2017

Foreword
Education is the lifeblood of the nation. It is a prerequisite for individual, community
and national development. Education prepares learners to play their roles effectively
in efforts to promote and sustain a country's socio-economic development. Parents or
guardians desire that their children develop into adults with sound minds and
healthy bodies, through the acquisition of appropriate knowledge, skills and
desirable attitudes to enable them to live productive and happy lives.

Education should, therefore, help learners to develop high standards of conduct,

attitudes, judgment and a sense of responsibility. Student teachers have to be well
prepared in order to be able to take this responsibility of teaching children
effectively.

The provision of quality education is based on many factors and a good quality of
teachers is one of them. Teachers play a central role because they are the key source
of knowledge, responsible for facilitating the learning process and act as role models
for the learners.

The function of initial teacher education in Malawi is to prepare student teachers in

their aspiration of becoming teachers of high quality. This is achieved by helping the
student teachers to acquire the right knowledge, skills and competences to enable
them to effectively teach children. In view of this, the Initial Teacher Education
curriculum has been reviewed to ensure that student teachers who graduate from
this programme are well trained and prepared for their profession.

The process and implementation of this review has been guided by the Teacher
Education Philosophy which states as follows:

‘To produce a reflective, autonomous, lifelong learning teacher, able to display moral
values and embrace learners’ diversity.’

It is therefore hoped that Teacher Training Colleges will find this curriculum
effective in helping the student teachers to build a solid foundation in their teaching
profession.

Executive Director
Malawi Institute of Education

v
Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all people who participated in various activities,
stages and levels in the development of this module.

Special thanks go to the Director of the Directorate of Inspectorate and Advisory

Services (DIAS), Mr Raphael Agabu and his staff, the Executive Director of Malawi
Institute of Education, Dr William Susuwele‐Banda and his staff, Coordinator of the
Initial Primary Teacher Education (IPTE) review process, Dr Ezekiel Kachisa and his
team (Mr Edward G Mtonga and Ms Catrin Anderer) for coordinating the process of
developing the module.

The Ministry of Education, Science and Technology and the Malawi Institute of
Education would also like to thank Edward Gobede Mtonga, Lazarus Banda,
Veronica Kaunda, Cosmas Goliati, Ruth Sambaleni-Nambuzi, Davie
Kaambankadzanja, Dr Sarah Roelker, Laurent Afonso and Nthony Manja for
reviewing the module.

The Ministry of Education, Science and Technology acknowledges technical and

financial support which was generously provided by German Technical
Cooperation (GIZ), United Nations Children’s’ Fund (UNICEF), Food and
Agriculture Organisation (FAO) and Open Society Foundation (OSF).

Production team
Editing Max J Iphani
Designer Sanderson Ndovi
Editor-in-chief Max J Iphani

vi
 Writers
Cliffoed Mwenelupembe - Chiradzulu Teachers Training College
Andrew Nchessie - Phalombe Teachers Training College
Ruth Tabia Luhanga - Machinga Teachers Training College
Montmorris Chimaliro - Karonga Teachers Training College

Production team

vii
 Contents
Acknowledgements ……………………………………………….……………….….. vi

Foreword ………………………………………………………………………………... v

Introduction to the module …………………………………………………..…….…. ix

TOPIC 1 Introduction to science and the teaching of science and technology in

primary school ………………………………............................................ 1

TOPIC 2 Teaching of scientific and Technological processes ………………….. 10

TOPIC 3 Teaching and learning resources for science and technology ………. 22

TOPIC 4 Teaching of Plants and their environment ……………………………. 29

TOPIC 5 Teaching of animals and their environment ………………………….. 40

TOPIC 6 Teaching of interdependence between plants and animals …………. 45

TOPIC 7 Teaching of human skeleton …………………………………..……….. 48

TOPIC 8 Teaching of coordination ………………………………………………… 54

TOPIC 9 Teaching of Properties of matter………………………………………….58

TOPIC 10 Teaching of Mixtures……………………………………………………….65

TOPIC 11 Teaching of Forces and pressure…………………………………………..73

TOPIC 12 Teaching of Energy…………………………………………………………82

viii
Introduction
The purpose of primary teacher education is to produce and continually develop
competent and responsive teachers who effectively deliver quality education to all
learners under prevailing conditions and demands in primary schools and promote
their desire for life-long learning. IPTE endeavors to educate teachers in sufficient
numbers, continually develop their professionalism so that they are able to
effectively and efficiently deliver quality and relevant education to primary school
learners.

National goals for primary teacher education

The national goals of primary teacher education in Malawi are to produce teachers
who are:
 academically well-grounded and professionally competent
 flexible and capable of adapting to the changing needs and environment of the
Malawian society
 capable of adhering to and maintaining the ethics of the teaching profession
imaginative in adapting, creating and utilising locally available resources suitable
for the needs of their learners

Rationale
Foundation studies will equip student teachers with the necessary knowledge, skills
and attitudes to carry out their role of facilitating learning of the primary school
child. To teach effectively, student teachers must study the origins and development
of the primary school curriculum and understand their role in its implementation
through appropriate management of the teaching, learning and assessment processes
at school level.

Teacher education philosophy

The following has been the guiding principle during the design, development and
implementation of the IPTE curriculum.

To produce a reflective, autonomous, lifelong learning teacher, able to display moral values
and embrace learners’ diversity has been designed.

ix
 IPTE programme structure
The duration of the teacher education is two years. The general outlook of the two
years is as follows:

Year 1 Year 2
Term 1 Term 2 Term 3 Term 1 Term 2 Term 3
In college, In college, Out in teaching Out win In college, In college,
learning learning practice schools, teaching with special with special
subject subject practising practise schools, emphasis on emphasis on
content with a content with teaching mainly practising reflection, subject
special focus special focus in the lower teaching mainly inclusion and content,
on methods on methods classes in the upper further policies and
for lower for upper classes practice on frameworks
classes classes teaching
methods

Unique features
The features of the reviewed curriculum are as follows:
 The curriculum design is based on reflective and practice principles.
 Early grade teaching methodologies are distinct.
 The delivery of the subject content follows the modular approach.
 Student teachers will be allowed to practise teaching both in the lower classes
(Standards 1 to 4) as well as in upper classes (Standards 5-8).
 Cross cutting issues such as Assessment for Learning, ICT, IE and CT are
integrated.

IPTE subject matrix

The new curriculum has adopted the reflective practitioner model of teacher
education which connects practice and theory and integrates content and pedagogy
in teaching and learning. In this structure, student-teachers will be in college for two
terms of year 1 and be in primary schools for teaching practice in the third term of
first year and first term of the second year. Student teachers will be back to colleges
in terms 2 and 3 of year 2 to continue learning subject content, reflecting on their
experiences of teaching practice and then wind up their studies.

This curriculum is designed in a modular structure and contains eleven subjects.

These are Chichewa, English, Mathematics, Education Foundation Studies,
Agriculture, Social Studies, Life Skills, Science and Technology, Expressive Arts,
Religious Studies and Human Ecology. In this modular design, a set of topics forms a
module in a subject. A module consists of 40 hours contact time.

x
Summary of topics for the term and time allocation

Term 1

Topic Allocated time Core element

in hours

xi
TOPIC 1 Introduction to the teaching of science and
technology in primary schools
Time: 2 hours ‘Technology’ so that they can help
learners to become future scientists
Introduction and technologists.
Science and Technology is the hub for
all human inventions, sustainability Success criteria
and excellence. It has helped to shape By the end of this topic, student
the world through human creativity, teachers must be able to:
imagination, critical thinking and  explain the importance of science
manipulation of natural resources. and technology
These have made life on earth more  describe the rationale for teaching
relevant, meaningful, attractive and and learning science and
enjoyable. technology in the primary school
 identify skills and attitudes that
Today, science and technology can be developed from science and
advances are changing at a fast rate. A technology
lot of new things such as; phones,
entertainment gadgets, medicine, Background information
electricity, food, vehicles are being Science is the way in which learners
introduced into our lives almost every develop an understanding of
day. Teachers and learners are faced themselves through observation and
with challenges of adapting to the exploration of the world around them.
ever-changing technologies. As such, Technology is the application of
student teachers should understand scientific knowledge.
the basic concepts about science and
technology so that they help learners The understanding of the close
to understand the world around them. relationships between science and
technology and how they impact on
Further, specific concepts in science development is critical. Science helps
and technology are particularly us to know what exists and why it
important in the development of does or behaves that way while
children’s early thinking and learning. technology gives us the know-how
Such concepts not only build a basis and capability to achieve our human
for future scientific understanding but needs and wants. Both science and
also build important skills and technology have basic knowledge,
attitudes for future learning. In line skills, attitudes and values that are
with this view, it is imperative that necessary for development.
student teachers should understand The main purpose of science and
the concepts about ‘science’ and technology education should be to
1
enable every individual to take Figure 1.1 Source: Postcard by Sandy Grant,ODI,
Botswana
informed decisions and appropriate
actions that affect their own wellbeing
Therefore from the above illustration,
and that of the environment. Therefore
it can be shown that technology
teachers should build on what learners
existed even without any form of
already know about Science and
classroom based knowledge. Using
technology.
this perspective science and
technology can be offered with a focus
History of Science and
on what the learners already know
Technology
and do. This knowledge will facilitate
People have been producers and users
the development of new scientific and
of technology for thousands of years.
technological ideas. Student teachers
They developed their knowledge of
should explore the distinction between
the environment around them and
scientific and technological knowledge
organised it in order to hunt, gather
in order to understand how that could
wild fruits, collect seeds, farm, build,
be taught to primary school learners
convert raw materials and fabricate
using ICT and other resources. .
tools and equipment. Technological
activities have therefore existed since
Misconceptions
time immemorial but perfected
Many students have misconceptions
through experience, craft,
about what science is and how it
apprenticeship and entrepreneurship.
works. . The following are some of the
In the developing world, not many
common misconceptions:
villagers have been to school to learn
 Science is a collection of facts.
science but live and practice
 Experiments are a necessary
technological activities. For example,
part of the scientific process
figure 1.1 shows a sledge drawn by a
Without an experiment, a study
team of eight oxen carrying two
is not scientific
women and firewood. This was in
 Scientific ideas are absolute and
Botswana many years ago.
unchanging
 Scientific Investigations that
don't reach a firm conclusion
are useless and unpublishable
 Science and technology can
solve all our problems

Activity 1 Reflecting on own

knowledge about science
and technology
Student teachers have knowledge on
science and technology acquired from
primary and secondary education as
2
such it is important to start from what such processes; values and
they already know. attitudes possessed by people
who use scientific processes to
For student teachers gather knowledge
1 In groups, copy the following table iv. the systematic study of natural
and fill the first and second phenomena that helps us to
columns. understand and relate better to
nature and the universe at
Table 1.1: K.W.L large.
What I What I What I have 4 Which definition do you think is
know want to learnt about most appropriate? Share with a
about know Science and friend giving reasons why it is
Science and about Technology appropriate.
Technology Science and (L) 5 Write an individual personal
(K) Technology definition of science on piece of
(W) paper, read to the class.
6 Explain some of the ways people
interact with science and
technology in everyday life.
Tips
2 Display the table in class for other  Students should write as many
student teachers to see. Keep the ideas as possible. At this
table until the next lesson whereby moment, discourage criticism
you shall fill the third column. of ideas so that misconceptions
3 Look at the definitions of science may be captured.
provided below.  Paired brainstorming may be
i. the system of knowing about used to generate as may ideas
the universe through data as possible.
collected by observation and
controlled experimentation Activity 2 Analysing the importance
ii. knowledge of ourselves and of science and technology
the world around us and also using examples from
the method, involving everyday life
observation and experiment, This activity involves investigating the
of finding out more of this importance of science and technology.
kind of knowledge Start from the classroom and think of
iii. a group of processes through how science and technology is
which one can systematically promoting people’s lives.
gather information about the
natural world; knowledge
gathered through the use of
3
For student teachers. i. Organize your group so that each
a. Using quick write discuss the person investigates 3 or 4 items.
importance of the hand washing Afterwards, share the findings with
technology in Figure 1.2 each other and report to the whole
class for discussion.
j. What could happen to people if the
technologies explored around the
college were not discovered? Share
your ideas with another student
teacher.

Tip

When teaching about the

importance of science and
technology focus on how the use
Fig 1.2 Hand washing technology of scientific knowledge has been
used to produce the technology
b. Using author’s chair report your and how that particular
answers technology is contributing to
c. Read an extract from forbes.com - make people’s lives better.
Wadhwa V (2012):
(https://www.forbes.com/sites/singular
ity/2012/06/25/most-innovative- Activity 3 Discussing the
decade-in-history/#5f7377f135ae) relationship between science and
technology
d. List any five importance of science The two terms, science and technology
and technology according to the are distinct but very closely related. In
extract this activity you shall explore the
e. Use authors chair to report. relationship between science and
f. In groups explore and identify the technology.
scientific and technological items in
the college. For student teachers
g. Record all the things that have a. Read the relationships between
scientific and technological ideas in science and technology presented
them. at the end of the activity.
h. Design a table which will be used b. In groups explain with example
to collect data. It should include each of the points presented.
columns for the identified item, the
scientific and technological ideas c. Discuss with a friend how
used in making and using the technology is connected to the
technology. scientific ideas presented in Table

4
 1.2 below. Let two pairs join Many learners wonder why they need
together and share their ideas. to learn science and technology so
Table 1.2 Relationship between early in life. Others just fail to
understand the importance of
science and technology
Technology Scientific ideas Relationship including it in the primary school
item between the years.
technology For student teachers
item and the a. Read the following rationale for
ideas.
teaching and learning science and
Cell Phone Sound, radio
and
technology in primary schools.
electromagnetic i. Science and technology
waves, contributes to the intellectual
electricity and hands-on development of
the learners.
d. Individually make a table similar ii. Science and technology
to the one above and list any three enables the learners acquire
technologies and their scientific the basic knowledge, skills,
ideas in them. values and attitudes.
e. In groups, summarize the iii. The learners will use the
relationship between science and acquired knowledge, skills,
technology by giving any three values and attitudes to
points. Report your points to the understand the relationships
whole class for discussion. among things
Tips b. In pairs explain each of the
 In the course of teaching it is rationale stated above using ball
important to use a variety of bearing game.
examples of how scientific c. Using hot seat let some students
knowledge is applied to produce clarify the rationale above.
technology
 Use a lot of ICT Activity 5 Summarizing scientific
and technological skills,
 Modify the teaching to
attitudes and values that
accommodate learners with can be developed in
special education needs science and technology
 The student teachers should also Learners can acquire scientific and
find out the relationship between technological skills, attitudes and
science ang areas values through carrying out scientific
investigations. In this activity student
teachers will explore scientific and
Activity 4 Explaining the rationale for technological skill, attitudes and
teaching science and values
technology

5
 Tips
 The video clips may be
downloaded in advance and
kept in a storage device.
 to emphasize the correct use of
terminologies in science and
technology.
Figure 1.3: A learner observing
a. Watch a presentation from:
https://www.youtube.com/watch?v
=9cHGqAMuRuU or Summary of key concepts
https://www.youtube.com/watch?v  Meaning of science: knowledge,
=OMPuU5K9EtY on scientific skills skills and attitudes about
and attitudes. After watching the ourselves, the environment and the
videos, summarize the meanings of universe
the following: observing,  Meaning of technology: is a
measuring, experimentation, human activity for improving the
predicting, hypothesizing, quality of life through the
curiosity, honesty, humility, open manipulation of the environment
mindedness, objectivity, creativity, using scientific knowledge.
innovation, design.  Importance of science and
b. Alternatively, perform scientific technology
and technological investigation and i. promotes critical thinking,
identify scientific skills, attitudes creativity, imagination and
and values. resourcefulness in the learner
c. Record the results in Table 1.3. ii. provides, the learner with
below knowledge, skills, values and
attitudes for solving everyday
Table 1.3: skills, attitudes and problems
values iii. provides career opportunities
iv. improves the standard of living
Skills Attitudes Values
through an understanding of
the environment
v. helps the learners discard
taboos and superstitions
which retard development
vi. helps the learners understand
other subjects or learning areas
vii. helps learners develop
scientific and technological
literacy
6
 The following are some examples
 Relationship between science and of scientific and technological
technology attitudes and values: curiosity,
Technology uses information from honesty, humility, open
science like results of mindedness, objectivity, and
investigations, research and creativity, integrity patience,
experiments. Science uses dedication, commitment.
technologies like chemicals
apparatus and instruments. Reflection and assessment
 Rationale for teaching science Answer the following questions on a
and technology piece on paper and share your
i. Helps learners to explain thoughts with a friend.
events in nature 1 What is the most
ii. Enables learners to think and important/interesting/useful/relev
reasons in a logical manner ant idea about Science and
iii. Teach learners to solve simple Technology that you have learnt in
problems they encounter on a this unit?
daily basis. 2 What new things have you learnt
iv. Help learners to develop social about science and technology;
skills e.g. establishing record your answers in Table 1.1?
friendship while working co- 3 How do you think science and
operatively in groups. technology will benefit you as an
v. Help learners satisfy their individual?
natural curiosity through 4 What do you understand by the
opportunities in carrying out following:
scientific investigations. a. Scientific skills?
vi. Help learners to employ b. Scientific attitudes?
scientific knowledge and c. Scientific values?
concepts to improve their i. What is the difference between
environment seeing and observing?
vii. Help learners to develop ii. Design an activity you would
positive attitude towards perform in which learners will
work. develop the following skills,
viii. Encourage critical thinking attitudes and values: observing,
and creativity. open mindedness, recording,
 Scientific and technological experimenting, honesty,
skills, attitudes and values cooperation, be well informed,
Some of the scientific and stay focussed and seek
technological skills are observing, precision.
measuring, experimenting,
predicting, hypothesizing,
innovating and designing.
7
 Glossary Education Development Center, Inc.
SEED Papers: Published Fall 2010.
Hands on activities: activities that Newton, Massachusetts.
involves doing. http://ecrp.uiuc.edu/beyond/seed/i
Rationale: the justification ndex.html
or reasons for
Ewesor E & Itie B (2015). Basic science
doing something and technology education and
Science: knowledge, skills
development in Nigeria Beyond 2020.
and attitudes Knowledge Review Volume 33
about ourselves,
No. 3, December, 2015.
the environment
and the universe Harrison, M. (2004). Science and
technology: Partnership or divorce? In
Scientific attitudes: the way one F. Banks (Ed.), Teaching Technology
feels, thinks or (pp. 238-245). London: Routledge.
behaves towards https://doi.org/10.1016/0048
something in 7333(94)01001-3.
science
Scientific skills: processes that are Harlen W. (2010). Principles and big
ideas in science Education.
used to acquire
Association for Science Education
scientific
College Lane, Hatfield, Herts.
knowledge
Scientific values: is an adherence Layton, D. (1994).A school subject in the
to an informal set making? The search for fundamentals.
of rules that save In D. Layton (Ed.), Innovations in
as the basis of Science and Technology Education.
ethical conduct in Paris: UNESCO Publishing.
science and Malawi Institute of Education
technology (2014).Ways of Teaching Skills and
Technology: the application of
Ideas for Student Teachers IPTE
science Programme. MIE. Domasi.

References Malawi Institute of Education (2008).

IPTE student handbook for science
Chikasanda V. (2014).Exploring and technology. MIE. Domasi
teaching practices of science and
technology in Malawi Primary Naughton, J. (1994). What is
schools. International Journal of 'technology'? In F. Banks (Ed.),
science and technology educational Teaching Technology. London:
Research. Routledge.
http://www.academicjournals.org/j Wanjala B & Kerre, B. (2017). Issues in
ournal/IJSTER/article-full-text- the promotion of Scientific and
pdf/4B5E8CC49287. Technological Literacy.
8
Worth K (2010). Science and technology McCormick, R. (2004). Issues of learning
teachereducation in africa: Science in and knowledge in technology
Early Childhood Classrooms: Content education. International Journal of
and Process Karen Worth Center Technology and Design Education,
for Science Education. 14(1), 21-44. doi:
10.1023/B:ITDE.0000007359.81781.7c
Further readings
National Economic Council. (2003).
Centre for Teacher Education, Moi
Vision 2020: The national long term
University. [email protected].
development perspective for Malawi
http://portal.unesco.org/education/
Retrieved from
en/files/52553/11725002665Kerre.p
http://www.sdnp.org.mw/malawi/
df/Kerre.pdf
vision- 2020/chapter-8.htm

Introducing Scientific Language. National Research Council of Malawi.

www.education.vic.gov.au/school/ (2002). Science and Technology
teachers/teachingresources Policy for Malawi (Vol. 2006).
Lilongwe, Malawi: Office of the
Jones, A. & de Vries, M. J. (2009). President and Cabinet.
International handbook of research
and development in technology
education. Rotterdam: Netherlands.

9
TOPIC 2 Teaching of scientific and Technological
processes
Time: 2 hours
Success criteria
By the end of this topic, student
Introduction
teachers must be able to:
In order to develop a better
 create resources for developing
understanding of science and
learners’ conceptualisation of
technology processes, scientists
scientific and technological
observe the environment. In the course
processes
of observing, they identify problems
 develop strategies for teaching
that may require solutions. They
scientific investigations and
achieve this by developing ways
technological processes
through a process called scientific
 assess learners’ skills in scientific
investigation. Scientific investigation is
investigations and technological
at the heart of every scientific and
processes
technological endeavor and discovery.
As such, learners require the
development of scientific skills and Background information
Scientific and technological processes
attitude in order to behave and work
as scientists, see figure 2.1 below. are important in generating scientific
and technological knowledge. This is
Scientific investigations encourage
because, it helps scientists to observe
learners to test ideas. It is through
and understand the cause and effect of
scientific investigations that learners
a particular phenomenon. In the same
modify their misconceptions about
way, learners are always curious with
things they observe in the
what is happening in the environment.
environment.
They therefore ask questions like. ‘Why
can’t my toy car carry much load? Which
type of wire is best used for toy making?
See figure 2.2.

Figure 2.1: Learners doing scientific investigations

In primary schools learners will learn
both inside and outside the classroom
depending on the type of
Figure 2.2: Toy making: Can my toy car carry much
investigation. In all these circumstance
load?
safety, must be a priority.
10
Such questions need to be answered laboratory, or outside must be the
and in science, it is through scientific FIRST PRIORITY for students and
investigations. learners. To ensure safer classroom,
Scientific investigations are structured laboratory and outside class
ways that follow an organized and experiences, follow Science Rules and
step by step process in order to find an Regulations for the protection and
answer. The process deploys safety of all at all times. .
measurable observations to formulate,
test or modify a hypothesis. For the student teachers
Scientific investigation is what people a. Using quick write, ask student
use to develop better models and teachers to list any ten safety
explanations for the world around rules in the laboratory and
them. Teaching of scientific exchange the list with a partner.
investigations aims at developing the b. Surf the internet to find what
understanding of concepts, the science laboratory safety
knowledge, the nature of science and rules are.
its usefulness in life. In teaching about c. In pairs identify the laboratory
scientific investigations, draw learners’ safety rules that may be
attention to as many examples from applicable to your context.
their everyday experiences such as toy d. Draw safety symbols and give
making, planting crops soon after the their meanings
first soaking rains, why bicycle taxi e. Follow the link and read about
operators (kabaza) prefer certain tyre how to conduct fire exit drills
brands? In this way they will be able “http://www.uwosh.edu/ehs/ca
to appreciate the relevance of the mpus-health-and-
scientific investigations from the safety/general-safety/fire-safety-
perspective of daily experiences. 1/fire-exit-drills.
f. In pairs list ways according to
Misconceptions the article on how to conduct
 Science is an expending subject fire exit drills
 There is only one method of g. Use the authors chair to report
conducting scientific investigation your findings.
 Scientific theories cannot be
replaced. ducting experiments
Activity 1 Safety in the laboratory,
classroom and outside for
students
A science and technology class will
involve the use of various materials,
equipment and chemicals. Therefore
safety in teaching and learning science
and technology in the classroom,
11
 estigation on steps about scientific
Tips investigation and outline the steps
 Scientific and technological b. Use quick write to find out from
investigations will be conducted in the story what the boy might have
laboratories, classrooms and observed prior to formulation of
outside the classrooms. In all cases
the question or to asking the
safety rules will have to be
question, ‘How does the angle of a
observed when conducting
experiments.
ramp affect how fast a toy car
 Regularly conduct fire exit drills. will roll down?’
Develop a fire exit plan and c. Use authors chair to share your
display i all learners to be familiar responses.
with d. Research the key steps that must
be followed in solving
technological processes. Present
Activity 2 Preparing to teach your findings during plenary.
Scientific Investigation e. In groups study the following
Scientific investigations are practical, sample scheme of work and lesson
problem-solving activities for which plan that have been derived from
detailed instructions are not given and the Malawi Primary school
ones in which the learner does not syllabus.
know the result before the
investigation. It is important to
conduct scientific and technology
investigations because the method
enables learners to test their
hypothesis. In addition, it is a way of
developing scientific and technological
skills, attitudes and values. In doing
investigations, learners’ original ideas
and cognitive processes such as
observing, classifying and inferring
are used.

For student teachers

a. Visit
http://study.com/academy/lesson/
what-is-scientific-investigation-
definition-steps-examples.html
and read the account of science
fair and watch
http://www.physicslovers.com/inv

12
Week Success Planned activities Teaching, Teaching, References
& criteria learning and learning and
Dates assessment assessment
methods resources
Learners must Core element:
1 be able to: Basic scientific  peer  salt Malawi
knowledge, skills teaching  sugar Institute of
and attitudes  group  source of Education
12/06/17 Topic: Mixtures work heat (2008).
 oral and  containers Syllabuses for
written  spatula standard 8.
Lesson 1: questions  filter Domasi: MIE
definition and  demonstrat funnels
types of mixtures ion  filter paper
 distinguish  defining the  experiment  magnet
different term mixture ation  winnowers
types of  describing  explanation  sieve
mixtures types of  question  internet
mixtures and answer Malawi
Lesson 2: forms of Institute of
mixtures Education
 explore  naming forms (2009).
forms of of mixtures Science and
to mixtures  collecting technology
locally teacher’s guide
available for standard 7.
examples of Domasi pp 25-
forms 28
mixtures
Lesson 3: factors
affecting rate of
dissolving of
solutes
 Investigate  investigating
23/06/17 factors factors that
affecting affect the rate Malawi
the rate of of dissolving of Institute of
dissolving solutes Education
solutes. Lesson 4: (2009). Science
investigations and technology
 design  designing learners’ book
13
 investigatio investigations for standard 8.
ns to find to find out how pp 25-28
out how each factor Domasi: MIE
the factors affects the rate
affect the of dissolving.
rate at  explaining how
which each factor
solutes affect the rate
dissolve in of dissolving
water. Lesson 5:
separation of
mixtures
 describe  investigate
methods of methods of
separating separating
component component of
s of different
mixtures mixtures
 experimenting
on the
separation of
component of
various
mixtures
Lesson 6:
application of
separation of
mixtures in daily
lives
 investigate  exploring uses
application of mixtures
of methods  explaining how
of methods of
separating separation of
mixtures in mixtures are
everyday applied in daily
life. life.

14
Sample lesson plan
Standard : 8
Learning area : Science and Technology
Topic : Mixtures
Date : 14th June, 2017
Time : 7:30 – 8:40 a.m.

Success criteria
By the end of the lesson, learners must be able to:
 describe mixtures and solutions

Teaching, learning and assessment resources

Water, paraffin, salt, sugar, soda, maize flour, containers, stirring rods, checklist

Teacher Activities Learner activities

Introduction
 Ask learners in pairs to describe  Describing how the following food is
how the following food are prepared:
prepared:
- Tea Tea is formed by boiling water, add
tea leaves and sugar.
- Porridge Porridge is made by boiling water,
adding salt, maize flour. Let the
mixture boil until it becomes thick
and add sugar, margarine,
groundnut flour.
- Bread Bread is prepared by adding yeast,
sugar, salt to warm water then
mixing the ingredients to make a
dough. The mixture is baked in an
oven.

 Let few pairs present their  Presenting their discussions

discussions to the class.
 Tell the class that they are going to  Listening
learn about mixtures

15
Developmental Steps.
Step 1
 Ask learners to make 4 groups  Forming groups
 Provide the groups with the  Collecting the materials
following materials:
Group A; water salt, soda, maize flour,
containers
Group B: Water, sugar, fertilizer,
containers
Group C: Paraffin, salt, soda, maize
flour, containers
Group D: Paraffin, sugar, fertilizer,
containers
 Ask the learners to brainstorm  Brainstorming what will happen if
what will happen if each substance each substance is mixed with the
is mixed with the given liquids. given liquid either dissolving or not
dissolving
 Ask the learners to mix each  Mixing the substances with water
substance with the given liquid.
 Check whether the learners have  Working in their groups
mixed the substances correctly

Step 3
 Let the learners in groups give the  Giving the meaning of the following
meaning of the following terms in terms as
reference to the activities done a. Mixtures- combination of two or
above more substance not chemically
a. Mixtures combined
b. Solvent b. solvent- a liquid in which a solid
c. Solute dissolves
d. Dissolve c. solute – a solid which dissolves in
e. Insoluble a solvent
f. Solution d. dissolve – disappearing of a solid
in a liquid
e. insoluble – not dissolving in a
liquid
f. solution – a mixture of a solvent
and a solute
 Let the learners present using mix-  Presenting using mix-freeze method
freeze method
 Consolidate the activity by  Listening to the meanings of terms
explaining the meanings of the and taking notes
16
 terms.

Conclusion
 Ask learners to define the  Defining the following terms
following terms a. mixture
a. mixture b. solvent
b. solvent c. solution
c. solution d. dissolve.
d. dissolve

C1%20Scientific%20Investigation%
Lesson evaluation 208e.pdf.

f. Compare the sample scheme and

Tips
lesson plan with those provided
from the demonstration school.  Identify the right
Discuss the differences and
methodologies and resources
similarities you have provided.
g. Present the observations to the for scientific investigations
class for discussion.  Link all the practical activities
h. In groups, write a lesson plan on a to the steps of scientific
mixtures basing on the following investigation.
question: Does the size of  The actyivities and lesson plans
particles affect the rate at which a
from the demonstration school
solute dissolve? Remember to
follow stages of a scientific should be collected before the
investigation. Show how learners activity.
will control and manipulate the
variables. Activity 4 Developing an
understanding of the
i. Undertake a microteaching to
importance of scientific
deliver the lesson. and technological
j. Evaluate the lesson focusing on the, processes for social
variables, results and whether the economic development
conclusion relates to the Science and technology is the hub for
hypotheses. social and economic development of
k. Use ICT to summarize the scientific any nation. For a nation to
investigation in the lesson by manufacture and add value to the
following the link: products, scientific and technological
processes are followed. It is important
https://mymission.lamission.edu/us to develop an understanding of the
erdata/liviodl/docs/Bio%207%20M importance of scientific and
technological processes in all areas of
17
development such as health, education Activity 5 Producing materials for
and industries. teaching scientific and
technological
For student teachers
investigations
a. Visit
There is need for production of
https://ieet.org/index.php/IEET2/m
materials for teaching scientific and
ore/chetty20121003 and read an
technological investigations. The
article about the role of science and
resources produced will be used to
technology in the developing
teach different topics.
world in 21st Century.
For student teachers
b. Use quick write to list the
a. In groups, collect standard seven
importance of scientific and
science and technology teacher’s
technological advancement for
guides and learners’ books.
social economic development
b. Identify the topics from the books
according to the article.
and state the resources that can be
c. Use authors chair to report your
used to teach the topics.
findings.
c. Record the results in the following
d. Use card clustering to list the
table.
examples of scientific and
Table 2.1. Topics and resources
technological advances under
Topic Materials Resources
economic advances, improvements
to be
in health systems, education and
produced
infrastructure.
e. In groups carry A PROJECT to find
out from the community the
d. Choose one resource from the table
contributions of scientific and
and produce it. Present to the
technological advances to social
lecturer for assessment.
economic development.

Tips
Tips
 Use critical methods such as  The lecturer must be familiar
KWL, silent participant, with the topics and how the
debates resources can be produced.
 Use card clustering, one stay
 Ensure that the choice of and three astray, analytical
resources and learning tasks teams and other methods in
are tailored to meet the needs addition the methods used to
of learners with learning ensure that the diversity of
difficulties learners is well taken care of
 Making of resources should be
done outside class

18
Activity 6 Teaching Different
strategies that are Tips
gender responsive  Ensure that boys and girls
Teaching methodologies have a
participate equally in their
significant impact on academic access,
learning
retention and performance of learners.
 Teachers should ensure that they
Yet many teachers employ teaching
are aware and understand
methods that do not provide equal
gender responsiveness which is
opportunity to participation for girls
key to the effective participation
and boys. Neither do these methods
of boys and girls in the teaching
take into account the individual needs
and learning process
of learners, especially girls. It is
important that when teaching
scientific and technological
Summary of key concepts
investigations, teachers provide equal  Scientific investigation is the
opportunities for all learners in all the scientific method which involves
stages of scientific and technological making an observation, stating a
investigation. question, formulating a hypothesis,
conducting an experiment and
For student teachers analyzing the results to form a
a. Visit
conclusion.
http://www.wikigender.org/wp-
 Science and technology is
content/uploads/2015/08/GRP-
important for social and economic
Booklet.pdf and read about gender
development. Sectors of health,
responsive pedagogy.
education, agriculture and
b. Analyze the strategies listed in
manufacturing all produce and use
‘Gender Responsive Pedagogy: A
products that have gone through
Teacher’s Handbook’.
scientific processes.
c. Use quick write to generate a list of
 In the process of conducting
teaching strategies that are gender
scientific and technological
responsive and apply to the
investigations, resources are
teaching of scientific investigations.
required. Since most of our
d. Use the authors chair to present
primary schools are large and
your findings.
under resourced, teachers should
e. In groups explain how issues of be resourceful. In their choice of
assessment can be incorporated resources, they are supposed to
into the teaching strategies. select and produce resources that
are gender sensitive
 The choice of methods in the stages
of scientific and technological
investigation must be gender

19
 responsive and teachers must investigation: It is a practical,
understand and respond to the problem-solving
specific needs of both boys and activity to find a
girls. solution for which
the learners do not
Reflection and assessment
1. In your primary and secondary have an answer.
Hypothesis: In science,
school days, you were involved
a hypothesis is an
in doing scientific
idea or explanation
investigations. Do you
remember to have been that is tested
involved in all the stages of through study and
scientific investigation? What experimentation.
Variable: is any factor, trait,
were your contributions? What
new things have you learnt in or condition that
this topic? can exist in
2. Visit differing amounts
http://gse.buffalo.edu/fas/shuell or types or that can
/cep564/Science.htm and read be changed to affect
the results.
the article about the nature of
Technology: It is the application
science. Compare it with your
own understanding of the of scientific
nature of scientific investigation knowledge.
and the way you think it should References
be taught. Banks (Ed), Teaching Technology. pp
3. What challenges will be faced 238-245. London, Routledge.
when teaching scientific Harrison, M., (2004).Science and
investigations in primary technology: Partnership or divorce?
schools? Chapter 23 in Frank
4. Develop safety rules that can be McCain, G., & Segal, E. M. (1988). The
used in the primary schools game of science (5th ed.). Monterey,
during scientific investigations. CA: Brooks/Cole.
5. Give any two contributions that Penina, etal, (2012). Gender Responsive
scientific and technological Pedagogy: A Teacher’s Handbook
processes have made to the UNESCO,http://www.unesco.org/new
following /fileadmin/MULTIMEDIA/HQ/SC/i
a. Health mages/img_microscience_wtd11_00
b. Agriculture 05.jpg Accessed on 3/05/17
c. Mining.
Further reading
Glossary Bybee, R. (1997), Achieving Scientific
Scientific Literacy. Portsmouth, NH:
Heinemann.
20
Campbell, B. & Fulton, L. (2003), Huber, R. A. & Probst, C. (1995). Hands
Science Notebooks: Writing about on Science. Grand Rapids:
inquiry. Portsmouth, Instructional Fair, Inc.
NH:Heinemann. Maree, J.G. & Fraser, W.J. (Eds.) (2004).
Gott, R. & Duggan, S. (1995) Outcomes-Based Assessment.
Investigative work in the science Johannesburg: Heinemann
curriculum. Buckingham: Open Publishers.
Hand, B., Wallace, C.W. & Yang, E-M. Meiring, L.etal, (2005). Teacher as
(2004), Using a science writing researcher in the classroom: a strategy
heuristic to enhance learning outcomes for improving science teachers’ self-
from laboratory activities in seventh- efficacy? Paper presented at the 13t
grade science: Quantitative and Annual
qualitative aspects. International Miller, R.G. & Calfee, R.C. (2004).
Journal of Science Education, 26(2), Making thinking visible. Science and
131-149 Children, (42)3, 20-25.
Hargrove, T.Y. & Nesbit, C. (2003), Mintz, E. & Calhoun, J. (2004). Project
Science Notebooks: Tools for Increasing Notebook. Science and Children, (42)3,
Achievement across the Curriculum. 30-34.
ERIC Digest: ED482720. Moll, I. (2002). Clarifying constructivism
How Science works in a context of curriculum change.
http://www.physicslovers.com/inve Journal of Education, 27:5-32
stigation accessed on 02/05/17 SAARMSTE Conference. Windhoek,
Namibia.University Press.

21
TOPIC 3 Teaching and learning resources for science and
technology
Time: 2 hours

Introduction
Some of the most, interesting and
relevant science teaching and learning
take place when local resources are
involved. Learning conducted in the
real world is relevant and motivating
than learning presented out of books
in the classroom. The natural world
outside the classroom is full of useful
teaching and learning resources. For
instance, a natural forest area has
diverse natural resources for teaching
and learning a range of scientific and The Environment is the richest source
technological topics. Therefore of teaching materials Courtesy of MIE
teachers should use the local resource
base to teach science and Technology In both school and community
lessons. environment, there are many things,
both manmade and natural that are
Success criteria more readily accessible and familiar to
By the end of this topic, student learners.
teachers must be able to: The physics and technology of tools
 prepare teaching and learning such as, traps (diwa), buildings and
resources for science and machinery; and the chemistry of
technology brewing, cooking; and the use of local
 utilize a science corner and nature herbs are some of the examples of the
table to teach aspects of science and underexploited teaching opportunities
Technology available in school and environment.

Background information
Opportunities are available to use the
local environment as a base to teach
science and technology. The school
surrounding provides an ideal context
in which to teach about the structure,
physiology, and ecology of plants and
animals, their interaction and their
relationship with people.
22
Diwa a trap for mice or logic trap c. During plenary, use the authors
For instance, the bead maker, the chair to report the findings.
herbalist, the hunter and the brewer d. Conduct a research at a nearby
have rich knowledge in their fields on primary school to find out
the use of local resources. It is also challenges the teachers are facing
important that the teacher should use with regard to inadequate
the local environment because the teaching and learning resources.
resources are familiar and available to e. In the same way, find out what the
both the teacher and learners. teachers are doing to address (If
any) the challenge of inadequate
Misconceptions teaching and learning resources.
 Government is the sole provider of
teaching and learning resources to
Tip
schools
The lecturer must be exemplary
 Female teachers cannot produce
in producing and using teaching,
science and technology teaching
learning and assessment
and learning resources
resources.
 Improvisation requires special
skills and knowledge of materials
Activity 2 Getting student teachers
to identify resources from
Activity 1 Identifying challenges in the school environment
teaching and learning
The primary school syllabus for
resources
science and technology has a list of
Many of our primary school classes
topics and suggested teaching and
are large and under resourced. Most
learning resources. The suggested
teachers teach without any teaching
teaching and learning resources can be
and learning resources in their lessons.
used to guide the teacher what
The thinking is that, government is the
materials to produce. As a teacher, it is
sole provider of teaching and learning
important to note that the skill of
resources. It is therefore important to
producing teaching and learning
explore the challenges that teachers
resources develops with time.
face in mobilizing and producing
teaching and learning resources. For student Teachers
For student teachers In groups
a. In pairs develop a list of a. Familiarize yourselves with the
challenges that you too are likely science and technology syllabus
to encounter in producing the and teachers guides.
resources. b. Identify any four topics for each
b. Exchange the list with another pair class
and ask them to develop solutions c. For each topic, list the suggested
to the challenges. resources that can be obtained
from the environment

23
d. Record your findings in Table 3.1 have produced the teaching and
below learning resources.
Table 3.1 Topics and resources k. Conduct a micro lesson and let
identified peers evaluate using the college
Class Topics Resources evaluation form focusing on the
5 use of resources.

Tips
 The lecturer should have
6 different samples of resources to
show to students before they
produce their resources
 Production of resources by
7 students should be done outside
class time

Activity 3 Improvisation and its

importance
8 Improvisation in science teaching is
the art of using alternative resources
locally available to facilitate teaching
whenever there is lack or shortage of
e. Brainstorm how you can produce specific teaching aids or equipment.
teaching and learning resources The approach to teaching science in
identified. the primary schools, is aimed at
f. Swap the table of the topics and constructing an environment in which
the resources identified with a learner can explore by feeling,
another group and make comment comparing, discovering relationship
on it. through own observation.
g. Prepare a brief presentation on Improvisation of instructional
how each resource can be materials are encouraged where
produced and how they can be original resources are absent or
used in teaching and learning. inadequate.
h. Individually, produce teaching,
learning and assessment resources For student teachers
that can be used to teach any a. Individually visit
concept in science and technology. http://www.learnwithmac.com/201
i. Display the teaching and learning 6/03/15/newton-spring-balance-
resources and let the rest of the and-hookes-law/ and
class conduct a gallery walk. https://www.reference.com/scienc
j. In groups plan a micro lesson on e/spring-balance-used-
one of the topics for which you
24
 41c08c36c331b48e and read about be improvised. For example a
spring balance. distillation apparatus can be
b. Using quick write, answer the improvised as shown in figure 3.3
following questions: What is a below.
spring balance? What is a spring
balance used for? What is the unit
of force?
c. Using authors chair report to the
whole class
d. Using think pair share, identify a
topic in the primary school
curriculum where a spring balance
can be used.
Fig 3.3: Traditional distillation apparatus used to
e. Visit separate mixtures
http://www.exo.net/~donr/activitie k. Using quick write, list the
s/Rubber_Band_newton_Scale.pdf importance of improvisation.
and read about, ‘ Rubber Band Present using Authors chair.
newton Scale’
f. Using a 20 centimeters reed or Activity 4 Storage and care of
cardboard, a rubber band, a nail teaching and learning
and masses of 20g, 30g, 40g, 50g, resources
and 60g follow the steps described It is important to understand the
in importance of improvisation. This is
http://www.exo.net/~donr/activitie because it takes effort and time to
s/Rubber_Band_newton_Scale.pdf produce the resources. The resources
to produce a rubber band newton have to be kept at an appropriate place
scale or balance. because it may not be sustainable to be
g. Mount the rubber band balance on producing the resources all the time.
a cardboard similar to that used There is need to care for the resources
for the spring balance. Calibrate produced by using them
both in grams and newton’s appropriately. Ensure that the
h. In groups identify a topic and plan resources are not kept in dump places.
for a lesson to teach at the primary
school using the rubber band For Student Teachers
newton balance produced. a. Using think-pair-share find out
i. Evaluate the lesson plan how you can care and store the
developed focusing on how the teaching and learning resources
Rubber Band newton balance is produced in activity 3 above.
going to be used in the various b. Visit
developmental steps of the lesson https://www.academia.edu/514259
j. Identify other resources in the 1/A_USERS_GUIDE_Teaching_an
primary school curriculum which can d_learning_using_locally_availabl
25
 e_resources_MIE_Malawi_Educati Science and technology corner and
on_Support_Activity focus on nature table is an interesting learning
unit 9 pages 45 to 50 to acquire center in the classroom. It offers
ideas on how you can store and opportunities for learners to observe
display the resources science and technology collections that
c. Record your findings in Table 3.2 have been taught, will be taught and
below. some that might be of interest to the
Table 3.2 Care and Storage of learners. It promotes curiosity and
resources allows the learners to extend the
Class Topic Resources Care Storage classroom science and technology
produced beyond the classroom learning time.
4
5 Exter Pressed
nal flowers
parts
of a
flower
6
7 Force Rubber Keep
band in
newton cupbo A Nature Table at a Science Corner
balance ards
8 For Student Teachers
a. Visit
d. In groups, discuss how you can use http://www.rainydayprek.com/195
preservation methods such as drying, /why-create-a-science-corner-in-
salting, smoking and the putting of your-preschool-program/‘Why
specimen in formalin solution to create a science corner in your pre-
preserve teaching and learning school program?’ and read IPTE
resources. student hand book page 73 to 75
e. Identify any specimen, preserve and about the importance of a science
display it on the Nature Table. corner.
f. Using quick write, list reasons why it b. In groups construct a nature table
is important to store teaching and that will be suitable for all classes
learning resources carefully. in the primary school.
g. Swap the list with another group. c. Demonstrate how to use, care and
Identify what needs to be added and manage the nature tables.
discuss your observations.

Activity 5 Importance of science

and technology corner
and nature table

26
 Tips Reflection and Assessment
 Implementation of most 1. As a student teacher, describe
tasks should be outside your experience relating to your
normal class time involvement in the production
 Height of the Nature table of teaching and learning
should be based on the resources.
height of the shortest learner 2. If you were to teach learners
in the class. about locomotion in fish, what
would you improvise to
represent a fish pond or fish
tank.
Summary of key concepts 3. You have learnt ideas about a
 The use of the local resource base science corner in the classroom.
to teach science and technology Explore ways in which you can
provides an opportunity for develop a school science and
teachers to teach science and technology corner.
technology effectively. 4. Give any five specimen that can
 Since most of the commercial be displayed on the Nature
resources for teaching science and Table and justify how they
technology are not readily could be used to support
available in schools, science and learning in different aspects of
technology teachers should science.
improvise. 5. Describe how you would
 The skill of improvisation in the improvise materials in teaching
teacher develops with time. concepts of blood circulatory
 Improvisation ensures constant system.
availability of resources in the 6. You are given two bottle tops, a
school. nail and super glue. Describe
 Resources should be stored how you would use the
properly in safe places like shelves, materials to produce a pulley?
cupboards, cartons and other 7. Drawing on your knowledge of
places child development explain why
 Some of the importance of the it is important to use resources
science corner and Nature Table to illustrate and demonstrate
include; promoting curiosity in scientific concepts.
learners and serving as a center of
self-learning for learners. Glossary
 In the production of teaching and Apparatus: Equipment used in
learning resources, safety experiments or
precautions must be followed. practical activities
Environment: The surroundings

27
Improvisation: The art of using locally Balogun, T. A. (2000). Gender issues in
available resources; to the teaching of science technology and
facilitate teaching Mathematics. Perspectives on women
whenever there is lack in science and technology in Nigeria.
or shortage of specific Ibadan. Sam Bookman.
teaching aids or Educational and Communication
equipment Services 47-61.

Science and
technology
corner: A place in the
classroom where
science and
technology resources
are displayed
Teaching and
learning
resources: Materials that can help
a teacher to teach
effectively

References
Malawi Institute of Education (2006).
IPTE Student book for science and
technology. Domasi. MIE.
Teacher development Unit, (1988). Student
Teachers’ Handbook 1. Domasi: MIE
Teacher Development Unit.

For further reading

Akinola, B.M.A. (2006). Causes of Mass
Failure in senior secondary school
Chemistry In Ijebu, East Local
Government Area of Ogun
State.Oro Science Educational
journal 4.5&6: 19-28
Akinsola, A.T. (2000). An investigation
into the teacher self-conceived ability
to Improvise materials for the teaching
of Primary science. International
journal on science education 2: 8-
12.
28
TOPIC 4 Teaching of Plants and their environment
TIME: 7 hours common: they can move their parts,
respond to stimuli, feed, respire,
Introduction grow, excrete and reproduce.
The environment we live in contains a
variety of plants. Learners will have Learners may have little
interacted with plants in different understanding of what constitutes a
living organism such as plants though
ways. It is therefore important to
they have interacted with them before
teach about plants because the
they come to school. Through first-
knowledge gained will help them
understand their environment and hand observations and experiences,
interact with it positively. Using a such as planting seeds and observing
range of exploratory techniques, a plants in the immediate environment,
number of teaching and learning learners should recognize that plants
activities may be used to help learners grow and change. They need to know
develop their ideas about plants that about characteristics of different
populate different habitats. As such, plants, how they develop, grow, get
student teachers should acquire spread to other distant places and that
plants rely on their environment and
relevant skills for teaching the topic
influence it. Most plants develop from
using different approaches and
seeds which contain parts that grow
resources.
into plants. This process is termed
seed germination.
Success criteria
By the end of this topic, student Photosynthesis is the process of food
teachers must be able to: making for the growing plants. There
 explain the concept of teaching are several stages for photosynthesis.
plants and their environment. Seed dispersal involves the scattering
 use appropriate teaching and of seed from the parent plant location
learning methodologies to teach to other areas. There are several
about plants and their advantages for seed dispersal
environment. including avoiding competition for
 assess learners’ knowledge of resources.
plants and their environment.
Misconceptions
Background Information  Plants are not living things
Plants are living organisms that  Plants get their food from the soil
produce vegetative and reproductive through the roots
parts. They can grow on land, stones,  Seeds are produced in factories
water, or on other plants. As living
organisms, plants have the following
properties or characteristics in
29
 c. Share the topics you identified
Activity 1 Exploring what is taught with the class by using walk-
on the topic plants and around-talk-around method.
their environment in
d. Why do you think each of the
Malawi primary schools
topics help the learners in
Most of the sub-topics under the topic
everyday life? Share with the class.
plants and their environment are
e. Identify some of the scientific
taught from standards 4 to 8. In this
concepts/knowledge, skills,
activity, students will be involved in
attitudes and values that learners
finding out what is taught about
should acquire after learning the
plants in the Malawi primary school
topics under plants and their
curriculum.
environment in the teachers’
guides and learners’ books. Use
the Table 4.2 to record your
findings.

Table 4.2 Scientific knowledge,

skills, attitudes and
Values
Topic Concept/ Skill(s) Attitudes
knowledge and
Values
1.
A Plant
2.
3.
For student teachers
In groups,
a. Identify topics using the primary f. Research on the internet the
school learners’ books, syllabuses differences among scientific
and teacher’s guides on plants and knowledge, scientific skills,
their environment. scientific attitudes and values
b. Write the topics using Table 4.1 (include source of the information)
below. g. In pairs, write all the success
criteria for the topics from the
Table 4.1 teacher’s guides or learners books.
Standard Topics h. Use Table 4.3 below.
4
Table 4.3 Success criteria in Teachers
5
Guides and learners’ books
6
Topic Success criteria
7
1
8
2
3
30
 d. Using mind mapping, outline
i. Let two pairs share their work. important points you should
j. As a teacher, why do you think follow when teaching learners
you need to know about the ‘classification of plants’ to ensure
information above? full participation of all learners in
your class.
Tip e. Present your points using authors
 There should be adequate chair.
teachers’ guides, learners’
books and syllabuses for use by For learners
student teachers a. Ask learners to identify plants in
their local environment and
collect their flowers, stems, roots
Activity 2 Teaching learners’ and leaves.
classification of plants b. Inside the classroom divide the
When teaching the concept of plants, learners into groups.
give learners hands-on experience in c. Provide each group with different
classification using plants obtained types of leaves which they may
from the local environment (care not have collected.
should be taken since some plants are d. Ask the learners to classify the
poisonous). Learners will be taken leaves using their differences and
outside into the school environment similarities
and work individually to observe and
collect parts of plants.
Encourage class discussion and
questions in order to understand the
plants that grow in the local
environment.

For student teachers Fig 4.1 Learners classifying leaves

a. In groups, brainstorm ways you
can use to classify plants. Write Tips
your findings on a chart and  Some of the activities can be done
display in class for discussion.
outside the college timetable.
b. During your own free time,
prepare the resources which could  Think of other ways of helping the
be used to teach the topic learners understand all plants in
‘Classification of plants’ to the absence of realia.
learners.  Some plants are poisonous and
c. Prepare the resources in advance
should be handle with care.
and display them on the science
corner.
31
Activity 3 Developing an
understanding of internal c. Submit the booklet to the lecturer
structures of parts of a plant and
for assessment.
photosynthesis
Plants uses solar energy, carbon
dioxide, and water to produce energy-
For learners
storing carbohydrates in the process
called photosynthesis. Oxygen is
generated as a by-product.

Fig 4.2 a learner observing internal parts of a stem

using a magnifying glass
a. Ask the learners to collect fresh
Process of Photosynthesis
parts of a plant such as roots,
stems and leaves.
For student teachers
b. Let the learners cut the parts in
a. In groups, research using the
cross and longitudinal sections
internet and other library books
using a razor blade.
on internal structure of leaves.
c. Let them observe the internal
b. Write a booklet of 10 pages as a
structures using a magnifying
summary for the findings.
glass. See figure 4.2
b. In the Booklet include the
d. Ask the learners to draw the
following information:
sections on paper and display for
i. drawings of the internal
a discussion.
structures of a leaf that aid
photosynthesis
Tips
ii. word formula and balanced
 The research work should be
chemical formula for
done outside the college
photosynthesis,
timetable
iii. Explanation on how the
 Ensure that the computer
internal structures of a leaf
laboratory is accessible and is
are adapted for the function
working before the time for
of photosynthesis.
researching the topic
iv. What can be done to
,
investigate conditions for
photosynthesis?

32
  Student teachers should be c. What are some of the challenges
you think you will meet when
encouraged to draw
teaching the concept ‘’seed
accurate clear and attractive
germination’’?
illustrations for use in the d. Present your finding to the class
primary schools. for discussions.
 Safety measures should be
Tip
observed when cutting parts
 Student teachers may be referred
of a plant to avoid accidents. to existing handbooks on methods
of teaching such as Ways of
teaching Skills and ideas for
student teachers and Critical
Activity 4 Finding out teaching
methods on the topic thinking methods. These books
plants and their are available in the colleges
environment
The term teaching methods refers to Activity 5 Planning excursion to
the general principals, pedagogy and observe plants in their
environment
management strategies used for
Excursions are important to help
classroom instruction. In teaching
bridge the gap between hands-on
about plants and their environment
experience and theory. The experience
your choice of teaching methods
gained during excursions is beneficial
depends on the diverse needs of the
to the learners because they learn in a
classroom. In this activity you will
real environment.
have an opportunity to learn different
teaching methods.
For student teachers
a. Read Teaching Skills and Ideas for
For students teachers
Student Teachers IPTE Programme
In groups:
(2014) to find out how to organize
a. Visit some of the demonstration
an excursion.
teachers to find out about the
b. Using the information you have
methods they use to teach the
gathered, plan and conduct an
following concepts:
excursion with your group to
Photosynthesis, Seed germination,
collect specimen for the following:
Seed and fruit dispersal.
i. Modes of reproduction in
b. Apart from the methods you will
plants (Sexual and Asexual
learn from teachers, what could be
reproduction in plants)
other relevant methods for
ii. Seeds and fruits dispersed by
teaching the same concepts?
the following agents; animals,
Explain why you think they are
wind and water.
relevant.
c. Display the specimen in class for
discussions.
33
 the schemes to the lecturer for
assessment.

Tip
Tips
The excursion may be
 Student teachers should use
conducted outside the college
free time to visit qualified
time because some plant
teachers.
specimen may not be easily
 The lecturer should supply a
found within the college
sample scheme of work for
environment
science and technology

Activity 6 Preparing schemes and

records of work for Activity 7 Preparing a lesson plan
teaching about plants to teach about the
and their environment relationship between
Schemes and records of work are plants and their
environment
crucial in the process of teaching and
By now you must have learnt how to
learning. They display teachers’
prepare lesson plan in science and
readiness to teach. It is important to
technology. This activity will give you
prepare effectively to ensure good
more chances to practice preparing
lesson delivery at all times.
lesson plans.

For student teachers

For student teachers
a. Meet a teacher at the nearest
a. Explore science and technology
primary school to study schemes
lesson plan samples from the
and records of work for science
primary school. Compare your
and technology they prepare.
findings with a sample lesson
b. Compare the schemes and records
plan provided by your lecturer.
work with the format
b. In groups plan lessons
recommended by the college
considering learners who are
c. Report the findings to the class.
inactive, active and learners with
d. Work in pairs to identify ways in
special needs on the following
which the scheme of work could
topics:
be improved and report to the
i. External parts of a plant
class for discussion.
ii. Flowering and non-flowering
e. Individually prepare schemes of
plants
work for two weeks on any
iii. Seed germination.
concept under plants and their
iv. Pollination and seed dispersal
environment.
c. Write the lesson plan on charts
f. Give the scheme to a colleague for
and display in class for critiquing
comments. Share all the
by other groups.
observations to the class. Submit
34
 Is it motivating?
Tips
 Different groups should take Development
different topics Are the teaching
 For further information about and learning
preparations of lesson plans to
methods
teach about the relationship
participatory?
between plants and their
environment visit Are the methods
https://archive.org/stream/TheVso varied?
ScienceTeachersHandbook/vsosci Are teaching and
ence_djvu.txt learning resources
available?
Are the teaching
and learning
Activity 8 Conducting micro resources relevant
teaching to the topic?
Micro teaching lessons are very Are the teaching
important in the process developing and learning
teaching skills. This is because they resources used
predict what the student teacher is effectively?
likely to expect when teaching the
Does the teacher
same topics or what behaviors
show mastery of
learners are expected to show as they
the subject matter?
will be taught. In the course of doing
Did the teacher use
this the student teacher may adapt the
appropriate
teaching methods and skills to other
questions to assess
contexts.
the learners'
understanding?
For student teachers Did the teacher
Micro teach the lesson prepared in
give clear
activity 7 and evaluate it using the
instructions?
check list below

Conclusion
Checklist
Are the main points
Assessment Item Yes No
summarised?
Introduction
Are the success
Is it linked to the
criteria achieved?
previous lesson (If
Any other comments
it is a
Discuss your observations as a class.
continuation)?
Is it relevant to the
current topic?
35
 Activity 10 Developing and
Tips evaluating assessment
items on plants and
 The checklist development
their environment
depends on the nature of the
When developing and evaluating
topic
assessment items, the table of
 Student teachers should use the
specification for science and
same checklist developed when
technology should be used. In
conducting microteaching.
developing the test items ensure that
 You can use the college lesson
the test is clear, consistent and it
evaluation form when
systematically measures the
evaluating lessons
behaviour or what is learnt. Before the
test is administered it should be trial
tested to ensure that it meets six
Activity 9 Analysing varied ways
of assessing learners’ specific criteria which are clarity,
knowledge of plants and consistency, validity, practicality,
their environment efficiency, and fairness.
It is important to assess learning by a. In groups study the table of a
focusing on assessment ways that checklist of questions that should
cover all the domains of knowledge. be asked after the test (or any
The ways should be of different forms assessment activity) has been
and formats. This will ensure that prepared and before it is
learners with diverse needs are taken administered:
care of.
Criteria Indicators
For student teachers A clearly defined Who is being
In groups Purpose assessed?
1 Analyse ways of assessing What material is
learners’ knowledge and the test (or
understanding of plants and their activity)
environment. measuring?
2 Develop a rubric that can be used What kind of
to assess learners on the topic you knowledge or
taught in Activity 8. skills is the test
(or activity)
Tips measuring?
 Items should focus on the Do the tasks or
knowledge and skills gained by test items relate
learners to the objectives?
Standardization Are content,
of Content administration,
and scoring

36
 consistent in all
groups of b. Write a test of 5 questions on
learners? plants and their environment
Validity Is this test (or which can assess all the levels of
activity) a bloom taxonomy and check if this
representative test meets all above discussed
sample of the criteria.
material c. Explain how you can answer
presented in this some of the questions in the table
section? above before administering the
Does this test (or test.
activity)
faithfully reflect Summary of key concepts
the level of  Plants are classified as Flowering
difficulty of plants (e.g. mangoes, maize, rose)
material covered and non-flowering plants (e.g.
in the class? mosses, ferns, conifers)
Practicality and Will the learners  Some of the external and internal
efficiency have enough parts of the seed include testa,
time to finish the plumule, radicle, micropyle, scar
test (or activity)?  Conditions for seed germination
Are there are warmth, moisture and oxygen
sufficient gas
materials  Plant growth and development
available to involves increase in size, height,
present the test or mass and number of structures ( e.g
complete the leaves, branches, roots)
activity  Photosynthesis is the process of
effectively? manufacturing sugar by green
What problems plants using water and carbon
might arise due dioxide, in the presence of
to structural or chlorophyll and sunlight
material  Transport in plants involves
difficulties or Internal structure of roots, stems
shortages? and leaves
Fairness Did the teacher  Modes of reproduction in
adequately plants are sexual and asexual
prepare learners  Seed and fruit dispersal is the
for this process in which seeds are
activity/test? scattered from the parent plant to
Were they given other locations.
advance notice?
37
 Agents of seed dispersal include
animals, wind, water and
explosive mechanism.
 Learners should be assessed using
various tools to check their
understanding. Figure 1
ii. What are the functions of the
Reflection and Assessment parts labelled A and C in
1 Explain the meaning of the term Figure 1?
'classification'. 8 Compare and contrast
2 Explain how you would classify characteristics of wind and insect
plants using the arrangement of pollinated flowers.
leaves. 9 Figure 2 below shows a seed of
3 A learner carried out an Tecoma.
investigation to determine the
growth pattern of 10 tomato
plants. The learner measured the
height of each of the plants daily
from the time the shoots appeared
until the plants matured. The
learner then plotted a graph of i. Name the parts labelled D
average height of the plants and E.
against days. An S-shaped growth ii. Explain how the seed is
curve was obtained. Explain what dispersed.
the S-shaped growth curve means.
4 Design an experiment which you Glossary
would carry out to show that Photosynthesis : the process in which
water is necessary for seed plants combine
germination. carbon dioxide and
5 Describe how you would test a water in the
leaf for starch. presence of sunlight
6 With the aid of a diagram describe and chlorophyll to
an experiment to show that produce
sunlight is necessary for carbohydrates.
photosynthesis. Oxygen is released
7 Study Figure 1 below. as a by- product.
i. Name the parts labelled A, B Classification : the sorting out of
and C. things according to
their differences and
similarities

38
References
Bell D, et el (2010). Principles and big
ideas of science education. Ashford
Further reading
Color Press Ltd., Gosport, Hants.
http://www.discoveryeducation.com/t
Great Britain.
eachers/free-lesson-plans/all-
Malawi Institute of Education (2014). about-plants.cfm#pro
Ways of Teaching Skills and Ideas for
https://www.eduplace.com/science/pr
Student Teachers IPTE Programme.
ofdev/articles/valentino2.html#aut
MIE. Domasi.
hor
Malawi Institute of Education. (2006).
http://www.pbs.org/parents/educatio
IPTE Science and Technology
n/science/activities/
Student handbook. MIE. Domasi.
http://www.sciencenetlinks.com/lesso
Malawi Institute of Education. (2007).
ns.cfm?BenchmarkID=5&DocID=3
Science and Technology Learners’
43
books for Standard 5. MIE. Domasi.
https://archive.org/stream/TheVsoScie
Malawi Institute of Education. (2007).
nceTeachersHandbook/vsoscience
Science and Technology Learners’
_djvu.txt
books for Standard 6. MIE. Domasi.
Malawi Institute of Education. (2008),
Science and Technology Learners’
books for Standard 7. MIE. Domasi.
Malawi Institute of Education. (2007).
Science and Technology Teacher’s
Guides for Standard 6. MIE.
Domasi.
Malawi Institute of Education. (2008).
Science and Technology Teacher’s
Guides for Standard 7. MIE.
Domasi.
Malawi Institute of Education.
(2009).IPTE Science and Technology
ODL module 1. MIE. Domasi.
VSO (n.d.) The VSO handbook for
teaching science Available @
https://archive.org/stream/TheVso
ScienceTeachersHandbook/vsosci
ence_djvu.txt Accessed 14-5-17

39
TOPIC 5 Teaching of animals and their environment
reproduction, hibernation and feeding
TIME: 3 Hours habits.

Introduction Misconceptions
It is necessary for learners in primary  Some animals like frogs fall from
school to learn about animals and the sky during the rainy season
their environment so that they may be  When you meet certain animals
able to understand animal behaviors like snakes it is a bad omen
and how to relate to them. The  When animals like owls are seen
knowledge and skills learnt in this on roof tops of houses it is a bad
topic will help student teachers omen
understand how to handle the topic  Some eyes of animals produce fire
“Animals and their environment” in  Certain parts of animals are not
primary schools. edible by children
 Certain animals are sacred
Success criteria
By the end of the topic student Activity 1 Identifying challenges in
teachers must be able to: learning about animals
and their environment
 explain the concepts of teaching
animals and their environment.
In this activity, student teachers will
 analyse challenges in teaching
identify challenges that learner face
animals and their environment.
when learning about animals and
 use appropriate teaching and
their environment in addition to the
learning methodologies to teach
misconceptions listed above.
learners about animals and their
environment.
 assess learners’ ability to
For student teachers
understand the relationship
a. Reflect on your own early
between animals and their
primary school days. How were
environment.
issues of animals and their
Background information environment viewed?
There are different kinds of animals b. Come up with a list of
that live in different environments. misconceptions that you had
These animals can be classified in about animals.
different ways according to their c. Share these with the whole class
similarities and differences. using walk-around-talk-around
method.
As animals interact in their d. Use paired brainstorming to
environment, they are exposed to generate a number of strategies
danger. They survive by protection, you might use to address the
40
 challenges that learners face in d. Using mix/freeze/pair reflect on
learning about animals and their why it is important to teach
environment. Share the strategies learners about animals and their
to the class for discussion using environment.
give one take one.
Tips
Tips  The following critical thinking
 Provide student teachers with strategies can be used; structured
some ideas about using overview paired reading/paired
learners’ misconceptions refer summarizing, one stay, three astray
and quick write
to In Went (2009:36)
 Students should do this activity
 The following methodologies
outside class time
may also be used: know-want
to know-learn (K-W-L), Jigsaw,
and Free write to cater for
Activity 3 Exploring challenges
learners with diverse learning learners face to
needs understand the concepts
metamorphosis and
survival mechanisms of
Activity 2 Analyzing texts on animals in their
animals and their environment
environment. Learners have their own ideas about
This activity involves analyzing metamorphosis and survival
textbooks in the primary school on the mechanism and an effective teacher
topic animals and their environment. takes account of these ideas when
teaching. This activity involves
For student teachers exploring challenges learners face to
In groups: understand these concepts.
a. Examine the standard 5 and 7 For student teachers
Science and Technology syllabus, a. In pairs carry out a book research
teacher’s guide and learner’s book or conduct a short visit to
to find out what is taught on demonstration school on
animals and their environment, challenges learners have in
Write your findings and report understanding metamorphosis
using author’s chair. and survival mechanisms of
b. In groups, write a summary of the animals in their environment.
units which contain topics about b. Report your findings using ball
animals and their environment. bearing method.
c. Present your findings to the c. In groups, list the strategies that
whole class using a gallery walk can be used to overcome these
or power point presentation. challenges.

41
d. Using power point presentations learning methods used in the
or using flash light report your teaching of animals and their
findings to the whole class for environment.
discussion. g. Video record the micro teaching
lesson.
Tips h. Evaluate these lessons using a
 When making a short visit to the ‘pen in the middle’ method.
demonstration school, make Tips
proper arrangement in advance  Each group should choose a
with the subject teacher different component of the
 Student teachers may also use topic ‘Animal and their
the following critical thinking environment’ when developing
methods: Know-Want to know- a lesson plan
Learn, walk around/ talk around  Student teachers may also use
and fish bowl/enhanced lecture. the following critical thinking
methods: paired brainstorming,
role play, mix/freeze/pair and
Activity 4 Analyzing teaching M-chart
and learning methods
used in the teaching Activity 5 Assessing
of animals and their learners ability to
environment understand the
In groups: relationship
a. Conduct a book research and between animals
analyze teaching and learning and their
methods. environment
b. Select methods that can be used In groups:
when teaching the topic animals a. Identify and analyse varied
and their environment in primary ways of assessing learners
schools. taking account of the
c. Report your findings using a challenges of large classes
devil’s advocate or debate. b. Develop assessment items
d. Brainstorm and discuss various on the teaching of animals
activities and local resources that and their environment
can be used to engage all learners c. Report your findings using
in the topic ‘animals and their author’s chair.
environments.’
e. In your groups, prepare a micro Summary of key concepts
lesson on any concept on the topic  Animals can be classified based
animals and their environment’. on a number of characteristics.
f. Use the evaluation tool developed
in topic 4 to analyze teaching and
42
 Various animals have developed c. Formulate any two success
mechanisms to protect themselves criteria on “classification of
from enemies vertebrates’
 Some invertebrates undergo 1. Design a checklist with five
complete metamorphosis while items that would be used to
others undergo incomplete evaluate learners’
metamorphosis understanding of the topic
 Some of the suggested teaching “animals and their
and learning methodologies are; environment.’’
field trips, excursions, group
work, research and individual Glossary
work Complete
metamorphosis: A change in a life
Reflection and assessment cycle when the
1 Having studied the topic stages are
explain how can you ensure completely
that learners conserve the different from each
habitats for the animals in the other during the
environment development of an
2 Why is it important to teach organism.
learners about life cycles of
mosquitoes? Incomplete
3 Describe an investigation you metamorphosis: A situation where
would conduct with your learners the egg hatches
in standard 7 to study life cycle of into an organism
house flies. that resembles an
4 Explain why it is important to use adult and the
field trips and excursions when young organisms
teaching and learning the topic resemble each
‘animals and their environment.’ other during
5 A teacher is planning to teach the development.
topic “Classification of Environment: external
Vertebrates” in standard 6. surrounding in
a. State any two appropriate which plants and
learner centered methods the animals live.
teacher could use in teaching Habitat: a natural home of
the topic. an animal or a
b. Explain any three challenges a plant.
teacher would face when Invertebrates: animals without
teaching the topic. backbones.
Metamorphosis: process of changes
that take place in
43
 the development of
an organism. www.animalsmart.org/animals-and-
Vertebrates: animals with the-environment. Accessed on
backbones. 9/4/2017
Natural environment Wikipedia
References available @
Bainton, D.,Dzama, E., Glover,D., www.unicef.ca/.../TEACHERS/.../
Gulule, M & McMonaagle,G. EDUCATION Development-part-
(2002),. Senior Secondary Science 2 interdependence Accessed on
and Technology, Student’s BOOK 3. 5/4/2017
Blantyre, Malawi: Macmillan Rare animals with bizarre
Malawi Ltd. adaptations-list verse available @
https://www.thoghtco.com/anima
Collett, H., &Holmes, P.J. (2014), l/-and-their-environment-130920.
Study and Master Biology for Accessed on 9/4/2017
Malawi Form 1 Student’s Book.
Cape Town: Cambridge
University Press

Kalibwanji, O.B. (2010),Chanco Senior

Secondary Biology (2nd ed). Zomba,
Malawi: Chanco Publications

Mackean, D. & Jones, B. (1996).

Introduction to Human & Social
Biology (2nd ed). London: John
Murry Publishers Ltd

Further reading

Animal and environment worksheet

available @ https:www.sciencea-
zcom/main/Download/resources/s
az/id/806/unitld/25/…/single.
Accessed on 5/4/2017
Animal and their environment-
thought.com available @
www.leannc.org/ip/4214.
accessed on 5/4/2017
Animals and their environment
worksheet available @

44
TOPIC 6 Teaching of interdependence between plants
and animals
TIME: 2 Hours for food directly or indirectly. Food
chains show how each living
Introduction organism gets food. Most organisms
The environment consists of living
belong to more than one food chain in
things such as plants and animals,
order to meet their food and energy
and non-living things such as water,
requirements.
soil, air and light. These components
of the environment are related to one
another in many ways.
Although plants and animals belong
to different kingdoms, they depend
on each other in various ways such as
feeding and protection. Primary
school learners need to understand
the relationships that exist between Pyramids of Numbers, Pyramids of
plants and animals. This Biomass and Pyramids of energy are
understanding will help them derived from food chains.
appreciate the importance of the
environment and the need to take care Misconceptions
of it so that it can continue being  Organisms in the higher trophic
sustainable and productive. levels eat everything that is lower
in food chain or food web.
Success criteria  Plants are not living organisms
By the end of this topic, student but animals.
teachers must be able to: Tip
 describe the relationship between Activity 1 Researching on the
plants and animals topic
 use different strategies on the interdependence
teaching of interdependence among living things
among plants and animals
 assess learners’ ability to develop For student teachers
models to demonstrate their a. Using paired reading analyze the
understanding of food chains and science and technology syllabus,
food webs teacher’s guide and learner’s
books for standard 5 in order to
Background information find out what learners should
Organisms depend on each other for learn about the interdependence
their living. Some feed on other living among living things.
organisms while others make their b. Summaries your findings
own food. Others find shelter on other
organisms. Animals depend on plants
45
c. In pairs, report your findings to For student teachers
the whole class using a power a. Brainstorm in pairs various
point presentation. learning difficulties among
d. In groups, conduct a book learners of diverse educational
research or read information on needs when conducting field trips
relevant internet sites using your and excursions.
mobile phones/computers on b. Share your discussions with the
concepts of food chain, food web whole class using recorded
and food pyramid. Write a report information in your mobile
on your findings to show the phones.
relationships between plants and c. In your groups, analyze teaching
animal. and learning strategies you might
e. Share your findings with the class use to accommodate learners with
using a gallery walk. different needs on the topic
f. Prepare a field trip/ excursions to relationship between plants and
study the relationships among animals.
living things. d. Present you findings to the whole
g. Using your cameras or mobile class using plenary.
phones, take photos of some
relationships among living things Activity 3: Developing assessment
in your local environment. tools to assess learners’
h. Share the photos to your understanding of food
classmates chain and food webs

Tip a. In group, brainstorm some of the

Provide science and technology assessment tools that are relevant
syllabuses, teacher’s guides and when assessing models of food chains
learners’ books for standard five and food webs which are made by
before the lesson begins learners.
b. Formulate the tools in groups.
c. Display the tools in class for
Activity 2 Examining strategies in discussion using bus stop.
teaching relationships
between plants and
Summary of key concepts
animals
 Plants are primary producers.
Teaching relationships among living
 Animals feed directly or indirectly
things requires a lot of concrete
on plants.
examples to ensure that learners are
 Food chains and food webs help to
able to see the relationships. In order
maintain the balances of plants
to achieve this, the use of a variety of
and animals.
methods is required.
 Ecological pyramids show the
flow of energy, number of
46
 organisms and biomass of food chain and food
organisms from one trophic level web.
to the other. Food chain: the series of
organisms showing
Reflections and Assessment feeding
1 Imagine that learners are relationships.
disputing that human beings can Food web: a series of branching
depend on plants or that plants /interrelated food
can depend on animals. What can chains.
be done to convince the learners?
2 With relevant examples from References
learners’ everyday life, Bainton, D.,Dzama, E., Glover,D.,
differentiate a food chain from a Gulule, M & McMonaagle, G.
food web. (2002). Senior Secondary Science and
3 Design a checklist with five items Technology, Student’s BOOK 3.
you would use to evaluate Blantyre, Malawi: Macmillan
learners understanding of Malawi Ltd.
interdependence between plants Collett, H., &Holmes, P.J. (2014).
and animals. Study and Master Biology for
4 Explain in your own words why it Malawi Form 1 Student’s Book.
is important to teach learners in Cape Town: Cambridge
primary school about the University Press:
interdependence between plants In Went. (2009). Active learning in
and animals. primary science. A handbook for
5 Describe any three practical learner-centred science teaching
activities that a teacher would in primary education and teacher
engage learners in when teaching training in Malawi. Lilongwe,
and learning ‘interdependence Malawi: GTZ and CIDA.
between plants and animals’’. Kalibwanji, O.B. (2010). Chanco Senior
6 identify a symbiotic relationship Secondary Biology (2nd ed). Zomba,
that exists between the following Malawi: Chanco Publications.
organisms; Mackean, D., & Jones, B. (1996).
i. A bird eating a snake. Introduction to Human & Social
ii. Protozoa in the human body. Biology (2nd ed). London: John
iii. Ticks on the back of a cow Murray Publishers Ltd.
feeding.
Further reading
Glossary
Ecological Children’s ideas about life science
pyramid: graphical available @ www.leannc.org/ip/
representations of 4214. Accessed on 5/4/2017

47
How are plants and animals
interdependent?/Reference.com
available @ www.unicef.ca/.../
TEACHERS/.../EDUCATION
Development-part-2. Accessed on
5/4/2017
Interdependence in nature-Maggie
science connection available @
https://www.reference.com/scienc
e/plants-anima-independent...
Accessed on 9/4/2017
Plants and animal interdependence-
LEARN NC available @ www.
kean.edu/~/fosborne/resources/ex
12f.htm. Accessed on 9/4/2017

48
TOPIC 7 Teaching of human skeleton
TIME: 2 Hours helps in formation of blood, assists in
movement and stores some minerals.
Introduction
The human skeleton is vital to the
functioning of the human body.
Understanding the parts and
functions of human skeleton will
assist learners in taking appropriate
measures to take care of their own
skeleton.

The skills and knowledge gained will

assist student teachers to teach this
topic in primary school effectively
and efficiently in order to generate an
understanding on how the human To allow movement, the skeleton has
skeleton works. muscles and joints. There are two
types of joints; movable which include
Success criteria hinge joint, ball and socket and
By the end of this topic, student gliding joints; immovable joints found
teachers must be able to: in the skull and hip bone.
 develop a model of a human
skeleton The muscles contract and relax to
 explain challenges learners would cause movement. There are three
face in understanding human types of muscle namely, skeletal
skeleton muscles, cardiac muscles and smooth
 explain different strategies for muscles.
teaching the human skeleton. There are several problems associated
 assess learners’ performance on with the human skeleton. These
the topic human skeleton problems include fractures, sprains,
dislocations, arthritis and
Background information on osteoporosis.
teaching and learning about Misconceptions
human skeleton  An fat person has more and big
The human skeleton is made up of bones.
bones and cartilage. It provides a  Exercises are not part of taking
framework to support the parts of the care of the human skeleton
body, protects internal delicate parts,  Bones are not living

49
Activity 1 Identifying challenges in
learning about human Tips
skeleton
 The visit to the demonstration
The teaching of the skeleton is an
school should be done
abstract concept. As such it brings a
outside class time
number of challenges to both teachers
and learners. This activity aims at
identifying some of these challenges. Activity 2 Conducting a book
research on the topic
For student teachers human skeleton
The misconceptions as listed above The topic human skeleton has been
are some of the challenges that included in primary school
learners may face when learning curriculum in order for learners to
human skeleton. have an awareness of their skeletal
a. Using think-ink-pair share, reflect system. The activity involves finding
on your old school days then out what learners learn on the topic
write down a list of things that human skeleton.
you found challenging including
the misconceptions you had For student teachers
before learning about the human a. Using paired reading, analyse the
skeleton. science and technology syllabus,
b. Share the list to the whole class teacher’s guides and learner’s
using a semantic map. books for standard 6 in order to
c. Conduct a research on the internet explore what learners should
using your mobile phones to learn about the human skeleton
come up with a list of challenges b. Share your findings with the class
and misconceptions when using the authors’ chair
learning human skeleton. c. In your groups, conduct a book
d. Share your findings with the research or read information on
whole class using a gallery walk. the internet site using your mobile
e. In your groups, conduct a phones/computers on the
research at the demonstration rationale for learning the human
school to explore various skeleton and how it can be linked
strategies on how you would to prior knowledge of learners
overcome the challenges in a class d. Write the findings on chart paper.
of learners with diverse needs. e. Use bus stop to present the
f. Using pen in the middle, report findings
your findings.
Tip
 ICT tools should be used
appropriately

50
 laboratory which has the right
number of bones
Activity 3 Developing a model
of the human Activity 4 explaining different
skeleton strategies when
In order to teach the topic of the teaching the human
human skeleton effectively, a model skeleton
should be used because it is unethical This activity will help to explore
to use real human skeleton. In this different strategies that can be used
activity, a model of the human when teaching the human skeleton.
skeleton will be developed.
For student teachers
For Student teachers a. Brainstorm different resources
a. In pairs, study the illustrations of and strategies for teaching the
the human skeleton on page 10 of topic human skeleton
Science and Technology teachers b. Compare your findings with the
guide for standard 6 and page 6 of ones found on page 12 of Science
learner’s book or from any other and Technology teacher’s guide
relevant Biology book. for standard 6
b. Also study the model of a human c. Make a table of the Strategies and
skeleton found in the science and the Resources listed.
technology laboratory. d. In groups, choose a component of
c. In groups, analyse functions of the topic and prepare lesson plan.
parts of the human skeleton. e. Present your lessons plan to the
d. Share your points using walk class for observations, pointing
around talk around. out strengths and areas of
e. In groups, analyse materials and improvement in the lesson plans.
procedures for making a model of
a human skeleton. Tips
f. In the same groups, develop a  Ensure that groups should not
model of the human skeleton. prepare a lesson from the same
g. Present the model to the class for concept of the topic
comments.  Advise student teachers to
h. Take pictures of your model using include resources and
camera for reflection and future methodologies in their lesson
reference. plans that are inclusive and cater
for learners with different needs
Tip
 Use appropriate model of the
human skeleton from the
science and technology

51
 Activity 5: Analyzing ways 3 Drawing on your knowledge of
of assessment the functions of the human
on the teaching skeleton, how can you
of the human demonstrate that the human
skeleton skeleton protects internal organs?
For student teachers 4 Describe various ways you would
a. Suggest some of the ways you teach learners to take care of the
can use to assess learners on the human skeleton.
topic human skeleton. Discuss 5 Outline steps you would use to
the advantages and make a model of human skeleton
disadvantages of the ways using local resources.
suggested. 6 Write down any three success
b. In groups, develop assessment criteria that would enable you
items on some concepts about the achieve the practical aspects of the
human skeleton. topic ‘Human skeleton’.
c. Compare the items with those of 7 Write down any three hands on
another group for comments. activities that the learners would
be involved in during the
Summary of key concepts teaching and learning of the topic
 The skeleton is the framework of human skeleton
the human body 8 A standard 6 teacher planned to
 The human skeleton is made up teach a lesson on “human
of bones and cartilage skeleton”.
 It is composed of 208 bones i. Mention any two teaching
 The human skeleton performs a and learning resources the
number of functions some of teacher would need for the
which are Movement, protecting lesson.
delicate parts and maintain the ii. Give any two methods that
shape of the body would encourage full
 The human skeleton is made up participation of the learners
of two main parts; the axial 9 Design a checklist with five items
skeleton (skull and vertebral you would use to evaluate
column) and the appendicular learners’ understanding of human
skeleton (girdles and limbs) skeleton.

Reflections and Assessment Glossary

1 Explain why it is necessary to Appendicular
teach primary school learners skeleton: region of human
about human skeleton. skeleton made up of
2 After learning about how to teach shoulder blades
the human skeleton, suggest how (pectoral girdles), hips
it can be cared for.
52
 (pelvic girdles), arms org/wiki/Human-skeleton.
and legs Accessed on 9/4/2017
Axial skeleton: region of human Human skeleton-shutter stock
skeleton made up of available @ htt://brainmass.com/
the skull, rib cage and education/lessonplanning/constru
vertebral column ctivist-science-lesson-analysed-
Bone: a living hard 369674. Accessed on 8/4/2017
connective tissue
Cartilage: a flexible connective List of bones of human skeleton-
tissue with a smooth Wikipedia available @ https://en.
glossy appearance wikpedia.org/wikiHuman
skeleton. Accessed on 9/4/2017
References
Kalibwanji, O.B. (2010). Chanco Senior
Secondary Biology (2nd ed). Zomba,
Malawi: Chanco Publications.

Mackean, D., & Jones, B. (1996).

Introduction to Human & Social Biology
(2nd ed). London:
John Murry Publishers Ltd.

Mhlanga, A.S., etal. (2001). Strides in

Biology Form 2. Blantyre, Malawi:
Longman Malawi
private limited

Further reading
Children’s ideas about science human
body available @ https://za.
interest.com /pin/31405577
3991421879. Accessed on 7/4/2017
Human skeleton- Wikipedia available
@ htt://www.pinteret.com/
pin/98023729366314039. Accessed
on 7.4.2017
Human skeletal science daily
available @ https://en.wikipedia.

53
TOPIC 8 The teaching of coordination

TIME: 4 hours Background information

Coordination is the process of
Introduction organising different elements of a
The human body is a complex complex body or activity to work
system that contains different parts together effectively.
which requires coordination. It is Coordination system of the human
important for learners to learn body comprises sense organs and
about coordination in order to human nervous system. The sense
understand how a human body organs include the eye, ear, skin,
functions. The main focus of this tongue and nose. On the other
topic is on the senses and their hand, the nervous system in made
respective organs. up of the brain and the spinal cord.
Student teachers should learn the
relationship of sense organs and Misconceptions
nervous system, sense organs and ● The sense organs work
their functions, analyse the nervous independently
system and its functions in order to ● The nervous system is a
understand how their bodies difficult topic to understand
function and how parts of the body
complement each other Activity 1 Identifying
functionally. The thorough challenges in
knowledge of these will help you learning about
understand how the body works in coordination
order that you are able to teach the
topic effectively. The misconceptions cited above are
The main focus of this therefore, on just part of the challenges that
the senses and their respective learners may face when learning
organs. coordination. The purpose of this
activity is to identify challenges
Success criteria learners may have in
By the end of the topic, student understanding the topic
teachers must be able to: coordination.
 explain the concepts for teaching
coordination in human beings. For student teachers
 use appropriate teaching and a. Reflect on your own learning of
learning methodologies to teach coordination and come up with
coordination. a list of the challenges that you
 assess learners’ understanding encountered and the
of the relationship between the five misconceptions that you had
senses and the nervous system. about the topic coordination.
54
b. Share the list of misconceptions c. In pairs, explain the rationale
with a friend for teaching and learning the
c. Use ideas from Inwert, (2009) topic coordination in the
on pages 35 and 36 in order to primary school.
develop your understanding of d. Present your discussions to the
how you can use learners’ class using author’s chair.
misconceptions as the starting
point for your lessons. Activity 3 Developing
d. Present to the class for different
discussions. strategies on how
e. In groups, brainstorm to teach
strategies that you might use to coordination
address the challenges that To teach the topic effectively, the
children face in learning about teacher should use the right
coordination. methods and resources
f. Present the strategies using ball
bearing. For student teacher
a. Using paired brainstorming,
Tips list some of the teaching
 use models to show the parts methods you may use to teach
 Ensure Inwert(2009) or the coordination.
specified pages are available b. Present your discussions using
before the activity walk around talk around.
c. Suggest some of the teaching
Activity 2 Analyzing text on and learning resources for
the topic teaching the topic coordination.
coordination d. Make models of some of the
Coordination is one of the topics organs of the topic
taught in primary schools. There is coordination.
need to be familiar with the e. Display the models in the
concepts that are taught. classroom for observations and
comments.
For student teacher
a. In group identify the concepts Activity 4 Microteaching on
about coordination which are some concepts on
taught in the primary school the topic
using syllabuses, teachers’ coordination
guides and learners’ books. To perfect the teaching skills there
b. Present your findings on a flip should be enough practice. This
chart and display in class for activity, micro teaching on the
discussion. topic coordination will be done.

55
 For student teacher Tip
a. In groups, read about science  Use Microsoft package to
activities for learners in the develop the assessment
book ‘Science Teachers tools
handbook’ by Byres (1994) on
the topic coordination or any Summary of key concepts
other relevant books.  Coordination the linking
b. Prepare lesson based on the together on body systems and
activities processes. It is made of sense
c. Microteach the lessons. organs and nervous system.
d. Evaluate the lesson  The sense organs are the eye,
presentations. the nose, the mouth, the skin
and the tongue.
Activity 5 Analyzing varied  The nervous system is divided
ways of into two: central nervous
assessing system and peripheral system.
learners on the  Reflex action is an automatic
topic and rapid response to stimulus.
coordination.  Reflex arc is a path followed by
Assessment is an important a nerve impulse from the
component in the teaching and receptor to the central nerve
learning because it monitors the system to the effector.
level of achievement. This activity  Sensory, motor and association
involves the development of tolls neurons link the sensory
that can be used when assessing organs and the central nervous
learner’s performance on the topic system.
coordination.  Modelling is good for mastery
of content and ideas.
For student teachers  Games also help to teach the
a. In groups explain how content effectively to cater all
issues of assessment can learners. For instant when
incorporated when teaching linking senses.
the topic coordination.
b. In pairs, develop assessment Reflection and Assessment
tools to assess the teaching  In your own words define
of coordination. coordination.
c. Present to the class for  Why are semi-circular canals
discussion using gallery set at right angles to each
walk. other?
 Which is reading in a moving
vehicle not recommended?

56
 Prepare suitable teaching, Internationale Weiterbildung -und
learning and assessment Entwicklung gGmbH
resources that you can use in Miller, J. and Levine, K. (2004).
the lesson. Biology. New Jersey: Pearson
 Conduct a micro-teaching Prentice Hall.
using the resource prepared.
Assess the suitability of the Further Reading
resource in groups. lookafteryoureyes.org>eye-
 Mention any one inclusive conditions
assessment method that can be www.londoneyehospital.com>
used when teaching conditions
coordination? dictionary.cambridge.org>dictionar
y
Glossary
Reflex action: an automatic rapid
response to stimulus
Reflex arc: a path through
which a nerve
impulse passes from
the receptor to the
central nervous
system to effector.
Stimulus: any change in the
environment that
affects an organism

References

Byers, A. Childs, A. and Laine,C.

(1994). The Science Teachers’
Handbook: ideas and activities for
every classroom., London:
Heinemann Educational
Publishers.
Inwent, (2009). Active Learning in
Primary Science: A handbook for
learner- centred Science in
primary education and teacher
training in Malawi.

57
TOPIC 9 The teaching of properties of matter

Time: 5 Hours Success criteria

Introduction By the end of the unit you must be
able to:
All objects whether living or non-
living are made up of matter. Matter is  Link the teaching of properties
anything that has mass and takes up of matter to prior knowledge of
space. It is classified based on physical learners.
properties. There are three states of  Analyse challenges learners
matter: solid, liquid and gas. It is also would face in understanding
classified based on chemical properties of matter.
composition and such a classification  Use different strategies on the
of matter includes elements and teaching of the properties
compounds.
matter.
 Develop assessment items on
The types of matter differ in many properties of matter.
ways; some are visible while others are
Background information
invisible. They are used in many ways
in day to day life. Therefore, it is Matter is anything that occupies space
important that learners in primary and has mass. There are four states
schools learn about examples of matter these are solid, liquid, gas and plasma.
found in the environment. Matter is classified based on physical
and chemical properties. Examples of
By understanding the properties of
physical properties of matters are;
matter, learners will appreciate the
compressibility, volume, shape and
building blocks of nature. Learning
density while examples chemical
about states and properties of matter
properties are ability to change from
will allow learners understand the
one substance to another.
changing world they live in and
appreciate how things are made in the Matter changes from one state to
universe. another through heating or cooling.
The processes through which matter
This topic focuses on building
changes from one form to another
knowledge and skills on how to teach
include: melting, condensation,
the properties of matter.
freezing, evaporation and sublimation.

Applications of change of state of

matter include; drying of clothes,
making ice blocks and distillation of

58
alcohol. and learner’s books for
standard 6.
Misconceptions about properties of b Report a summary of your
matter findings to the whole class
using power point
Sometimes learners have
presentations.
misconceptions about the three states
c In groups, discuss reasons
of matter, their properties and how
for teaching learners about
they change from one state to the other
properties of matter using
such as; quick write strategy.
d Share your findings with the
 particles of solids have no
class using recorded
motion.
information on your mobile
 gases have no masses.
phones or iPad.
 Smoke is a gas.
 gases are poisonous.
Tips
 all solids are heavy and hard.
 Read rationale for teaching
 ice is a liquid.
science and technology in
 steam is hot air.
the preliminary pages of
 expansion of matter is due to
science and technology
the expansion of the particles.
teacher’s guide for standard
Activity 1: Exploring 8.
concepts on the topic
‘properties of matter’
Activity 2: Analyzing ways
In this activity student teachers will of introducing the topic
explore concepts which are learnt ‘properties of matter’ to
in the topic “properties of matter’. learners.
The knowledge will help them
This activity will help students to
understand the content that will be
acquire skills of understanding
taught to learners in the schools so
background information of learners
that they teach it competently. which helps to identify gaps in
knowledge and skills
For student teachers

a In pairs, investigate what

For student teachers
learners should learn about a Using a discussion web,
properties of matter using identify the prerequisite
the Science and Technology knowledge learners should
syllabus, teacher’s guides have before teaching about
properties of matter.
59
b In groups, explain how you e Share the findings with the class
can link the topic ‘properties of using fish bowl method.
matter’ to prior knowledge of f Using paired brainstorming;
learners when teaching. describe some strategies you
c Report your findings using a might use in order to overcome
gallery walk. misconceptions and challenges
learners may have before and
during learning about
Activity 3: Identifying properties of matter.
challenges in
learning about Tips
properties of
matter  In addition to semantic map,
the following critical
In this activity students will reflect on thinking startegies may
the challenges they had about also be used know-want to
properties of matter and challenges kow--learn (K-W-L_,
learner have on the topic. An jigsaw, mix/freeze/pair
understanding of these challenges will and free write.
help them teach the topic effectively.  Assist student teachers to
list the misconceptions.
For student teachers

a Reflect on your early primary Activity 4: Analyzing

school days and identify the strategies for
challenges you had on teaching
understanding properties of
properties of
matter.
b Share with the whole class the
matter
challenges you had related to Good choice of methods helps the
properties of matter using a teacher to teach knowledge, skills and
‘semantic map’ method for
attitudes effectively. In this activity
discussion.
students will explore strategies that
c Take pictures of the semantic
students can use to teach the topic
map using your ipads or mobile
“properties of matter” effectively.
phones for reflection.
d In your groups, read For student teachers
information on the relevant
internet sites about ‘children’s a In groups, conduct a book
misconceptions on states of research to analyze teaching
matter’ and learning methods and a
range of resources that may be
60
 used in teaching the topic drawings of models of the
‘properties of matter’ in three states of matter that can
primary school. be used in teaching of
b Report your findings using properties of matter.
author’s chair. b Alternatively observe models
c Brainstorm various practical of the three states of matter;
activities you can engage solids, liquids and gases in
learners in when teaching the your science laboratory or at
topic ‘properties of matter’. the demonstration school.
d In groups, discuss how the topic c Share your findings with the
can be linked to learners’ daily class using power point
lives. presentation.
e Present your findings to the d In groups discuss various local
whole class for discussion. resources and procedure you
Tip can use to make models for
teaching properties of matter.
 Ensure that each group has e Present your findings in
chosen a different concept plenary
of the topic ‘Properties of f In pairs, design at least one
matter’ for a lesson plan model of each state of matter,
you would use in teaching
properties of matter to your
learners.
Activity 5: Designing and g Using your mobile phones,
developing take pictures of your model
models for h Present your model to the
teaching whole class and explain how it
properties of works.
matter (project). Tips

Teaching and learning resources help  Student teachers should

the teacher to make concepts clear and develop models outside the
save time during lesson delivery. This class time.
activity aims at developing models  Assist student teachers to
which student teachers use to help find relevant internet sites to
them teach the topic “properties of read information of states of
matter” successfully. matter

For student teachers

a Download from the relevant

internet sites pictures and
61
Activity 6: Discussing how
Assessment on
Tips
the topic
'properties of  Ensure that students;
matter can be assessment items cover
done various levels of the
Assessment helps to monitor learning blooms taxonomy.
and retention during the teaching and  The items should be
learning process. In this activity, inclusive for special
students will develop assessment needs learners.

items on the topic 'Properties of
matter'. The skills learnt will help them Summary of key concepts
in assessing learners.
 Matter can be classified into
For student teachers
solids, liquids, gases and
In groups, plasma.
 All matter has two main
a Discuss different ways of types of properties: physical
assessing learners on the topic and chemical.
properties of matter.  The physical properties of
b Analyse assessment items from matter are things that we
demonstration school on recognise by sight, smell,
properties of matter and find touch, hearing or taste.
out how the items cover all  Matter changes state when
levels of bloom taxonomy heated or when cooled.
c Present your findings using  The changes of state of
author’s chair. matter are applied in
d In groups write five assessment everyday life for various
items on the topic 'properties of purposes such as in drying
matter (ensure that they are of clothes, making of ice
of different levels and cater for blocks and in distillation of
learners of diverse ability and alcohol.
special needs children.
e Exchange your list of Reflection and assessment
assessment items with another
1 Design a checklist of at least
group for critiquing
five items that you can use to
f Display them on the walls for
assess learners understanding
the class to discuss during
properties of matter.
gallery walk
2 Explain how the knowledge
and skills gained in learning

62
 about properties of matter will Kalibwanji, O., B. (1999). Chanco
assist learners in their Juniour Certificate Physical Science (2nd
everyday life. ed.). Zomba, Malawi: Chanco
3 Describe at least four practical Publication.
activities you can engage
learners in when teaching the Malawi Teacher Training Activity.
topic properties of matter. (2006). Teaching Science in Malawi
Primary School. Zomba, Malawi:
Glossary USAID.

Compressible: making something Wallis, K. (2010). Chanco Physical

smaller by applying Science for Malawi MSCE Book 2 (3rd ed.).
pressure or a similar Zomba, Malawi: Chanco Publication.
process or becoming
smaller in this way. Further Reading
Matter: anything that occupies What is matter- New York university-
space and has mass. NYU retrieved @

Properties: distinguishing https://www.nyu.edu/pages/mathmol/

characteristics of a textbook/whatismatter.html. Accessed
substance used in its on 17/4/17
identification and
description Properties of matter: Solid-Live
Science Solid retrieved @
References
www.livescience.com/46946-
Chimocha,S. (2010). New Senior Solid.html. Accessed on 17/4/17
Secondary Physical Science Student Book
3. Blantyre, Malawi: CLAIM Matter- Wikipedia retrieved @
MABUKU. https://wikipedia.org/wikimatter.
In Went. (2009). Active Learning in Accessed on 17/4/17
Primary School. Lilongwe, Malawi: gtz General Chemistry/properties of
& CIDA. matter/basic properties of… retrieved
Kalea, S. (2014). Form I CHEMISRY. @ https://en.wikibooks.org...Basic-
Blantyre, Malawi: Book mate. propertiesofmatter. Accessed on
17/4/17
Kalea, S. (2011). JCE Physical Science
(New Edition). Blantyre, Malawi: Book Physical properties- Wikipedia
mate. retrieved @

63
https://en.wikipedia.org/wikiphysicalp
roperties. Accessed on 16/4/17

64
TOPIC 10 The teaching of mixtures

Time: 3 hours how to separate a solute from a

solvent in a solution.
Introduction  Apply appropriate
Mixtures are used by learners in their
methodologies when teaching
methods of combining and
everyday life. For instance, the air they
separating components parts of
breathe in is a mixture of gases.
a mixture.
Different mixtures are also used to
 Use appropriate assessment
prepare foodstuffs, drinks and drugs.
strategies to evaluate learners’
Mixtures can be separated. There are
skills and knowledge
different methods of separating associated with the mixture.
mixtures.
Background information
It is necessary to equip learners with
knowledge and skills about mixtures A mixture is formed when two or
and ways of separating them to enable more different substances are put
them use it in various situations in together. The substances can be of
their everyday life. different state, colour, size or shape.
The substances that are put together
The knowledge and skills gained in are not chemically combined. This
this topic will enable student means that different atoms from the
teachers to teach the topic in substances that are mixed do not
primary school competently and rearrange themselves to form a new
confidently. substance. Examples of mixture are
sand and maize flour or sugar and
Success criteria water.

By the end of this topic student Mixtures can be formed in a number

teachers must be able to: of ways. These include mixing:

 Design experiments which 1 a solid and another solid,

would enable learners to e.g., bean seeds and sand
investigate ways of combining 2 A solid and a gas, e.g. dust
substances and separating particles in air or fine sand
components in a mixture. particles suspended in air
 Analyse challenges that 1 A solid and a liquid, e.g.
learners face in understanding sugar and water

65
 2 A liquid and another liquid Misconceptions about mixtures
e.g. petro and paraffin
3 A liquid and a gas e.g. fizzy  In clear mixtures the solute
drinks cannot be recovered.
4 A gas and another gas, e.g.  Mixtures are those with visible
air components.
There are two basic types of mixtures.  Air is not a mixture.
Heterogeneous mixture or suspension.  Some heterogeneous mixtures
are solutions.
This is a mixture where the
components that make up the mixture
Activity 1 Researching on
are not uniform. For example, the
the topic
mixture of maize flour and water.
mixture.
Homogenous mixture or solution. This
In this activity, student teachers
is a mixture where the components will find out more about the topic
that make up the mixture are uniform ‘mixtures’ through research and
throughout the mixture for example they will also find out the reasons
mixture of water and salt. In this type of teaching the topic ‘mixtures’ in
of mixture, the substance which allows primary schools
another substance to dissolve is called
a solvent while the substance which For student teachers
dissolves in another substance is called a. In groups, research on the topic
a solute. The solubility depends on the ‘mixtures’ by analysing national
temperature and volume of the liquid primary curriculum syllabus,
and on the size of the particles. learners’ book, teacher’s guides
and on the internet to establish
Mixtures can be separated. There are what learners are supposed to
different methods used to separate cover on mixtures
mixtures. These include; hand picking, b. Explain why it is important to
winnowing, decanting, evaporation, learners to learn about
filtration, flotation, magnetism, sieving mixtures.
and paper chromatography. These c. Present your findings using
methods of separating mixtures gallery walk.
depend on a number of factors such as
particle sizes and nature of the Activity 2: designing
substances. investigations for
separating mixtures
In this activity student teachers will
design experiments that will be used
to teach learners in primary to

66
 enhance their understanding on the a Share these with the whole
topic ‘mixtures’. class using ‘pen in the
middle’ method.
For student teachers b Use think-ink-pair share to
generate a number of
a In groups, design investigations
strategies you might use to
that can used to teach learners
address the misconceptions
about mixtures
that children face in learning
b Present your findings using
about mixtures. Share the
gallery walk.
strategies with the whole
Activity 3: Identifying class for discussion using
challenges in ‘card collection and card
clustering’ method.
learning about
c Conduct a book research or
mixtures
read information on the
In this activity, challenges will be relevant internet sites to find
generated and used as a basis for out how you can link the
further learning. concepts of mixtures to
learners’ prior knowledge.
It is necessary for you as a teacher to
reflect on your early primary school Tips
days and consider how you • The following methodologies
understood ideas related to mixtures may also be used: structured
overview, Jigsaw, fish
in your study.
bowl/enhanced lecturer and
For student teacher Free write to cater for learners
with diverse needs.
a Individually come up with a
list of misconceptions you
experienced as challenges in
understanding mixtures.
and many others. In this activity,
student teachers will explain different
Activity 4: Exploring ways forms of mixtures. They will also
of separating separate them so that they understand
components of the the concept and how to effectively
mixtures teach the topic to the learners in the
primary schools.
Separation of mixtures is part of the
day to day activities at home. Learners
have separated mixture like tea
straining, removing stones from beans

67
For student teachers Activity 5: Exploring
various
a. Conduct a book research or
appropriate
read information on relevant
internet sites about different strategies for
examples of mixtures and teaching mixtures.
methods of separating
Choice of methods and resources is
components of the mixtures.
b. Present your findings using important in the process of
authors chair teaching. In this activity, student
teachers will explore suitable
For learners
methods and resources for teaching
a In groups, ask learners to the topic “Mixtures”. This will help
brainstorm how they can to prepare them for teaching the
separate the components of the subject effectively.
mixtures. Let learners choose at
least two mixtures from the list For student teachers.
to separate.
b Ask learners to separate the a In groups, explore teaching
components of the mixtures and learning strategies that can
based on the characteristics of be used when teaching
the components in the mixture. concepts of mixtures to
c Let them establish the learners with diverse needs in
importance of separating a large class.
components of mixtures in b Share your findings with the
everyday life. whole class using a gallery
d Let them report their points at walk.
plenary to the class for c Conduct a debate on why some
discussion teaching and learning
strategies may be more suitable
than others when teaching
Tips mixtures to learners of diverse
needs.
 Provide student teachers with d Read information on relevant
necessary resources that can
internet sites or science and
be used to separate
technology text books about
components of
various forms of mixture ,
key scientific language which
 Ensure that all the materials must be used when teaching
are inclusive and respond to the topic Mixtures.
learners of diverse needs e Share your findings with the
class for discussion

68
 d. State suggestions on how the
Tips lesson could be improved.
 Advise student teachers to
choose methodologies that
Tips
can cater for learners with
different needs  Some of the appropriate
 Alternatively the following concepts to focus on when
strategies can be used in writing a lesson plan would
activity 5; brainstorming, be; types of mixtures, forms
walk around/talk around, of mixture, methods of
value line, fish bowl and separating ingredients of
enhanced lecture. the mixture or uses of
mixtures.
 include resources and
Activity 6: Conducting a methodologies in their
micro teaching lesson plans that are
session on inclusive and cater for
learners with different
mixtures
needs
In this activity the student teachers
will plan a micro lesson on a
concept of their choice from the Activity 7: Assessing a
topic “mixtures” and teach it. The practical lesson on
practice will give them confidence methods of
as they develop to become teachers
separating
mixtures

For student teachers. Assessment helps to monitor

progression of acquisition of
a. In groups, choose a concept on knowledge and skills.
the topic “Mixtures” and prepare a
micro lesson. In this activity, student teacher will
b. Present your lesson while the design a tool for assessing learners in a
rest of the groups record their practical lesson on 'separating
observations using video camera or mixtures'.
mobile phones or computers with
camera. For student teachers
c. Discuss observations pointing In groups:
out strengths and areas of
improvement in the lesson.

69
a Design a check list to be used to of sugar and water, mixture of
assess learners in a lesson on salt and water, mixture of
separating of mixtures. ethanol and water, mixture of
b Paste the chart on the wall for paraffin and paint.
the whole class to see during  Examples of heterogeneous
gallery walk. mixtures are; mixture of bean
c Use author's chair to explain to seeds and maize seeds or sand
the whole class how the check and gravel.
list can be used.  Different mixtures can be
d In groups, develop items to separated using different
assess learners understanding on methods depending on the
the topic mixtures nature of
e Present your items using gallery components/ingredients.
walk.  Mixtures such as , drugs , food,
, fuels, fertilizers, detergents,
disinfectants, insecticides and
Tips others have different uses in
 Guide student teachers on everyday life
the proper design of the  In order to achieve the above
table of the check list. content key areas, the following
 Assist the student teachers methodologies are suggested;
to write correct items for the research, group work,
activities in the practical discussion web, paired
such as ability to assemble reading/paired summarizing
the apparatus and ability to and experiments.
make accurate observations.
Reflection and assessment

1 State any three forms of

Summary of key concepts mixtures,
2 Describe a step by step
 A mixture is a combination of procedure that can be used to
two or more substances that are separate a mixture of maize
not chemically combined flour, kitchen salt and beans.
 Some mixtures occur in nature 3 Explain in logical order how you
such as soil, air, humus, breast can teach learners to recover all
milk, crude oil and sea water. components in a mixture of
 There are two main types of madeya, iron filing.
mixtures namely homogenous 4 Using a simple well labeled
and heterogeneous. distillation apparatus, outline
 Examples of homogenous how kachasu is produced.
mixtures are; air, blood, mixture

70
5 Formulate any three success by losing the solvent as
criteria that will enable a teacher vapour during heating
to achieve the desired outcomes
of the topic ‘mixtures’ Filtration: a method used to separate
6 Explain how the knowledge and an insoluble solid from a
skills gained in mixtures can be liquid by passing the
applied in everyday life by mixture through a filter
learners. paper or piece of cloth.
7 Describe at least four practical
Magnetism: a method used to
activities you can engage learners
separate ferrous
in when teaching concepts of
mixtures (containing iron)
8 Design a checklist of five items material from
which can effectively be used to nonferrous materials in
assess learners in understanding a mixture.
mixtures
Paper chromatography: a method
Glossary used to separate a
mixture of coloured
Decant: pouring off slowly.
liquid such as ink.
Dissolve: a salute to disappear in a
Soluble: able to dissolve.
solvent
Solute: a substance that dissolves in
Distillation: process of evaporating a another substance [liquid].
liquid and condensing
the vapour (gas) back Solution: the mixture of solute and
into a liquid. solvent.

Evaporation: a method of separating a

soluble substance
(solute) from its solvent
Solvent: a substance [liquid] in which Heterogenous mixture: is a mixture
a solute dissolves. where components are
not uniform
Suspension: it is the mixture of a
liquid and solid in Homogenous mixture: is a mixture
which some solid where compenents are
particle settle at the uniform
bottom of the container
while others remain
floating in the liquid.

71
References www.dictionary.com/browse/mixture.
Accessed on 2/5/17
In Went. (2009). Active Learning in
Primary School. Lilongwe, Malawi: gtz Mixtures and Solutions: Particle
& CIDA. Theory of Matter retrieved @

Kalea, S. (2014). Form I CHEMISRY. https://sciencepd.wikispace.com/file/vi

Blantyre, Malawi: Bookmate. ew/Mixtures+and+Solutions. Accessed
on 2/5/17
Kalea, S. (2011). JCE Physical Science
(New Edition). Blantyre, Malawi: Elements Compound and Mixtures
Bookmate. retrieved @

Kalibwanji, O., B. (1999). Chanco www.rsc.org/education/chemestryteac

Juniour Certificate Physical Science (2nd her/GoTo... Accessed on 2/5/17
ed.). Zomba, Malawi: Chanco
Methods of separating Mixtures-
Publication.
school today retrieved @
Malawi Teacher Training Activity.
www.eschooltoday.com/scienc
(2006). Teaching Science in Malawi
e/elements-mixtures-compou
Primary School. Zomba, Malawi:
USAID.

Mshanga, J.,I. etal. (2002). Strides in

Physical Science 1. Blantyre, Malawi:
Longman Malawi.

Further Reading
Solution-Wikipedia retrieved @

https://en.wikipedia.org/wiki/solution.
Accessed on 2/5/17

Mixture Wikipedia retrieved @

https://en.wikipedia.org/wiki/Mixture.
Accessed on 2/5/17

Mixture/Define Mixture at
Dictionary.com retrieved @

72
TOPIC 11 The teaching of forces and pressure
Time: 2 hours Background information

Introduction There are many forces acting on

objects. These forces enable us to
Forces and pressure are experienced
accomplish tasks such as: picking up
and observed on daily basis in many
an exercise book, opening and closing
aspects of our lives.
a door and sitting on a chair. Force
However, the concepts force and pushes and pulls us so we cannot fall,
pressure are abstract, thus there is for example, pulling each other in a
need to involve learners in designing tug of war game, , riding a bicycle fast
and carrying out experiments so that or making it stop. Forces are
they have practical experience and responsible for making objects move,
concrete examples of forces and stop, and speed up, slow down, stay
pressure. stationary and change direction as
observed when a ball hits the wall.
The concepts of force and pressure
should be handled carefully by Pressure is exerted by things like
teachers so that learners understand it solids, liquids and gases. The
with ease. This topic will help knowledge of pressure helps us in
teachers to prepare to teacher the many ways like in strengthening
concepts of force and pressure dams and construction of lift pumps.
effectively Force and pressure are so important
that we cannot do a lot of things
Success criteria
without them because most of the
By the end of the topic student activities in everyday life involve their
teachers must be able to: application.

1 explain a model of teaching to It is important to develop an

support learners to understand the understanding of forces and pressure
relationship between forces and and their impact on our daily lives so
pressure. that we can accomplish tasks. For
2 demonstrate different strategies example,
for teaching of forces and pressure
3 assess learners’ understanding of
key concepts related to forces and
pressure.

73
an inclined plane can be made the concepts of forces and pressure
efficient by making its surface through research.
smooth or using rollers so that
heavy loads are carried more easily
For student teachers
a. In pairs, brainstorm some of
because friction is reduced.
the everyday activities that
involve forces and pressure.
Knowledge of the relationship
b. Join with another pair to
between force and pressure can be
share your discussions.
used when designing structures, c. Using fish bowl, present to
for example, to calculate pressure the whole class.
when constructing the weight d. Individually carryout a
bearing parts of bridges. research on some concepts
of force and pressure,
Misconceptions including meaning, types,
measurement, effects,
 Only animate or moving objects relationships and
can exert a force. applications.
 If an object is at rest eg a table, e. Write a summary of the
there are no forces acting on it. concepts and do peer
 A rigid solid cannot be assessment. Present your
compressed or stretched. observations to the class
 Friction only occurs between using ball bearing.
solid objects.
 Things fall naturally – no forces  The research work should
are involved be done outside class time
 Gravity stops acting when the
object hits the ground.  Use improvised resources
 Mass and weight mean the where ever possible
same thing and they are equal
at all times.
Activity 2 Exploring what
 Gravity only affects heavy learners learn about
things. forces and pressure in
 Power, work, energy and force primary schools
all mean the same.
The topic force and pressure is
Activity 1 Researching about taught in the primary schools. This
forces and pressure topic is important for the learners’
People experience forces and mental and practical development.
pressure all the time. Unfortunately This activity will find out the
many are not aware of these concepts of force and pressure
experiences and the related taught in the primary schools.
concepts. This activity will explore
74
 Activity 3 Designing and
For student teachers conducting scientific
In groups investigation for
a. Using primary school teaching forces and
teachers guides, learners pressure
book and syllabuses, outline
all the knowledge, skills and a Prepare the following
values that learners should resources, a nylon rope,
gain on the topic forces and arrange with a car owner to
pressure. bring a car to school, bags of
b. Present to the class for maize , a wheel burrow and
discussion. two groups of learners to
c. Using jig saw, discuss the compete in a tug of war
reasons why it important for b Use bus stop (work station) to
learners to understand the let learners identify forces by
principles about forces and creating nine stations and that
pressure. at each station learners have to
do some work in 1 pushing a
Tip car, 2 tug of war, 3 lifting a bag
of maize, 4 bending a piece of
 Ensure that the primary wire, 5 squeezing a piece of
school books are available cloth to dry, 6 pulling a
before the activity catapult, 7 Standing on a plank
of wood, 8 opening a bottle, 9
Squeezing an orange as shown
in the diagrams on table 9.1.

75
Table 9.1 Demonstration of Forces.

Work Station 1

Work Station 2

Work Station 3

Work Station 4

Work station 5

Work station 6

76
 Work station 7

Work station 8

Work station 9

e Describe what you are

doing in each of the nine
work stations .

f In your work stations

identify what is responsible
for the actions taking place?
i.e. for the car to move (write
in one word), for one group
to win during tug of war, for
the bag of maize to be lifted,
for the piece of wire to be
bent, for the lemon to be
squeezed and for the bottle
to be opened?

g. describe what force is by

summarizing what is depicted in
the diagrams Record what force is
using the following table.

77
 1 push

3 Lift
Force is A
4

6 pull

7
8 Turn
9
Therefore force is a push or pull that occurs due to interaction between two
bodies

78
 h. Use ICT to compliment your inclusive and non-inclusive
understanding about what methods.
force is. Follow the link below c. Explain in groups the
http://www.edinformatics.com/ characteristics of the
math_science/force.htm inclusive methods.
d. Present to the class for
i. Explain to the students that discussions.
the actions they performed:
pushing the car, pulling in tug Summary of key concepts
http://www.edinformatics.com/ • A Force is a push or a pull
math_science/force.htm . Of • Vectors show the magnitude
war, moving the bag of maize and direction of forces.
turning a bottle opener, • The magnitude or strength of a
bending a bamboo, all are what force is measured in a unit
force is. called a Newton (N).
• The total force on an object
Tip after all forces are added is
- There is need for thorough called the net force.
consolidation of the activities on • Unbalanced forces cause
demonstration of force to ensure objects to start moving, stop
that learners understand the
moving or change directions.
concepts
• Balanced forces acting on an
object do not change an
Activity 4 Discussing different object’s motion.
strategies of teaching • Friction is a force that occurs
forces and pressure in an when two objects slide over
inclusive classroom one another.
A variety of teaching methods
• Friction may slow down
should be used to cater for
motion or it may produce
individual needs of all learners.
movement
This activity will analyse teaching
• The knowledge of forces is
methods that are inclusive.
commonly applied in daily
life.
For student teachers
• Pressure is a measure of the
a. As a class, brainstorm the
amount of force acting on a
teaching methods you know.
given amount of surface area.
Write the methods on cards
A quantitative, or
and paste them on the
mathematical, relationship
chalkboard.
exists between force, area, and
b. Using card clustering,
pressure: pressure = force /
categorize the methods into
area.

79
• This relationship has many a push of 8N on the
practical applications. other side of the box..

Reflection and Assessment c. A

1. Survey the college premises pull of 10N and a
including your hostels push of 17 N on one
.Identify any four instances side and a push of 18
in which the knowledge of n on the side of the
liquid pressure is applied. box .
2. Design one activity that a 5. Fire was produced by
teacher can conduct to rubbing in the past. Explain
establish the relationship how the knowledge of
between force end pressure. friction was used in this
3. A brick has a force of 200 case.
newton’s. The sizes of its 6. Drawing on your
three surfaces are 15cm by knowledge of child
4cm, 15 cm by 3cm and 4cm development explain why it
by 3 cm respectively. is important to use practical
Calculate the pressure the experiments when teaching
brick exerts on the ground about forces and pressure
when placed on each side. 7. Reflect on how a tanker
Which side exerts the driver is able to stop the
highest pressure on the vehicle in an emergency
ground and why? when he applies the breaks.
4. State whether the boxes
below will move or not.
Glossary
Give a reason for your  Force - a push or pull on an object.
observations in each case.  Pressure - is a measure of the
amount of force acting on a given
amount of surface area
a. t  Exert - Act on
wo forces  Friction - is the resistance to
motion of one object moving
[pushes]acting on the
relative to another
box opposite each
other, 7N and 10N

References
BBC (n.d) Bitesize Forces Available @
b. http://www.bbc.co.uk/education/guid
Two forces on one
es/zttfyrd/activity last accessed 18-3-
side of the box, 13n
17
push and 5N pull and
80
BBC (n.d.) Bitesize Pressure Available @ /mod/subpage/view.php?id=66757 last
http://www.bbc.co.uk/education/guid accessed 18-3-17
es/zssbgk7/revision/1 last accessed
Open Educational Resources ( 2016)
18-3-17.
8th Standard Science - Force & Pressure
BBC (n.d.) Bitesize Friction Available @ Available @
http://www.bbc.co.uk/bitesize/ks2/sci
ence/physical_processes/friction/read
https://www.oercommons.org/authori
/1/ last accessed 18-3-17Crash
ng/3490-8th-standard-science-force-
Course (2016) Friction: Crash Course
pressure/view last accessed 18-3-17
Physics #6 Available @
https://www.youtube.com/watch?v=f The school run (2017) Friction and
o_pmp5rtzo Accessed 17-3-17 Crash Resistance Available @
Course (2016) http://www.theschoolrun.com/home
work-help/friction-and-resistance
Crash Course (2016) Newton's Laws:
last accessed 18-3-17
Crash Course Physics #5 Available
@https://www.youtube.com/watch?v=
kKKM8Y-u7ds Accessed 17-3-17

Devereaux, J. (2000), Primary Science

(Developing Subject Knowledge series),
London, Paul Chapman

Fluids in Motion: Crash Course Physics

#15 Available @
https://www.youtube.com/watch?v=fJ
efjG3xhW0 Accessed 17-3-17

Harlen, W. (2000) ,Teaching, Learning

and Assessing Science 5-12, London,
Paul Chapman.

Learn next, (2013), Force and Pressure -

Force - Science - Class 8 Available @
https://www.youtube.com/watch?v=9t
g3csrFVJw Accessed 17-3-17

Open University (2016) TESSA Primary

Subject Resources Science Available @
http://www.open.edu/openlearncreate
TOPIC 12 The teaching of energy
81
 both kinetic and potential energy.
In order to communicate the
Time: 7 hours
scientific idea of energy to learners,
Introduction teachers have to simplify it – but
still ensure that what is taught is
clear and provides a sound basis
for developing an understanding.

Success criteria

By the end of this topic student

teachers must be able to:

 Explain the concepts on

Energy plays a key role in teaching of forms and sources
determining the quality of lives. It of energy.
provides comfort and increases  use appropriate teaching and
learning methodologies to teach
productivity. We encounter
energy
different forms of energy in various
 analyse challenges learners
aspects of our lives. Energy is key would face in understanding
to the success of modern economies energy and how the challenges
could be overcome
Energy is an important concept in  assess learners’ understanding
all branches of science and of energy and their ability to
technology. demonstrate the different ways
in which it is produced
It is important to enable learners to
develop an understanding of the
Background information
properties of energy
Energy is defined as the capacity or
Energy demands are closely
ability of a physical system to do
linked to the economic growth of a
work or cause change. There are
country.
different energy sources such as
Lectures, student teacher and fossil fuels, hydropower, solar
learners need to be aware that there power, bioenergy, geothermal
may be overlap between types of energy, nuclear energy, wind
energy and an object may possess power and sound. Energy exists in
more than one type at a time. For many forms such as heat, kinetic or
example, a swinging pendulum has mechanical, light, potential,
82
electrical, magnetic, chemical, specific properties of the forms of
nuclear geothermal and sound energy and their effects.
energy.
Table of properties and effects
Energy has the following
properties:

• energy can be transferred from

one object to another,

 energy comes in different

forms, which can generally be
divided into Potential or Kinetic
energy,
 energy can be converted from
any one of these forms into any
other, and vice versa,
 Energy can never be created nor
destroyed - this is called the
First Law of Thermodynamics.

Energy has different forms which

have own unique properties. These
properties are a measure of the
ability of an object or system to do
work on another object or
system. In other words, the forms
are different ways in which an object
or a system can possess energy.
The table below indicates the
Form of Properties Effects
energy

Light  Light travels in a straight line  Shadows occur when

 Light can be reflected an object blocks light
 Light can be refracted bent from a light source.
 Light can be dispersed
 An object that does not
 Light can be diffracted.
let light through is
called opaque (effect,

83
 objects cannot be seen)

 Object that allows light

to pass through is
called transparent
(objects can be seen
through).

 An object that allows

some light to pass
through is called
translucent (Effect,
objects cannot be seen
through).

Heat Heat travel by

 Convection either in air or liquid  When a material body,

 Radiation solid, liquid or gas, is given
 Conduction heat energy, its
temperature increases.
 When hot body gives out
heat energy its
temperature decreases.
Sound Sound travels through  Can cause movement of
objects.
 Solids  Can break objects, or
 Liquids shutter them.
 Gases
 Can be reflected {Echo}.
Sound has

 Amplitude: amplitude refers to

the length and width of waves,
such as sound waves, as they
move or vibrate.
 Period: Period refers to the time
for something to happen and is
measured in seconds/cycle. In this
case, there are 11 seconds per 33
vibrational cycles. Thus the
period is (11 s) / (33 cycles) = 0.33
seconds. The period is 3.2 seconds

84
 and that the frequency is 0.31 Hz.
 Frequency. The number of cycles
of vibration in a given unit of
time. The number of cycles in a
second is one Hertz (Hz).
 Wavelength: Wavelength is the
distance between two identical
adjacent points in a wave. It is
typically measured between two
easily identifiable points, such as
two adjacent crests or troughs in a
waveform. ... Wavelength is
inversely proportional to
frequency.
 Pitch - highness or lowness of
sound
Electricity  The amount of current (amps) is  Electric current has the
related to the voltage (volts) chemical effect
pushing the electrons and the  Electric current has the
degree of resistance to flow heating and lighting effect
(ohms).  Electric current has the
 During their flow around a magnetic effect
circuit, electrons can be used to
create a number of useful
byproducts such as heat and light.
 As electrons flow, they alter the
charge of the matter they flow
through, which may also generate
electromagnetic effects.

Misconceptions about Energy  Things “use up” energy.

 Energy is confined to some
 Energy is truly lost in many particular origin, such as
energy transformations. what we get from food or
 There is no relationship what the electric company
between matter and energy. sells.
 Energy is not conserved  An object at rest has no
because we run short of it. energy.
 Energy can be changed  The only type of potential
completely from one form to energy is gravitational.
another (no energy losses).  Energy is a “thing.”
85
 The terms “energy” and
“force” are interchangeable.
 Only metals and water Activity 1: Identifying
reflect light. challenges in
 Everything reflects light but learning about
only if it is in the Sun. energy
 Black does not reflect any
light and/or white does not For student teachers
absorb any light.
The topic energy is an abstract
 Only shiny materials reflect
concept and difficult to
light.
understand. This activity will
 Water does not reflect or
absorb light but light can go involve stating misconceptions and
through it. challenges learners face on the
 The distance that light topic energy.
travels depend on the
a In pairs, reflect on your own
amount of energy that light
experience about Energy
has.
during your primary school
 The stronger the source of
days. What misconceptions
light the bigger the shadow
did you have about energy?
and the bigger the source of
light the smaller the b Exchange your list with
shadow. another pair to provide
 Shiny objects reflect more suggested solutions.
light than dull objects.
c Reflect on what type of
 Light always passes straight
methods can be used to deal
through transparent objects
(without changing
direction).
 Light needs air to travel. Activity 2: Developing a
 The distance light travels concept on
depends on day or night. teaching of forms
 Objects that reflect are and sources of
sources of light (e.g., the energy.
Moon).
It is important that the teacher have
 Our eyes produce light so
the right information about energy.
we can see things.
This activity involve listing some
 Shadows are always black concepts of some forms of energy.
 A shadow is a reflection
from the Sun.
86
For student teachers – source, forms, effects and
properties of energy.
a In groups research from
relevant books and b Use the table below record
internet and write your findings.
information about energy
The forms of energy

Sources of forms of energy

No Form of energy Source
1
2
3
4
Properties of energy
1.

2.

3.

4
Forms of energy, properties and effects.
No Form of Energy Properties
1

87
 No. Form of energy Effects
1

What I found difficult in learning about energy

No Form of energy Specific challenge
1 Light
2 Sound
3 Electricity
5 Heat

Use authors chair present your findings.

Activity 3: Finding out what what is learnt in primary

learners should schools on the topic energy.
learn in primary
b Use a table to record the
schools
information.
In this activity primary school
a. State reasons why learners
books will be used to find out what
need to learn about energy.
learners learn on the topic energy.
b. Present your finding in
plenary.
For student teachers
Activity 4 Investigating the
a In groups, use standards 5, properties and
6, 7, and 8 learners books effects of the
and teachers guides to write forms of energy

88
Investigations help learners to In this activity, heat transfer in
acquire basic scientific skills, solids, liquids and gasses will be
attitudes and values. As such researched.
teacher should how to engage
For student teachers
learners in investigations. This
activity involves investigating a. Carry out independent research
properties of light. into the methods of heat
transfer in solids, liquids and
For the learner gases and record your findings
in a Table 9.7 below
1. Light:
Table 9.7 Methods of heat
a let learners design
transfer
investigations on the
properties of light. Medium of Methods of
b provide learners with chart
heat transfer heat transfer
paper on which to write
their designs. Solids
c let learners present their
designs during gallery walk. Liquids
d ask learners to conduct the
experiments following their Gas
designs.
e let learners summarize their Vacuum
findings.
f discuss applications of the
properties of light you have b. Use ICT to acquire ideas on
investigated. how to design experiments to
g fill your points in the table demonstrate heat transfer in
below. solids, liquids, gases and
vacuum.
c. In groups prepare a range of
Property Area of How it locally available resources that
of light application is used
involved
you can use in order to conduct
experiments with learners on
heat transfer in solids, liquids,
gases and vacuum.
d. Prepare a lesson plan on heat
transfer using the resources
Activity 5 Researching Heat
prepared above.
transfer in Solids, e. Exchange the lesson plan with
liquids and gases another group and assess the
89
 key concepts of the lesson.
Report the assessment of the
key concepts to the class for
discussion.

Activity 6 Application of the

knowledge of Liquids
how heat is
transferred in
solids, liquids
and gases
Gases
The methods of heat transfer are
applied in many situations in daily
life. In this activity, the areas of
application of heat transfer and
how they are applied shall be
explored.

For student teachers

Activity 7 Developing an
a. Carry out independent research understanding
on how the methods of heat that sound is a
transfer are applied or used in
form of energy
everyday life, for example, a
thermos flask, a ceiling of a Sound is usually not considered as
house and air vents. a form of energy. This activity
b. Identify areas where the
involves experimentations on
knowledge of heat transfer is
applied and explain how it is sound transfer methods.
applied.
For learners
Summarize your findings in a a. Using think pair share let
Table 9.8. learners identify sources of
sound.
Matter Area of How it
application applied b. Provide learners with
different objects that
Solids produce sound. Let them
produce sounds.
90
 c. Ask learners to state how activity involves finding out
sound is produced. concepts about electricity
d. Carry out a research to
found out if sound travels in For student teacher
solids, liquid and gases a. Using one stay and three astray,
share with fellow students what
e. Use mobile phone to
you know about electricity.
conduct a research on the
b. Using bus stops (work stations)
applications of how sound
explain how each of the
travels in solids, liquids and
apparatus provided in the
gases is used in everyday
appendix produces electricity.
life.
c. Walk from station to station and
Summarize the findings in Table
work on the tasks as presented
9.9 below
on the pictures at each work
Aspect of sound How the station, ask them to undertake
research to find out what is
knowledge is
happening at each station.
applied d. Present or demonstrate what
you have learned.
Transmission of
e. List ideas on how you can
sound in solids
teach a lesson in standard 8 on
how electricity is produced.
Transmission of
f. Present the ideas in a plenary.
sound in liquids

Transmission of Tips
sound in gases Use a variety of teaching and
learning methods such as
Sound produces projects, research and survey in
as echo order to provide opportunities
for first hand experiences

Activity 8 Understanding the

concept of Activity 9 Investigating the
electricity as a effects of electric
form of energy current

Electricity is one of the most Electricity is one of the most

important forms of energy. This important forms of energy man has
discovered. This activity requires

91
learners to generate a list of the
effects of electric current
Electric current
For learners has heating effect

a Using quick write let learners

answer the questions, ‘What are Electric current
the effects of electric current?’ has chemical
b Using authors chair invite some effect
learners to present their
responses
Electric current
For students has Magnetic
effect
a. In groups of four, search on the
internet and to find out
experiments about the effects of
electric current and what can be d. Undertake micro teaching to
done with learners to teach the lesson you have
demonstrate the effects. Follow prepared.
the link below e. Evaluate on the design and
http://www.learnhive.net/learn/ teaching of the lesson.
cbse-grade-7/science/electric-
current-and-its-effects .
Tips
b. In the groups of four design a
lesson in which learners are  Prepare an electrolyte
asked to conduct an experiment
solution in advance
that would enable them
determine that electric current  Observes safety at all times
has lighting, heating, magnetic
and chemical effects.  Provide adequate resources
c. Let them write their designs as for the activity
follows:
Effect to What to do in
investigate order to find
Activity 10 identifying the
out?
use of the
knowledge of the
effects of electric
current.
Electric current
has lighting effect The effects of an electric current are
important in daily life. This activity
92
 involves the uses of effects of c Write the responses on a
electricity. chart paper and prevent
them using authors chair.
For student teachers
a. Using ICT work in pairs to
Tip
produce a presentation on how
Guide student teachers on how to
the effects of electric current are
present an investigation problem as
used in everyday life.
a statement and as a question
(Diagram of cooker or bulb)

b. Design experiments to
Activity 12 Developing
demonstrate to learners in
primary school how some of the teaching and
effects of electric current are learning resources
used in everyday life.
for the topic
c. Conduct a micro lesson on the
experiment you have designed energy

Energy is a long topic with many

Activity 11 Assessing learners abstract concepts. This activity
on the involves production of resources
that can be used to teach different
understanding of
concepts of the topic
topic energy
(Diagrams of a circuit board, string
This activity aims at imparting
telephone, pin-hole camera)
skills of assessment to the student
teachers on the topic energy. For student teachers

In groups In groups, produce one resource

for teaching each of the following
a Write five assessment items
concepts of energy: light, sound,
that can be used to assist
learners on the topic energy. heat and electricity.
b State four problems that
Display your resources for other
learners can investigate on
groups to see and comment using
the topic energy. Write two
as questions and the other gallery walk.
two as statements.
Store your resources safely for use
in future lessons.
93
 properties of the forms of
Tips energy?
 Reflect on what type of
The lecturer should access the
methods you can use to deal
resources as a project on resource with the misconceptions that
production learners may have on energy.

Summary of key concepts Glossary

Energy is defined as the capacity or Conduction : Method of heat

ability of a physical system to do transfer in
work or cause change. Electricity, solids
light, heat, and sound are the forms Convection : method of heat
of energy. Each form has transfer in
properties. Energy is used in the liquids and gas
home, school, industry,
communication and transportation. Echo : reflected sound
Each from of energy has properties
Electromagnet :
and effects and it is the knowledge
Any devise which
of the effects and properties that
produces
we apply. For example the
magnetic force by
knowledge of the properties of
action of an
electricity such as lighting effect is
electric current.
used for lighting up our homes.
Electroplating: Coating of a metal
Reflection and Assessment by another metal to

 In preparing to teach, design a prevent corrosion

record sheet where your and improve
learners will record their appearance
findings focusing on what the
References
effects of electricity are.
 Consider undertaking a science Abbot, A, (1973), Ordinary level
fair project and visit the
Physics, Heinemann
following web site
http://www.all-science-fair- Gallagher, D, (2000), Complete
projects.com/print_project_1434 Chemistry. Oxford University Press
_50
 What will you consider as the
best way of teaching effects and
94
Wallis, K, (1992), Physical science for
Malawi, Likuni Publishing House.
Lilongwe

95