Basic Science & Technology

Smart
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Basic Science & Technology
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CURRENT
NERDC
Curriculum
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Smart
Basic Science & Technology
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Reviewer/Contributor:
D. I. Bika
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© Cambridge University Press 2016
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no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2016
New edition published 2018
Authors: Lynn Pocock, Lanise N. Bassett and Barbara Munsami

Editor: Fairuz Parker
Typesetter: Simon van Gend
Illustrators: Susan Abrahams, Shameema Dharsey, Ruth Frances, Meg Jordi, Karien Naude,
Annelie van der Vyver, Marleen Visser, Matthew Ziranek
Cover image: HIROYUKI YAMAGUCHI/GettyImages
Acknowledgements
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permission to use their material in either the original or adapted form:
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please inform the publishers who will correct these in the event of a reprint.
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accurate or appropriate.
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
THEME 1 Basic Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Sub-theme 1 Learning about our school environment . . . . . . . . . . . . 4
Topic 1 Exploring your environment . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Topic 2 Soil, air and water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Topic 3 Colour identification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Sub-theme 2 Living and non-living things . . . . . . . . . . . . . . . . . . . . 26
Topic 4 Living things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Topic 5 Non-living things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Assessment: Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
THEME 2 Basic Technology . . . . . . . . . . . . . . . . . . . . . . . . . 34

Sub-theme 1 Understanding basic technology . . . . . . . . . . . . . . . . . 34
Topic 6 Simple machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Topic 7 Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Assessment: Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
THEME 3 Physical and Health Education . . . . . . . . . . . . . . 48

Sub-theme 1 Basic movements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Topic 8 Moving our body parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Sub-theme 2 Sports and games . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Topic 9 Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Topic 10 Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Topic 11 Swimming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Sub-theme 3 Health education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Topic 12 Health and hygiene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Topic 13 First aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
THEME 4 Information Technology . . . . . . . . . . . . . . . . . . . 63

Sub-theme 1 Basic computer operations . . . . . . . . . . . . . . . . . . . . . 63
Topic 14 Parts of a computer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Topic 15 Uses of computers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Sub-theme 2 Basic concepts of IT . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Topic 16 Common IT devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Introduction
The purpose of the curriculum

The main objectives of the curriculum are to prepare the pupils to:
• develop interest in science and technology
• acquire basic knowledge and skills in science and technology
• apply scientific and technological knowledge and skills to meet contemporary societal needs
• take advantage of the numerous career opportunities provided by science and technology
• become prepared for further studies in science and technology
• avoid drugs and related vices
• be safety and security conscious.
Time allocation
To cover this curriculum, the recommended weekly time allocation is three or more periods of
40 minutes each. Pupils need to do regular revision at home in order to cope with the content
and new terminology.
The role of the teacher

One of the principal duties of a Basic Science and Technology teacher is to prepare and present
good lessons for his or her pupils. The teacher has to:
• be as well informed as possible on the scheme of work of the subject
• know the aims and objectives of each topic
• select appropriate content materials
• decide on the best methods of presentation such as digital presentations, workstations,
videos, discussion groups, worksheets, question-answer sessions, debate and experiments
• gather equipment and other resources required for the activities
• keep informed about environmental issues and other current biological news in Nigeria and
the rest of the world
• arrange outings and guest speakers from time to time.
To be effective in presentations, create a written/typed plan for each lesson. This must
include aims, objectives, resources, time frames, content for the lesson, activities, homework,
assessment, and ideas/additional worksheets to cater for pupils requiring extension or learning
support (remedial support).
Prepare each topic in advance. Many teachers go into the classroom inadequately prepared.
It is your responsibility as a Basic Science and Technology teacher to actively involve your
pupils in the learning process. It is a proven fact that pupils learn far more by doing than
by listening.
Science involves being curious and asking questions. Wherever possible, ask questions to
engage the pupils and to encourage independent thought processes. Start your lessons by asking
the pupils to write down answers to questions related to your lesson (approximately five). This
will help them to settle into the lesson.
1
You can use different types of questions in your lessons:
• diagnostic, enabling you to determine prior knowledge on the topic
• for consolidation of challenging concepts during the lesson
• for stimulating interest in the subject
• for concluding the lesson. This will help you to find out whether pupils have understood the
concepts/terminology in the lesson. It will also highlight any areas that they need to revise
at home or for you to revisit in the next lesson.
Ensure that you do not appear to have favourites in the class, so devise a system to ensure that
you ask questions fairly, but be careful not to embarrass weaker pupils if they cannot answer
questions correctly.
How to use this guide

The purpose of this Teacher’s Guide is to help you to be more thoroughly prepared and to
ensure that your teaching is more meaningful for your pupils. This book supports a hands-on
approach and lays a solid foundation for Primary 1.
You need to be familiar with the key features of the book. The book is divided into 16 topics.
Each topic is specifically structured and includes the following:
• performance objectives required by the curriculum
• content required by the curriculum
• activities to be completed individually, with a partner or in groups
• a summary of the topic
• key words – this is essential vocabulary for the topic
• revision questions.
How to use the curriculum guide provided in the Pupil’s Book

A scheme of work is defined as the part of the curriculum that a teacher will be required to
teach in any particular subject. Its primary function is to provide an outline of the subject
matter and its content, and to indicate how much work a pupil should cover in any particular
class. A scheme of work allows you, as a teacher, to clarify your thinking about a subject, and
to plan and develop particular curriculum experiences that you believe may require more time
and attention when preparing lessons. The criteria you need to bear in mind when planning a
scheme of work are continuity in learning and progression of experience.
You can add your own notes to the Cambridge curriculum guide provided on pages v to ix of
the Pupil’s Book to develop a scheme of work that is specific to your situation.
The scheme of work is sequential. The sequence of the scheme of work is aligned with
the textbook (Pupil’s Book). Do not be tempted to jump around. Rather spend time carefully
planning the term to ensure that you adhere to the sequence of the themes and topics.
Although the school year is divided into three terms, we have not divided the curriculum
guide into terms, as the time frame may vary depending on the planning of your particular
school and we were trying not to be prescriptive.
The first lesson is usually an introduction to the topic. Make an effort to make this lesson
exciting and informative to set the tone for the rest of the lessons. You should always explain
the meaning of the topic in this lesson, for example: What are living things? What are
computers used for? Where does water come from?
The last lesson is allocated to revision. In this lesson you can give the class a
revision worksheet, a test or design a fun activity such as a game or a quiz to consolidate the
2 Introduction
topic. Pupils can also do their own revision by answering the Assessment questions in their
exercise books.
It is important to note that the number of lessons for a topic will vary according to the
ability of the pupils in your class and their prior knowledge. Your management of the class will
have an enormous influence on your ability to adhere to the time frames decided on. Focus
on effective discipline strategies. You will have fewer discipline issues if you are: punctual,
well prepared, follow a plan (write the plan for the lesson on the board at the start of the
lesson), keep your word (don’t make empty threats or promises), consistently adhere to rules
(especially rules related to workshop and laboratory safety) and strive to make Basic Science
and Technology an exciting subject.
A teacher of Basic Science and Technology is a professional instructor who facilitates,
promotes and influences pupils to achieve the outcomes and objectives of the curriculum. It is
the wish of the authors that the pupils will, at the end of each course in the series (Primary 1–6)
attain a level of Basic Science and Technology proficiency that will equip them for future
studies in this field.
For Primary 1, the book is mainly pictorial with simple sentences. We realise that pupils are
still learning to read. It is written in simple English to ensure that the book is easier to read and
understand.
There is a pupil’s workbook for all the fun activities for cutting, colouring and answering
simple questions. This teacher’s book will guide you on how to use the pupil’s book as well as
the pupil’s workbook.
The science and technology is at a very basic level. This book is a platform for the higher
levels of education. Smart Basic Science and Technology will introduce the pupils to the
process of observation, manipulation, experimenting, grouping and many other skills. It will
ensure that the pupils acquire and apply knowledge and skills in ways that are meaningful to
their lives. Technology will also teach the pupils about the relationship between technology,
society and the environment.
Technology is not only the technology we use in our everyday lives such as computers and
cell phones. Technology is also the learning area that covers processing, structures and systems
and control. Systems and control consist of mechanical systems and control as well as electrical
systems and control which the pupils will learn later on in their primary schooling. The design
process in Technology is very important because it teaches the pupils to design something,
build it by using their making skills, pupils present their projects to the other pupils through
communication. The pupils will also learn simple drawing techniques.
Take into consideration some of the pupils’ special needs as we know every child has the
right to learn no matter what their learning barriers are. Each pupil is unique and we build on
the individual strengths of each pupil. When pupils are included and involved in the subject
it will often improve their attention span, persistence and commitment to the subject. It is
important that the pupils have a sense of achievement as this will improve their self-esteem.
Introduction 3
THEME 1 Basic Science
Sub-theme 1 Learning about our school

environment
Topic 1 Exploring your environment
Performance objectives
Pupils should be able to:
• Observe and identify things in and around the classroom, school and home
• Identify types of roads around the school and roads outside the school
• Demonstrate walking along the road and crossing the road safely.
Background information
In the study of Science it is important that pupils explore their environment and discover things
for themselves. Encourage them to use their senses of sight, touch, smell and hearing. They
could use taste but it should only be done under the supervision of the teacher. Pupils should
not put strange things into their mouths.
Additional resources
• Pupil’s Book pages 1 to 13
• Workbook pages 1 to 9
• objects in the classroom, around the school and home
• charts and models
• flashcards with the names of objects to reinforce reading
• drawing material
• containers for the items collected
Teaching the lesson

Observing and identifying
Take the pupils outside. Let them take their pencils and workbooks with them.
Let the pupils tell you what their senses are and how they use their senses.
Activity 1 Record what you find PB page 1

Encourage the pupils to close their eyes and to take note of the sounds and smells around them.
They can open their eyes and use the chart in their workbook to draw pictures of things they
see, touch, hear or smell around them.
Let’s record what we find WB page 1

Each school compound or environment will have different objects, animals and plants, so there
will be a variety of answers for the table.
4 Topic 1: Exploring your environment

This is what I see This is what I hear
cars, birds, flowers, grass, the sun, clouds, cars, birds, children talking, children walking, the
buildings, leaves moving, laughing
This is what I touch This is what I smell
sand, the grass, the tree, my pencil, my book, flowers, the soil, the toilets, the smoke, the
my head exhaust fumes from the cars
Things in the classroom

Remember, it is the pupils’ first year in Primary 1 and they are still learning to read and write.
If you are able, make labels for all the items in the classroom before they identify the things in
the classroom.
You can make flashcards with the words on them. The class can play a game in which the
pupils are given a word and they have to match it to an object, for example, a desk. The pupil
can find any desk and hold up the card. If some pupils can’t read the word, encourage their
peers to help them.
Exercise 1 Identify things in the classroom PB page 2

• Discuss the picture of the classroom.
• Let the pupils compare their classroom with the one in the book.
• What do they have that is different?
• What is the same?
• Is their classroom bigger?
Write the names of things in the classroom WB page 2

1. pencil
2. book
3. chair
4. desk
5. chalkboard
6. clock
Things around the school

Activity 2 Collect and sort PB page 3
What you will need:
Containers for the items collected.
• Encourage the pupils to collect all sorts of objects outside. If they are plants or flowers,
make sure they use a pair of scissors and cut off only a small piece of the plant so they don’t
destroy it.
• Remind the pupils to look carefully before they pick things up. For example, there might be
a sharp piece of broken glass that could cut them.
• Have containers for them to sort the objects into. You can help them label the containers so
they are encouraged to read the word such as “round shape” or “red objects”.
• Once they have sorted the objects, let them wash their hands. They then record the objects
in their Workbook.
Topic 1: Exploring your environment 5

Sort things from around the school WB page 3
1. Let the pupils sort the objects and draw them in the table. They must sort the objects into
different shapes, sizes and colours: shapes – round stones, round leaves, sizes – big stone,
big leaves, big flowers, colours – green leaves, yellow leaves, orange leaves, red flowers,
yellow flowers, and so on.
2. Ask the pupils to sort the objects in another way and then draw them in the table. Possible
answers are presented below:
Colourful objects Smooth objects Rough objects Small objects
flower pebble rock pebble
leaves leaves leaf flower
colourful lid plastic lid insect
Find things outside the classroom WB page 4

1. Let the pupils colour in the picture.
2. Abebe can see: a tractor, a car, a bus, children, a tree, houses, fences, a street, a ball, a gate,
a door, windows, a roof, and a bicycle
3. The playground is right in front of the window of the school.
4. The houses are on the other side of the street.
a) 3 trees c) 5 children e) 1 tap
b) 1 bicycle d) 2 cars f) 5 houses
Things in the playground

• Discuss the picture of the playground on page 4 of the Pupil’s Book. Do the pupils have
some of this equipment in their playground?
• Talk about what they do when they go out onto their playground at school. What games do
they play and who do they play with?
Exercise 2 Identify things in the playground PB page 4

• Take the class outside. Encourage the pupils to label some of the objects in the playground.
Give them the spelling of the words.
• If they do not have things to play, let them can discuss how they can make their playground
more interesting. They might want to plant more trees or bring old tyres to school to make
into benches to sit on.
• Let the pupils write down the names of the swings, jungle gym, tree, soccer post, bucket,
bench, bin, ball and seesaw in their exercise book.
Things in the playground WB page 5

• Let the pupils discuss all the equipment that they can use in the playground.
• Let them plan and draw their playground.
Things in the school garden PB page 5

Discuss the picture on page 5 of the Pupil’s Book with the class. Ask questions such as:
• What do you see in the garden?
• Do you have a school garden?
Consider starting a school garden if you don’t have one already.

Exercise 3 Identify things in the school garden PB page 5
• Let the pupils look for the objects such as the banana tree and point to them on the page.
• If the school has a garden, go outside with the pupils and identify the plants that are
growing in the garden.
• Talk about where the water comes from to water the plants.
Extension activity
• If you do not have a school garden, plant seeds in old egg boxes and let them germinate.
• Dig a garden and plant the seedlings when they are big enough to be replanted.
• Make labels for the seedlings so the pupils can identify them.
Things in the school garden WB page 6
1.
fork watering can cabbages spade
water tank tap packets of seed seedlings
2. spade This tool is used to dig up

the soil.
tap We turn this on to fill up the

watering cans.
watering can We use this container to water

the plants. We carry it by hand.
water tank It collects and stores rainwater.

Things in the kitchen
• Talk about the picture of the kitchen on page 6 of the Pupil’s Book.
• What can the pupils see? Talk about the objects that we find in the kitchen and what they are
used for. Some things are for cooking, while others are for cleaning.
• Some objects such as a pot cooking on a stove, a boiling kettle and even sharp knives can be
dangerous. Discuss safety in the kitchen as well.
• Make a poster and flashcards with the words of objects in the kitchen, and let the pupils
match the cards to the objects.
Exercise 4 Identify things in the kitchen PB page 6

1. Talk about the different objects such as a knife, a pot, a stove, and so on. Discuss how to
use these objects safely.
2. Let the pupils name the following items:
a) the sink
b) pots
c) plates
d) a chopping board
e) a microwave oven
f) a clock.
Extension activity
Let the pupils draw their kitchen at home. They can use the words from their book to label
some of the objects in their kitchen.
Things in the sitting room

• Talk about a sitting room and what we do there. Do the pupils sit together as a family and
watch the TV?
• Let them look at the picture on page 7 of the Pupil’s Book and see if there is something they
have at home in their sitting room that is not in the picture.
Exercise 5 Identify things in the sitting room PB page 7

1. Let the pupils write down what they do in the sitting room; talk, watch TV, listen to music,
read, share news, drink tea with visitors.
2. Let them find the TV, the table and chairs, and the radio in the picture. There is no bed in
the sitting room.
Things in the bedroom

Discuss how the bedroom should be a quiet place to sleep in.
Exercise 6 Identify things in the bedroom PB page 8

• Let the pupils look at the picture and match the words.
• You could make flashcards and read through the words with the pupils. Discuss the sounds
that each word starts with, for example, bed starts with a “b”.
• You can also do some incidental blending with the easier words, for example, b-e-d and
l-a-m-p. See if the pupils can hear the sounds and make the words.

Things in the bathroom and toilet
Let the pupils discuss the types of bathrooms and toilets they have in their homes.
Exercise 7 Identify things in the bathroom and toilet PB page 9

Discuss the picture on page 9 of the Pupil’s Book.
What we do in the bathroom and toilet

• We clean ourselves, we clean our hands, we clean our teeth, we use the toilet. Later, on page
97 of the Pupil’s Book, the pupils will learn about cleanliness.
• Talk about having a shower, instead of a bath, to save water. Bathing uses more water and
we sit in the soapy, dirty water, but if we shower, the dirt is washed away.
Exercise 8 Recognise that we use things for particular activities PB page 9

Suggested answers are:
1. We use the basin when we brush our teeth.
2. We use the shower when we wash our bodies.
3. We use the basin to wash our hands.
4. We use the toilet when we need to wee (pee).
Things in the home WB page 7
sink We put the plug in the sink and fill the sink with hot water and soap to wash the dishes
and pots. We rinse the soap off with water in the sink as well.
pots We use pots for cooking. We can use oil or water to cook in.
microwave A microwave oven can defrost our frozen food. It can warm up milk or food. It can cook
oven food. It can melt cheese on a sandwich.
clock A clock is used for telling the time.
television We watch movies on television to relax. Sometimes, we can play games on the television.
bed We use a bed to sleep in. We have a sheet or two, pillows and a duvet or blanket to make
up a bed.
bathroom A bathroom is used for cleaning our bodies and teeth. We can shower or bath to stay
clean. We brush our teeth in the basin and we use the toilet to wee or poo.
table and We sit on chairs at a table to eat our meals. We also use a chair and a table to do our
chairs homework.
Types of roads around the school

Take the pupils outside to look at roads. Look around the school, inside the compound and
outside, and talk about what the roads are built with. Let the pupils touch the different surfaces.
Exercise 9 Identify different types of roads PB page 10

1. The road in the picture is a busy road with lots of traffic. It is a tar road. It looks like it is
a main road. Ask the pupils to name a main road in their area. Is it a busy street? Let the
pupils describe the road that runs past their school. They need to identify the surface of the
road, by saying if it is tar or dirt or concrete.

2. The road going up the hill in the picture is a dirt road and it is road that we find in the
country. Not a lot of cars use the road, however, often tractors or farm vehicles will use
the road.
Exercise 10 Draw vehicles on different types of roads PB page 10

Let the pupils copy the roads into their exercise books. Let them draw the vehicles on the roads.
1. They can draw any vehicle on the tar road.
2. They can draw a tractor on the dirt road.
3. They can draw a vehicle in the car park. They can go outside and see the teachers’ cars and
draw one of them in the car park.
Walking along the road

• It is important to teach children road safety rules.
• Accidents happen very quickly and children need to keep themselves safe.
• They should always watch out for cars and be aware that cars are travelling fast and that the
driver may not have enough time to stop if they suddenly run into the road.
• Children must also make themselves visible on the pavements and not walk
in-between cars.
• People who walk on the road are called pedestrians. Pedestrians must be careful on busy
roads. If children are going to walk at night, they must wear light colours like white or
yellow so they can be seen in the lights of the cars.
Activity 3 Walk safely along the road PB page 11

1. We should walk safely on the left-hand side of the road so that we face the on-coming
traffic or vehicles.
2. Your head should face the traffic and your eyes should also keep looking at the vehicles
going by.
3. Set up a scene outside the classroom where the pupils can act out a scene on a busy road
and practise walking on the pavement. Other pupils can pretend they are driving the
vehicles. They can then swap places.
Crossing the road

• Tell the pupils that when they are ready to cross the road, they must stop and stand on the
pavement. They must look right, then left, and then right again. When there are no vehicles,
they can slowly walk across the road. If there is a pedestrian crossing in the street where
they want to cross, they should rather use that.
• They can also cross at the traffic light but they must wait for the green figure to flash first.
• Sometimes there are police officers who stop the traffic. It is also safe to cross the road
when the police officer says you may cross.
Exercise 11 Cross the road safely PB page 12

1. Discuss both pictures with the pupils. They will realise the second picture shows the correct
way to cross the road as it is at a pedestrian crossing and the children are being helped
across by an adult.
2. The first picture is a very busy street. There are no traffic lights or pedestrian crossings.
It would be safe to walk to the next traffic light or pedestrian crossing.

3. Take the pupils into the playground and give them characters to act out; some can be people
driving cars, others can be traffic officers, others can be pedestrians, some can be children
or adults and some can be a traffic light. Others can lie on the grass and pretend they are a
pedestrian crossing or zebra crossing.
Walking along and crossing the road WB page 8

1. We must walk on the right-hand side of the road.
2. You look right, then left and then right again.
3. You should face the cars or traffic when walking along the road.
4. The pupils should draw the traffic light and draw the person walking – which is green.
5. Right way Wrong way
6. a) Walk along the road facing the on-coming traffic so you can see the cars.
b) Only cross at the correct place, like a zebra crossing, a crossing where there is a traffic
light or at the traffic light where there is the green figure is showing that you can walk.
c) Never run across the street.
d) Never play games in the road.
e) Never run after a ball that goes into the road.
Bright and light colours for nighttime

• Explain to the pupils that if they are walking on the streets at night they need to wear
colours that are visible in the headlights of a vehicle. If they wear colours like black, the
motorist will only see the person at the last minute.
• White, yellow or reflective clothing are the best to wear at night.
• They could also carry a torch or light so the person in the vehicle sees them from far away.

Exercise 12 Walk safely at night PB page 13
1. They must wear yellow or white, or something made out of reflective material. They must
also carry a torch.
2. They should not wear black or brown or dark colours like dark blue.
3. Let the pupils think up their own rules for walking at night. It could be something like:
Always wear a headlamp. Always walk with reflector tape on your clothes, etc.
Activity 4 Use the road safely PB page 13

• Let the pupils create posters to tell people about safe ways to use the road.
• Allow them to use any materials they want to to create their posters.
• Display the posters around the school.
Topic 2 Soil, air and water

• Identify other parts of their surroundings – soil, air and water
• Demonstrate that air exists
• Create air currents by blowing with the mouth or using a paper fan
• Demonstrate that air occupies space using balloons
• List the common sources of water.
Soil is a very important part of our world. It covers the top layer of our Earth. It gives food to
plants, and it holds plants in the ground. Soil is also the home of many animals and mini-beasts.
Some animals use the ground for protection and to keep their babies safe. Some animals use
the soil to lay their eggs. Soil has many uses for a range of different creatures.
• newspapers
• balloons
• polythene bags
• a stapler
• crayons
• a stone
• different types of soil: loam, clay, humus and sandy
• containers to hold the soil
• A4 paper
• straws
• pencils
• glue
• plastic milk containers
• plastic bags
12 Topic 2: Soil, air and water

• sticky tape
• matches
• candles
• string
• drawing pins
• small pieces of cloth
• pairs of scissors
• colourful cardboard
Teaching the lesson

What is soil?
Let the pupils go outside and sit under a tree or in the shade. Discuss soil. It is the top part or
layer of Earth. They will see it is everywhere; under the concrete slabs and under the school
building. Let them discuss other places where they see the soil.
They can put their hands into the soil to feel the different textures. There might be stones or
pebbles or even fine particles.
Go back into the classroom and discuss the photographs of the different types of soils on
page 15 of the Pupil’s Book. They will realise that there are four different types of soil: clay,
sandy, loam and humus soil.
Organise containers in the classroom containing the different types of soil. Let the pupils
work in groups. Allow them to touch the soil and decide which soil is which.
The sticky soil is clay because the particles stick together.
Sandy soil has large particles. It is the soil used to mix with cement.
The loam soil is soil that has a texture between clay and sandy soil and is good for growing
plants and crops in.
Activity 1 Collect and sort soil types PB page 15

Make sure that there are enough containers in which to collect the soil. Each group should have
at least four containers. Clear plastic or glass containers will be the best as you can observe the
soil in the containers.
1. Place the pupils in groups. Make sure the groups are not too big so that each pupil has a
chance to collect soil.
2. Let them wash their hands and go back inside. If there is no clay soil, perhaps allow them
to visit a stream or river nearby and collect the soil. Ask them to identify the different types
of soil they have collected. Let the pupils make the four different labels and see if they can
label their containers correctly. Walk around the classroom and ask them to give reasons for
choosing a specific soil type.
3. Let them examine their soils. If they have loam or humus soil, they will notice that it is
suitable for growing plants.
Clay soil
Let the pupils collect clay soil to bring to school. They can roll it between the palms of their
hands to form a “ball” as the soil particles should stick together.
Activity 2 Recognise clay soil PB page 16

1. Encourage the pupils to collect the clay soil before the lesson.
2. They will then play with it. Let them use it to make different shapes.
Topic 2: Soil, air and water 13

Loam soil
Discuss the picture of loam soil.
Activity 3 Recognise loam soil PB page 16

1. Encourage the pupils to bring loam to school before the lesson even if they collect it from
the school garden.
2. They can also play with it, does it make shapes like clay soil? Does it stick together?
Sandy soil
Discuss the picture of sandy soil.
Activity 4 Recognise sandy soil PB page 17

1. Encourage the pupils to bring the sandy soil to school before the lesson. They could
possibly collect it from a construction site.
2. What happens to the sandy soil when you pick it up? It stays apart and falls out of your hands.
Humus soil
Humus soil is normally dark. It is formed from dead plant and animal matter that has decayed.
It is made up of vegetable waste used in cooking. It is brown or black.
Humus is like fertiliser. It holds water and it is good for growing plants.
Show the pupils how to collect waste such as egg shells, and old cabbage leaves, and then
put them in the compost heap to rot. Show them how to turn it once a week until it is good
humus and it can be put in the vegetable garden to grow good vegetables.
Activity 5 Recognise humus soil PB page 17

1. Ask the pupils to collect humus soil under trees or bushes. Encourage them to collect the
soil before the lesson.
2. When they feel the soil, they should be able to feel old, rotting sticks and leaves and sand.
Humus soil is sometimes moist.
Make soil art WB page 10

What you will need:
• the word templates (see page 15)
• A-4 paper or cardboard
• a pencil
• glue
• small amounts of clay, loam, sandy and humus soils.
What you must do:

1. The pupils use the templates to trace the words clay, loam, sandy and humus onto the paper
or cardboard.
2. They put glue on the letters of the words.
3. They then sprinkle a small amount of the different kinds of soil onto the correct words.
4. Let them display their pages in the classroom.

Compare different kinds of soil WB page 11
• Let the pupils collect the different kinds of soil and add water to it.
• Let them observe what happens.
• Ask them to record their observation in their workbooks.
Things we find in soil PB page 18

• Ask the pupils to look at the drawing of the soil on page 18 of the Pupil’s Book.
• See if the pupils can identify some of the insects and animals that use the soil for their homes.
These animals also lay their eggs in the soil.
• The plants have roots that grow down into the soil to hold them in place and also to enable
the plants to take up food.
• Animals burrow into the soil to make their homes and also to get away from their enemies.
If the pupils look at the picture in the Pupil’s Book, they will see two grasscutters in a
burrow or hole in the ground.
• Take the pupils outside. They must each take a pencil and an exercise book with them.
• They can sit in groups and find a quiet space to sit and observe.
• They can watch where the insects are crawling to, to see if some go into the ground.
• Ask them to draw pictures of what soil is used for.
• Take them back into the classroom and discuss what they saw and how the plants or animals
use the soil.
Exercise 1 Draw a grasscutter’s home PB page 18

1. The pupils must imagine they are a grasscutter or cane rat and draw their home. Remind
them that a cane rat is much bigger than an ordinary rat.
2. Ask the pupils to draw their own homes. They must discuss what it is made out of, for
example, bricks or cement, or wood.
Say why soil is important WB page 12

Proposed answer:
Farmers need soil

to grow crops.
Soil is used
in building.
Soil is used to make

clay objects.
Insects and other animals

live in soil.

Extension activity
If you do not have any clay near your school, make some salt dough with the pupils. It is cheap
to make and you can make lovely things with it.
Salt dough recipe

Ingredients
• 2 cups bicarbonate of soda
• 2 cups cornflour
• 1 cup fine salt
• 2 cups water
Method
1. Mix the dry ingredients in a pot.
2. Add the water.
3. Stir well over a low heat until the mixture thickens.
4. Let it cool off and then knead it well.
5. Roll it into smaller balls and keep it in an air-tight bag or container.
6. Try out the recipe at home to see how much it makes and whether it will be enough for the
class. Make more, if you have a big class.
7. Let the pupils make little objects with the salt dough.
Air
Talk about air with the pupils. We know it is there even if we cannot see it, smell it or taste it.
We can feel the air when it moves and we can see when it moves objects. We breathe air in
and out.
Colour breathing game

Play the colour breathing game with the pupils. It encourages the pupils to think of colours and
it is also a way to calm the class and get them to relax.
• Start the game by telling the pupils to close their eyes. Say: “Breathe in white” (the pupils
take a big breath and hold it). You then say: “Breathe out black”(everyone breathes out).
• The next child can say breathe in red and breathe out blue. All the pupils keep their eyes
closed and breathe in and out while each pupil says their colours.
• Let the pupils say any colour – silver, cold, turquoise, etc.
• When they have all named their two colours, the game is finished and everyone is calm
and relaxed.
Say why air is important WB page 13

Let the pupils do the first three steps and then let them answer Question 4.
Possible answers are:
4. a) I felt like I was going to pass out. It felt like my lungs would burst.
b) I felt much better. I felt relieved.
5. If we could not breathe, we would die.

6. Your chest moves in and out.
7. If your hand is near your mouth, you can feel air go in out of our mouth or nose.
Prove that air exists WB pages 14 to 15

• Supervise the experiment with the pupils.
• Light the candle a few times so they can have a chance to tap the bottle and blow out
the flame.
Activity 6 Make air move PB page 20

• Demonstrate how to fold the paper to make it into a fan.
Young pupils tend to roll the paper around the ruler. It cannot work like that. It must make a
zig-zag shaped paper. The ruler helps to keep the fold in the paper straight. They must fold
one way and then turn the paper and ruler upside down, and do it the other way until they
come to the end of the paper.
• Let the pupils use the fan to make the air cool down their faces. They can take their fan to
the curtain and see if they can move the curtain. Let them go around the classroom finding
things that will move.
Experiment 1 Experiment with moving air PB page 21

• Let the pupils tear paper into small pieces and blow them with a straw.
• They can also rub the torn paper pieces to shape them into balls and blow those as well.
• The pupils could make a game of it and score goals against one another. Play in pairs. Each
one draws a line to show where their goal line is. Put the paper ball in the middle and they
both blow to force the ball over the other player’s line.
Experiment 2 Experiment with balloons to show that air occupies space PB page 21
The pupils observe that the air from their lungs enters the balloon and enlarges the balloon. The
air is taking up space in the balloon.
Experiment 3 Experiment with moving air PB page 22

• Let the pupils run with the plastic bag so it will fill with air. It appears “fat”. The air is
filling the space in the plastic bag.
• If they throw the bag into the air, it will float down gently to the ground.
• Let the pupils find a stone to tie to the end of the bag handles. Let them throw it up into the
air or find a higher location and throw the plastic bag. The bag will catch air inside it and
then float down to the ground.
• Revise the few facts about air with the pupils. That air is invisible and they will learn later
on that it is a gas. Nevertheless, still discuss it with them. Air is all around us even if we
can’t see it or smell it but we can feel it if it moves.
Experiment with air WB pages 16 to 17

This is a fun experiment. Make sure all the items are ready before the pupils start the
experiment. If you have enough balloons, straws and string, let the pupils work in pairs.

Remember to stick the balloon onto the straw once the pupils have threaded the string through
the straw. If they are battling to push the string through the straw, let them suck on the straw
and the string will come through.
1. When they loosen the string on the balloon, it will move quickly along the string.
2. The balloon should travel far.
Make a paper windmill WB pages 18 to 19

• Make sure all the items are ready before the pupils make the windmill.
• You might have to help the pupils put the drawing pin into the stick.
• Once the pupils have made the paper windmill, let them take it outside and run around to
watch it turn in the wind.
Water
Talk about water being a liquid.
What you will need:

• ice
• water
• a kettle with water boiling
What you will do:

• Explain that water can be a liquid. If we freeze it, it becomes a solid. If we boil water, it
becomes a gas.
• Let the pupils taste the water.
• Ask them what colour they think it is.
Exercise 2 Talk about where water comes from PB page 23

1. Talk about how the water falls as raindrops from the sky and runs down the mountains into
rivers. The river then runs into the sea.
Let them talk about where they get their water from. Do they open a tap? Do they collect it
from a river?
Show the pupils that the water in the tap has to come from pipes and that this water is
stored in big tanks. It can come from a river, a dam or from a tank that catches and stores
rain water.
Explain that the water from the tap has chemicals put in it so you can drink it.
2. Talk about what we use water for in the home; cooking, showering/bathing, washing clothes
and dishes, cleaning the floor and windows, and boiling it to make tea or coffee.
3. Talk about water sports; swimming, sailing a boat, etc.
4. Talk about the weather. If it rains a lot, do they collect the water in a water tank, etc.
Sources of water
Discuss the illustrations with the pupils.
• The rain fills up the rivers.
• The lake is where the water settles and normally doesn’t move much out of the valley.

• The water from a well comes from underground water. Rain water seeps through the soil
and is then caught underground.
• Tap water is what we have in most homes. Remind the pupils that it undergoes a long
process before it arrives at the home or school. Find a poster showing a water plant and how
pipes take the water to different places.
• The river is another source of water but river water is not always clean and healthy to drink.
• The water in the ocean or sea is salty and is not suitable for drinking.
• A spring is water that comes up through the ground. It has collected underground first and
then it finds a way of coming to the surface.
• A stream starts like spring and starts to flow downhill to a river. It is much smaller than
a river.
• A water tank is a good way of collecting rain water. It may be used for watering the
garden. If we are going to drink the water from the tank, it should be boiled first.
• The borehole is found in areas that normally don’t have rivers. In areas where it is dry,
people put in boreholes to help the community. All borehole water comes from
underground water.
Say where water comes from WB page 20

The pupils can colour in the illustrations and then add the words to the illustrations.
Answers
borehole lake rain river
Sources of water
well ocean
tap water tank stream spring
Uses of water
Discuss the different things that are happening in the illustration.

Exercise 3 What you use water for PB page 25
• The woman is washing her clothes.
• The man is putting out the fire with water from a bucket.
• The woman is cooking food.
• The girl is washing herself.
• The people are allowing their animals to drink.
• Water can also be used to water the crops.
• Humans, animals and plants all need water to stay alive.
Activity 7 Talk about the uses of water PB page 25

1. The pupils have already discussed what water is used for while looking at the illustration.
2. Guide the pupils to talk about the washing soap getting into the water, the cows peeing in
the water and children throwing rubbish in the water. Chemicals from the farmlands can
also get into the water.
Say what humans use water for WB page 21

1. Read the words with the pupils.
2. Let the pupils write down the words on paper and then cut them out.
3. Let them stick the words into the correct place on the illustration.
Say what plants and animals use water for WB page 22
Plants need water to grow.
Fish live in water.
Some plants grow in water.
Some animals spend most of their day

in water.
All animals need to drink water.
a) Animals need water to drink and stay alive.

b) Plants need water to grow.
c) Some animals and plants live in water.
d) Without water, plants and animals will die.

Water sources near the school
Activity 8 Talk about water sources PB page 26
1. Place the pupils in groups. Talk about water sources near your school. It could be the water
tank near the school garden.
• It might be easier for the pupils to draw the picture on location, and later write down the
words when they get back to the classroom.
• When they have seen most of the water sources, let them return to the classroom to discuss
what they found. It would be a good idea for each group to make a poster and label it. The
posters can be displayed in the classroom.
Exercise 4 Visit a water source PB page 26

• Arrange an outing to a water treatment plant or reservoir, if there is one near your school.
• Let the pupils take pencils and their exercise books with them. They can write down the
answers and draw pictures.
• Let them talk about how they think the water gets to the school.
• Also talk about other water sources in the areas.
• Revise what water is – a colourless liquid, which comes from clouds and fills the rivers,
lakes, dams and the sea. All living things need water to survive.
Poems about water

Activity 9 Perform a poem PB page 27
Talk about poetry. Let the pupils think of poems they know about water. A simple rhyme they
might have learnt when they were younger, is, for example, Rain, rain go away. Come back
another day!
1. Read the poem to the pupils. Discuss what it is about. Ask them the meaning of the different
lines. Why do you think they say the water is pure? Is water free?
2. Place the pupils in groups. Make sure that the shy pupils are placed in a group with strong
characters so they don’t become embarrassed and stop participating.
Exercise 5 Write a poem PB page 27

1. Encourage the pupils to write a poem. They could even try it with a partner. Help them with
the spelling of some of the words.
2. Once they have shown you the poem, let them draw a picture to go with the poem.
Topic 3 Colour identification

• Identify different colours
• Collect materials of different colours
• Observe road traffic lights and identify their colours
• State the function of each road traffic light sign
• Identify road markings and their colours.
22 Topic 3: Colour identification

• Identify colours and colours used along roads.
• Have a display of objects with different colours in the classroom. Use flashcards to label the
colours. Talk about the beauty of the things around the school and what colours the objects
are.
• Have posters of road traffic signs. Explain that colours like red are normally a warning or a
sign that means “Danger, be careful”.
• Let the pupils bring items from home that are bright and colourful.
• flowers
• leaves
• containers of various colours
• Lego sets/bricks
• milk
• food colouring
• cotton buds
• a saucer
• liquid soap
• cardboard
• a pencil
• a rubber band
• crayons
Teaching the lesson

What is colour?
• Explain to the pupils how we see colour. Ask them what happens at night when they switch
off the light in their bedrooms. Do they still see the colours?
• Discuss the fascinating fact about the rainbow that the colours always appear in the same
order.
Colour identification
• Buy or make colour charts to display on the wall.
• Make flashcards with the names of the colours on them.
• Make extra flashcards so that each pupil has a colour card. Let them match the word with an
object in the classroom.
• Always be aware that some pupils might be colour blind. Often people that are colour blind
can’t tell the difference between red and green.
Exercise 1 Name colours PB page 29

1. Read the colours to the pupils. Let the pupils name them on their own.
2. Let the pupils identify the illustrations and practise writing the names of the colours in their
exercise books.
3. The sea looks blue.
Topic 3: Colour identification 23

4. Grass is green.
5. Let the pupils write down the colour they like best and draw something that is that colour.
Use different colours WB page 23

• Read the names of each of the colours aloud with the pupils.
• Let the pupils colour in the crayons in the correct colour.
Different colours WB page 24

• Read the instructions with the pupils.
• Let them colour in the different illustrations in the correct colour.
Name the rainbow colours WB page 25

• Find a poster of a rainbow or print out pictures for the pupils to look at. Let the pupils draw
themselves playing under the rainbow.
• Guide the pupils to colour in the rainbow in the correct colours.
Activity 1 Have fun with colours PB page 31

• Before you start this activity, make sure you have all the items you need.
• When they pour the milk in the saucer, the pupils must not fill the saucer.
• Only use about two drops of two or three different colours of food colouring.
• Once the cotton buds have been dipped in the liquid soap, the pupils can touch the top of the
milk and they can watch the colours in the milk move away and make patterns.
• They can draw these patterns on a piece of paper.
• They mustn’t do it too often as the colours will just mix together and make a brownish
colour.
Activity 2 Play with spinning colour PB page 32

• Make sure all the items are ready before the pupils start.
• Let the pupils cut out the circle. Divide the circle into thirds.
• If the pupils paint the colour onto the cardboard circle, they must wait for it to dry before
going further.
• Make a hole in the centre for the pencil to go through and use the rubber band to stop the
circle coming off the pencil.
• Spin the “top” or circle as fast as possible.
• The three colours should merge and it should start to look white.
Identify colours used along roads

• Discuss the traffic signs. Talk about what each one means.
• Explain that if the sign is “crossed out” with a red line through it, you are not allowed to do
the activity shown in the sign.
• The sign with the person means that no one is allowed to cross the road.
• If the sign is in the shape of a triangle, it means start slowing down.
• Red in the traffic signs means danger.
• White is used because it stands out and so it can be seen better at night as well.
24 Topic 3: Colour identification

Exercise 2 Understand traffic signs PB page 34
1. a) There is a traffic light ahead.
b) Slow down, there are children crossing the road.
c) You must stop.
d) Slow down, there is a zebra crossing ahead where people cross the road.
e) People are not allowed to walk here.
2. The pupils may draw any three traffic signs they choose and colour them in.
3. Red is used in a number of signs to warn people about possible danger and that they should
be cautious.
• Discuss the different colours found in the traffic lights. Ask which colour is at the top,
which is at the bottom and which colour is in the middle.
• Red at the bottom means stop.
• If you are approaching the traffic light and the middle light is shining yellowish, you should
slow down because the red is going to come on next!
Traffic signs WB pages 26 to 27

Answers
1.
People are not allowed to walk here.
You must stop.
Slow down, there are

children crossing.
There is a traffic light ahead.
Slow down, there is a zebra crossing

ahead where people cross the road.
Topic 3: Colour identification 25

2. Ask the pupils to colour in the signs in the correct colours.
3. The pupils can look at a poster in the classroom and choose their three favourite traffic
signs and draw them.
4. They use the colour red, because red is the colour for danger.
Road markings
• The lines in road markings are symbols painted on the road to keep us safe. The white line
that is painted in the middle of the road is there to keep the traffic on the correct side of the
road. Cars go one way on the right-hand side and they drive in the opposite direction on the
other side of the road.
• The line on the edge of the road can only be crossed if the driver is going off the road.
• There are white markings where there is a crosswalk to show pedestrians where they can
walk and also for the cars to know that there is a crosswalk for pedestrians. The word STOP
is painted on the road as well.
• Sometimes there are pictures, such as bicycles painted on the pavement or road, to show
that bicycles are allowed to use it.
• Zebra markings are painted on the road where pedestrians are allowed to cross.
Road markings WB page 28

• Let the pupils draw in the correct road markings.
• Display a poster on the wall with the different markings for the pupils to refer to.
Sub-theme 2 Living and non-living things

Topic 4 Living things
• Identify self as a living thing
• Identify other living things in the classroom, in the school and at home.
• Discuss living things and what they do. All living things breathe, grow and can make babies
or seeds.
• They can draw any of the living things. Also talk about the non-living things in the room.
• charts and pictures of animals and plants
• a display of living and non-living things – use flashcards to label.
Teaching the lesson

What are living and non-livings things?
All three pictures are of things that are alive or living.
26 Topic 4: Living things

The girl and the cat breathe and the plant makes oxygen.
They can all reproduce.
What are living things?

All living things have to eat. Even plants get nutrients from the soil. All living things also need
water to live. They breathe. They grow. Animals all grow and so do plants. They all have babies
or seeds. Some living things also have eggs and the animals comes out of the egg. All living
things move. Animals move around and so do plants. Talk about plants like the sunflower that
follows the movement of the sun.
Living things in the school environment

Talk about the illustration. What do the pupils see in the school environment? Talk about the
insects or birds that they can see. Also talk about living things that are in the classroom.
Exercise 1 Find out about living things in the school environment PB page 37
1. Talk about the bird in the picture. What do you think it is eating? What type of bird could
it be?
Talk about the different plants. Why do you think there are trees near the classroom?
Can you see the butterfly the girl is following? Why do you think it is flying up high?
What is the girl showing the boy?
Look at the caterpillar and snail on the plant. Why do you think they are there?
There is a bee near the flower. Why do bees go to flowers? What do they collect?
2. There are lots of living things in the school environment, such as trees, flowers, plants,
pupils, insects and birds. Let the pupils explain why they are living things.
3. They need a pencil and their exercise books. Let them write the heading and then get ready
to draw after observing all the things around the school environment.
4. Let the pupils draw as many things as they can see around the school environment, even if
they are as small as an ant. Try encourage them to label the living things.
5. They can think about other living things they would like to have around their school
environment and then draw two of them in their books. It could be something like a horse
or mango tree. Let them discuss it as a class and then draw their own ideas in their books.
Draw living things in the school environment WB page 29

1. Take the pupils outside to look for six living things that they will draw in their workbooks.
Let them sit in the shade and sketch the different living things. They can go inside and
colour in their drawings.
2. They will write down the biggest living thing they see.
3. They will write down the smallest thing they see.
Living things at home

Exercise 2 Identify living things at home PB page 38
1. Discuss the illustrations and talk about the living things at home. Talk about what they have
in their sitting room that might be different. Is it living or non-living?
2. The living things in the room are the people, the cat, the plant and the spider.
3. Ask the pupils to draw two living things that they have in their homes.
Topic 4: Living things 27

Living things at home WB page 30
1. Let the pupils talk to a partner about what they see in the picture.
2. Let them name all the living things in the room.
3. Let them each draw two living things in their Workbook.
4. Let them draw two living things that they have in their home.
Activity 1 Recognise living things PB page 39

Let the pupils discuss that the boy, bee, flowers and dogs are living things. Encourage them to
explain why.
Exercise 3 Explain why a thing is living PB page 40

Possible answers for the table:
Object or thing Living or not? Reason for saying it is living
chalkboard non-living It does not breathe, grow, have babies or seeds.
woman living The woman can breathe, grow, move, have babies.
tree living The tree can breathe, grow and make seeds.
pupils living They breathe, move, grow.
desk non-living It is made of wood but cannot breathe or grow.
Living and non-living things WB page 31
boy yes
chair no
flowers in a vase yes
bee yes
bed no
dog yes
28 Topic 4: Living things

Topic 5 Non-living things
• Identify non-living things in the classroom, in the school and at home.
Discuss the objects with the pupils. The pupils will be able to identify non-living things around
them, in the classroom, at school and at home.
Teaching the lesson

Discuss the pictures and let the pupils tell you what they have in common.
Some are made of wood, metal or other materials and have been made by humans.
They cannot breathe, grow or reproduce.
1. The objects are all non-living.
2. The pupils must tell you why. They cannot breathe, grow, move and have babies or make
seeds. They do not respond to the environment.
3. All these non-living things are made of wood, plastic, leather or other different materials.
Non-living things in the classroom and at school

Exercise 1 Identify non-living thing in the classroom and at school PB page 42
1. Let the pupils walk around the classroom and write down five different things they see that
are non-living. They can also draw the picture in their books. Allow them to go outside
and find five more things in the school environment that are non-living and write down the
names and draw the pictures.
2. The pupils can then find a partner and explain why they choose the different objects or
things as non-living.
Non-living things WB page 32

Possible drawings are:
1. Non-living thing made from wood – a table, a chair, a chopping board, a cupboard, a toy.
2. Non-living thing on your desk – a pencil, a sharpener, a ruler, a book, an eraser, colouring
pencils.
3. Non-living thing outside the classroom window – a car, a road, a traffic light, a fence,
a gate, a bicycle, a bus, a swing, a bench.
Name things in the classroom WB page 33

1. Read the words with the pupils.
2. Let the pupils copy the words onto a piece of paper.
3. Let them cut out the words.
4. Help them to glue the words in the correct space on the illustration.
Topic 5: Non-living things 29

Match things in the classroom WB page 34
Answers
bench/chair
desk
bookshelf
chair
table
chalkboard
Make things in the classroom WB page 35

• Give the pupils white paper so they can trace the illustrations.
• Let them cut out the illustrations and fold along the dotted lines to make 3-dimensional (3D)
furniture.
• If the pupils collect a box, they can make a classroom in the box.
Non-living things at home

Activity 1 Identify non-living things at home PB page 42
Before the lesson, let the pupils bring three items from home and hide them in a plastic bag
with their names on.
1. The pupils will sit with their packets with their partners.
2. Let the first pupil describe one thing or object that is in his or her packet. The second pupil
must give the name of the item. The partner is allowed to ask questions until he or she gets
the correct answer.
3. When the partner has the correct answer, the pupils swap and the next person gets to
describe an object.
Exercise 2 Identify non-living things in the kitchen PB page 42

1. Ask the pupils to name seven non-living things: plates, a sink, pots, a clock, a table, chairs,
a door, a cloth, a microwave oven, walls, knives, etc.
2. Two living things: dog, plants.
30 Topic 5: Non-living things

Non-living things at home WB page 36
Answers
1. Name of non-living thing Drawing of non-living thing
Microwave oven, plates, knife, door, clock, stove, They will draw the four non-living things that
sink, pot, deep freezer, window, table, chairs, they listed
chopping board
2. Living things in the kitchen – dog and plant
Exercise 3 Compare living and non-living things PB page 43

Possible answers
Living things Non-living things
boy scissors
frog mobile phone
bee shoe
plant table
watch
Summary
Review the summary. Clarify anything the pupils have difficulty understanding.
Topic 5: Non-living things 31

Assessment: Answers PB pages 47 to 50
Possible answers
1. Room Objects –one for each column
sitting room chair/table/TV/fan/people/carpet
bathroom and toilet shower/bath/toilet/basin
kitchen stove/sink/microwave/plates/knives/forks
bedroom bed/cupboard/side table/pillow/blanket/chairs
2. Object Sitting room Bedroom Bathroom and Kitchen

toilet
gas cooker P
cupboard P P P
cooking pot P
bed P
shower P
toilet paper P
lamp P P
chair P P P
towel P
3. a) A lamp or ceiling light
b) Pot, spoon, frying pan, lid
c) A gas cooker, cooking pot, bed, shower, towel
4. a) C
b) A
c) B
d) E
e) F
f) D
5. The pupils draw themselves walking along the right-hand side of the road.
6. The pupils draw a traffic light with the red light at the top, the yellow in the middle and
green at the bottom.
7. a) The table and chairs in my dining room are non-living.
b) My mother and father are living.
c) My cat is living.
d) The spider on the wall is living.
8. Refer to the Pupil’s Book for the correct colours.
9. a) Insects and other animals live in the soil.
b) Soil is used to make clay objects.
c) Farmers need soil to grow crops.
d) Soil is used in building.
32 Assessment: Answers
10. rain, lake, spring, well, borehole water, tap, water tank, river, stream, ocean and sea
11. Yes No
Washing your clothes in the river P
Using the toilet inside your house P
Animals walking and weeing in the river P
Taking a bath in your bathroom P
Assessment: Answers 33
THEME 2 Basic Technology
Sub-theme 1 Understanding basic technology

Topic 6 Simple machines
• Identify and collect a simple machine in the school
• Use simple machines in a safe way.
Explain to the pupils that even primitive humans used machines or tools to make their lives
easier. They used rocks and sharpened them to cut things, they used sticks to dig holes. In the
modern world, we have machines and tools that are made of strong materials to last.
A simple machine is a tool that makes our life easier. The simplest simple machine
consists of one part only. This part is called a lever and to get it to work, we push or pull on it.
Demonstrate to the class how you would use some of the simple machines, like a bottle opener.
Explain that technology also includes simple machines or tools, as well as electrical gadgets.
Technology is all around us and it helps make our lives easier.
• a collection of appropriate simple machines used both at home and at school, i.e. brooms,
a see-saw, a hoe, a cutlass, a can opener, a spoon.
Teaching the lesson

Simple machines
Exercise 1 Explain how to use a bottle opener PB page 52
Bring some bottle openers to school so the pupils can try out the simple machine themselves.
1. Anome is opening the lid of a cooldrink bottle.
2. She is pushing down on the bottle opener. The lid or cap will pop off when she uses the
bottle opener (lever) and puts pressure on it. The other end of the bottle opener is hooked
onto the lid and it will lift it and pop it off.
What is a simple machine?

Discuss the bottle opener as a simple machine. It has one or no moving parts. A lever or screw
has no moving parts. We use these simple machines and make them work by pushing, pulling or
turning them.
34 Topic 6: Simple machines

Exercise 2 Identify simple machines PB page 52
1. Let the pupils look around the classroom and see how many simple machines they can find:
a door handle, a pencil, a sharpener, a broom, a stapler, a spoon, a pair of scissors, etc.
2. Ask them to draw the simple machines which they find in their books.
Simple machines around our homes

Exercise 3 Discuss simple machines around our homes PB page 53
1. There are many simple machines in our homes. All these machines or tools make our lives
much easier.
a) bottle opener e) knife
b) broom f) pair of scissors
c) spoon g) hammer
d) tin opener h) stapler
Topic 6: Simple machines 35

2. a) taking the cap off e) cutting food
a bottle
b) sweeping the floor f) cutting material

and paper
c) stirring food or g) hammering in nails

a liquid
d) opening cans h) putting staples

into paper
Talk about all the concepts they have learnt.
Simple machines WB page 37

Discuss simple machines with the pupils.
1. a) a bottle opener
b) a hammer
The lever is the bar that you hold and The handle is the lever on the hammer. If you
push up to take the cap off. push the bar or handle down, the claw of the
hammer pulls out the nail.

Name simple machines we use at home WB page 38
spoon
scissors
hammer
rake
knife
broom
tin opener
bottle opener
Count and write the names of the simple machines we use at home WB page 39
Possible answers
How many? Names
broom
4 spoon
tap
door
stapler
3 scissors
mouse

How many? Names
rake
3 see-saw
axe
Say what we use simple machines for at home WB page 40
opening bottles
opening tins
chopping wood
sweeping
cutting food
raking leaves

Simple machines around the school
Discuss the different machines that are found around the school that make our lives easier
(a stapler, a pencil, a broom, a door handle, a pair of scissors, a sharpener, etc.).
Exercise 4 Name simple machines around the school PB page 55
Simple machine Name What it is used for

a) stapler To attach papers together
b) broom To sweep the classroom
c) scissors To cut paper
d) see-saw To have fun in the playground
e) wheelbarrow To move things, like sand or bricks, around. It makes

it easier to carry a heavy load.
f) saw To cut or saw wood. The saw has “teeth” that cut
into the wood.
g) axe To chop wood
h) rake To gather up leaves or grass cuttings

Simple machines around the school WB pages 41 to 42
1.
wheelbarrow
pair of scissors
seesaw
broom
stapler
spoon
2. Colour these simple machines red: the screwdriver in the man’s hands, the wheelbarrow, the
rake, the spoon, the swing and even the children playing the game and using their legs and
arms can be simple machines.
3. The pupils can then colour in the rest of the illustration.
The safe use of simple machines in the home

Discuss the simple machines they use in their homes every day.
Discuss safety rules around the home.
Here are some examples:
• Don’t run with sharp objects, for example, a knife.
• Always work in the kitchen with an adult.
• Be careful if you are using a sharp knife.
• When using scissors, watch carefully while you cut. Scissors are sharp.
• Don’t leave a broom lying on the floor. Someone could trip over it.
Activity 1 Show how to use a simple machine PB page 56

1. Ask the pupils to bring a simple machine from home – make sure it is safe.
2. When the pupils are in their groups, ask them to discuss their simple machine and what it is
used for.
3. Let the pupils take turns to demonstrate how to use their simple machines safely.
Encourage them to write down safety rules when using the machine and to share them with
the class. They could do a drawing of the machines and show how it is used.

The safe use of simple machines in the home WB page 43
1. Safe Unsafe
Cutting something in their When you use a knife to cut,
hand. you should have the object you
are cutting on a board and not
in your hand. The knife could
slip and cut you.
Cutting with a pair of scissors. This is a safe exercise.
However, remind the pupils
that scissors are sharp and
should always be used
carefully.
Cutting finger nails with a pair This a safe exercise.
of nail clippers.
Sweeping with a broom but This can be unsafe if you don’t
not looking were the broom sweep carefully. Watch where
handle is going. the broom handle is, and
sweep carefully.
2. Let the pupils tell you which simple machines they use at home. Let them describe how
they use them. Remind them to use simple machines safely. Remind them how a simple
machine can be unsafe.
3. Encourage the pupils to go home and talk to someone about using simple machines safely.
The safe use of simple machines in the garden

Exercise 5 Identify unsafe behaviour in the garden PB page 57
1. Some possible answers:
The little girl is standing too close to the man who is chopping with the axe.
The rake is lying on the lawn with the spikes sticking up. This is dangerous as someone
might step on the spikes.
If there was someone swinging on the swing, it would be dangerous for the girl to be
standing in front of the swing.
2. a) Always clean your tools or simple machines when you have finished using them.
b) Never stand in front of or too close when children are playing on the swings.
c) Always work safely with sharp tools or simple machines.
d) Always pack away tools or simple machines in a safe place.
The safe use of simple machines in the garden WB page 44

1. The pupils put a red x on the following things in the illustration:
The man chopping with an axe too close to the little girl.
The child standing in front of the swings. It is in an unsafe place and could get hurt.
The rake that is lying upside down on the grass is dangerous; someone could step on it and
hurt themselves.
2. a) Always clean your tools or simple machines when you have finished using them.
b) Never stand in front of or too close when children are playing on the swings.
c) Always work safely with sharp tools or simple machines.

d) Always pack away tools or simple machines in a safe place.
How to use machines safely WB page 45
Do not stand too close to the swings when there are

children on the swings.
Always use a tin opener carefully. Open the tin away

from your body.
When you are sweeping, watch out for children

walking near you. Always put the broom away in a
safe place.
Scissors are as sharp as a knife. Cut the paper carefully

away from your body and fingers.
When you are working in the garden, use the cutlass

carefully. It is very sharp. Cut away from your body.
Never leave a rake lying in the garden when you have

finished working. It can hurt someone.
When you are using an axe, be safe. Make sure there

is an adult watching you.
Topic 7 Energy
• Explain the meaning of energy
• Perform activities involving the use of energy.
42 Topic 7: Energy
Discuss with the pupils that energy is the ability to do work. Work is described as the transfer
of energy. The pupils use energy to do their school work and to play games outside. They get
energy from the food that they eat.
• Workbook page 46
• skewers
• adhesive putty
• plastic spoons
• sticky tape
• plastic rulers
• pieces of paper
• teabags – the folded type with a tag
• matches
Teaching the lesson

Energy is the ability to do work. Show the pupils some sandwiches and explain that the
sandwich is potential energy. A ball is potential energy. You can walk around the classroom
after taking a bite out of the sandwich. This is kinetic energy, or moving, or motion. The pupils
will learn about different types of energy such as wind, light, sound, electric, heat and chemical
energy.
Different forms of energy

Discuss the different kinds of energy with the pupils.
Activity 1 Build a catapult PB page 60

• This is a fun exercise for the pupils to do. They can join the sticks with adhesive putty and
shoot bits of paper rolled into balls. Make sure that you have all the materials ready before
you start. When they build the catapult let the pupils measure how far they shoot a rolled up
paper ball.
• You can use this as a mathematics lesson as well. They can measure the distance the paper
ball travels. Who can shoot the furthest?
Sources of energy
Guide the pupils to make static electricity for themselves.
Activity 2 Create static electricity PB page 61

Let the pupils follow the instructions in their books. See how long they can hold the paper up
on their rulers.
Topic 7: Energy 43
Exercise 1 Identify the type of energy PB page 62
1. wind energy
2. kinetic energy
3. light energy
4. potential energy
5. sound energy
6. electric energy
7. heat energy
8. chemical energy
Revise or recap the different types of energy with the pupils.
44 Topic 7: Energy
Energy WB page 46
Sound energy Heat energy Light energy

trumpet microwave lightning bolt
radio oven sun
bird singing cooker lamp
megaphone flame torch
clarinet hairdryer
cellphone
Uses of energy
Discuss that both living and non-living things use energy.
Some living things that use energy

Discuss the different types of energy that living things use. Look at the illustrations and let the
pupils talk about what is happening in each drawing, and what type of energy is being used.
Some non-living things that use energy

Non-living things also use energy. Think of a car – it needs chemical energy. Appliances in the
home use electrical energy. Discuss all the different types of non-living things that use energy.
Activity 4 Recognising the importance of energy PB page 64

1. Energy is special because … (some possible answers)
• it gives us heat
• it gives light
• it gives us movement
• it makes our computers work.
2. Encourage the pupils to make colourful posters.
Exercise uses energy

Any form of movement uses energy.
Activity 4 Use energy to exercise PB page 65

1. Demonstrate an action and let the pupils imitate you. Give each pupil a turn to demonstrate
an action which the rest of the class imitates.
2. Ask the pupils to draw pictures showing the use of energy in different places:
• in the classroom – walking, writing, sitting
• on the playground – running, jumping, kicking, walking, swinging
• on the way home from school – walking, running
• at home – walking, reading, watching
Experiment 1 Practical demonstration of energy PB page 66

• Assist your pupils with the experiment for which you will need a teabag and a flame.
• Work with one group at a time.
Topic 7: Energy 45
• Make sure you use the correct teabag. The teabag must have a string and label and the
netting is folded in half. The simple, single, square-shaped teabags don’t work.
Summary
46 Topic 7: Energy
Assessment: Answers
Some possible answers

1. knife, bottle opener, broom, fork, spoon, door handle, scissors, hammer
2. a) A broom is used for sweeping and cleaning.
b) A wheelbarrow is used for carrying things.
c) A bottle opener is used for taking the top off a bottle.
d) A saw is used for cutting wood.
e) A rake is used for gathering leaves and cut grass.
3. scissors, pencil, broom, rake, spade, wheelbarrow, seesaw, door handle, spoon
4. It is a simple machine because it has one moving part.
5. knife – use it carefully and don’t run around with it in your hand
rake – don’t leave it lying around for people to trip on
6. Heat energy Wind energy Potential energy
Pupils can draw a stove, a fire, Pupils can draw a fan and a Pupils can draw food and
the sun windmill water
Light energy Sound energy Kinetic energy
Pupils can draw the sun and a Pupils can draw a musical Pupils can draw someone
lamp instrument, a radio, someone moving, kicking, swimming,
singing, a TV running
7. the sun, a stove, a fire, a heater
8. a football player, a swimmer
9. the sun, a torch, a lamp
10. a guitar, a recorder, a radio
THEME 3 Physical and Health Education
Sub-theme 1 Basic movements

Topic 8 Moving our body parts
• Demonstrate the correct movement patterns of leaping, walking, stepping, hopping,
running, etc.
• Perform basic manipulative movements
• Identify safety rules in walking, running, pushing and kicking.
Explain to the pupils that, when we move, we are doing work. We are using energy to move.
Exercise is very important to keep us fit and healthy. Movement often helps pupils to work
better. If they are allowed to move during the lesson and they are more productive, it stimulates
the brain.
During a physical education lesson, it is important to first warm up and then teach the skills
for the day. Once the pupils have learnt a skill, they can play a game.
Many children do not get enough exercise during their day. They go home, play video games
or watch television for hours and their muscles do not develop properly.
Many teachers find that pupils cannot write neatly or work slowly because their fine-motor
control is not developing well. Fine-motor control and gross-motor control are connected. They
need to be developed at school, as well as at home. If a pupil lies on a desk when writing his or
her work, it is often a sign that they have poor muscle tone. Exercise can help correct this.
• balls
Teaching the lesson

Activity 1 Play a movement game PB page 70
Go outside with the pupils and play movement games. Use the whistle to change the movement.
For example say: “Hop” then blow the whistle and “run”.
Throwing
Teach the pupils the different ways of throwing a ball.
48 Topic 8: Moving our body parts

Activity 2 Practise catching and throwing PB page 70
1. Let the pupils drop the ball, let it bounce once and then catch it.
2. Let them work with a partner and throw the ball to each other. They can use a bean bag
as well.
3. With the same partner, they can catch with one hand and then catch with two hands.
Kicking
Teach the pupils to kick the ball with their stronger foot. Remind them to keep their eye on the
ball when kicking.
Striking
There are different types of strikes that you can teach the pupils. These include: dribbling and
passing, kicking and shooting, heading the ball and tackling the ball.
Activity 3 Practise different strikes PB page 72

Show the pupils the illustrations because these are the different strikes they are going to practise
outside.
1. Let pupils form two lines. The two pupils start to run, one of them dribbles the ball and then
passes it to the other pupil. They keep doing this across the field.
2. Let the pupils kick and shoot the ball into the goal.
3. One pupil throws the ball towards their partner’s head. The partner tries to head it into the
goal post.
4. One pupil dribbles the ball and the other pupil tackles that person to get the ball away.
Safety hints
Read over the safety tips with the pupils. Discuss the illustration with the pupils.
Moving our body parts WB page 47

1. Ask the pupils to draw someone skipping and then someone walking.
2. The pupils can choose either of the two safety rules and then draw the picture.
Sub-theme 2 Sports and games

Topic 9 Athletics
• Perform simple athletic activities
• Explain the health benefits of running, jumping, throwing, etc.
• Explain safety rules in running, jumping, throwing, etc.
Explain to the pupils that athletics is divided into two types of events: track and field. Track
events are events in which you run around the track and race. High jump, long jump and
shotput are examples of field events.
Topic 9: Athletics 49
In track events, we race against other people in short-distance, as well as long-distance races.
Be sensitive because not all pupils will be good at athletics. Give everyone a chance when
practising but divide the pupils into ability groups.
• a cross-bar
• an upright pole
• a landing pit
Teaching the lesson

Short-distance races
Remind the pupils that they need to stretch and warm up before doing any physical exercise.
Show them how to:
• take off
• run in the same lane, and
• run as fast as possible past the finish line.
Health benefits of running, jumping and throwing

Discuss how all exercise is good for us as it keeps us healthy and slim.
Simple jumps – high jump

Before the pupils start jumping, make sure the equipment is in the correct position. Teach them
to be safe.
Simple jumps – long jump

Teach the pupils how to run up to the mark on the ground and then to jump. They must throw
themselves forward so they move as far as possible.
How to perform simple athletics activities

Tell the pupils that if they want to do well in athletics, they have to train hard. They must
always drink lots of water. They must also have fun and have a positive attitude.
Safety hints
Read all the safety hints to the pupils. They need to keep safe. It is important to wear the correct
shoes for athletics.
Activity 1 Run a short-distance race PB page 76

Organise the pupils into groups of seven and let them race against one another.
Remember to let them stretch and warm up first.
Running a short-distance race WB pages 48 to 49

1. 1. at the start
2. running the race
3. the race finish
50 Topic 9: Athletics
2. Start in the crouching position and wait for the whistle or gun to go off.
3. Stay in the lane when running and run as fast as you can until you cross the finish line.
4. Ask the pupils to draw themselves running a race.
5. a) We should always wear the correct shoes.
b) We must be fit to do athletics.
Topic 10 Games
• Demonstrate the skills of some local games
• Perform some local games
• Perform the basic skills in ball games
• Mention safety rules in games.
Discuss the objectives of the topic with the pupils.
There are many different ball games that the pupils can play at school, and even if they don’t
have the facilities, they can still learn the skills. For example, not all schools have basketball
facilities, but they can still learn the skills.
Netball and football are very popular games. Girls and boys can also play basketball. Some
schools might even have cricket.
• balls for different games
• equipment for different sports, for example, cricket or softball equipment
• a whistle
• cones
• wooden bats
Make your own bean bags

If you do not have enough balls for the class, you can make bean bags to teach the pupils to
throw and catch.
What you need:

• material
• a needle and thread for sewing
• some rice or beans (Rice is cheaper and it works just as well as beans)
What to do:
1. Cut the material into a rectangle of about 12 cm by 25 cm.
2. Fold it in half. Sew two and a half of the sides together. Make sure that your stitches are
close together otherwise the rice or beans will fall out.
Topic: 10 Games 51
3. Gently pour in the beans or rice.
4. Stitch up the opening.
5. You can decorate the material if you want to.
Teaching the lesson

Ball games
Activity 1 Practise kicking and stopping PB page 77
• Do warm-up and stretching exercises with the pupils first.
• Let one group work with partners and stand about 3 metres apart and kick the ball to
each other.
• Instruct another group to balance the ball on the cone and then kick it to their partner.
• Tell the third group to dropkick the ball to each other.
• When they have had enough practice, blow the whistle and they move on to the
next activity.
• Make sure that each group gets a chance to do all three activities.
Kicking and stopping

Activity 2 Practise more kicking and stopping PB page 78
Practise kicking and stopping with the pupils. Make sure each pupil gets a turn.
Abula PB page 79
If you have a big class, you can have more people on a team than the required four or you can
play numerous games so that each child gets a turn to play.
Exercise 1 Talk about other ball games PB page 80

Encourage the pupils to talk about the different ball games they play and then write them down.
They can then teach one another how to play the games.
Basic skills for ball games WB page 50

3. a) … players must learn how to pass the ball.
b) … players must be able to catch the ball.
c) … players must be able to dribble the ball.
d) … players must be able to play as a team.
e) … you must always have a good attitude and put in an effort.
2. basketball, soccer and netball.
basketball soccer netball
52 Topic: 10 Games
Activity 3 Play “Rats and rabbits” PB page 81
This is a fun tag or catches game. See the illustration. The pupils line up in two rows facing one
another. You shout either “rats” or “rabbits”. If you call rats, the rats will chase the rabbits. If
the you call rabbits, then the rabbits will chase the rats. If you are caught, you are out!
Activity 4 Play “Cat and rat” PB page 82

• The pupils form a circle and hold hands. You must choose a “cat” and a “rat”. The rat has to
get away from the cat. The pupils in the circle have to try and stop the cat from catching the
rat. The rat runs in and out of the circle and the cat chases but the pupils must use their arms
to stop the cat from catching the rat.
• When the cat catches the rat, then another two pupils get a turn to be cat and rat.
Activity 5 Play “Fire on the mountain” PB page 83

The key to this game is to listen carefully! The whole class can play the game. The pupils
choose a key word like “cheese”. One person stands up and the rest lie on their backs. If they
shout: “Fire on the tree”, the pupils stay where they are. If they shout: “Fire on the cheese”,
they have to stand up quickly and run. The last one up is out.
Safety rules when playing games

Exercise 2 Talk about safety when playing games PB page 84
1. Let the pupils discuss the illustrations. They must always keep safe.
2. Ask them to write down two important safety rules.
3. Let them discuss any other safety rules they think are important. They then write them down.
Topic 11 Swimming
• Mention the preliminary skills of swimming
• List some benefits of swimming
• List safety rules of swimming.
If your school has swimming facilities, ensure that the children are always supervised by a
swimming instructor or teacher who can swim. Many pupils may not be familiar with the
swimming pool or swimming. Make sure you have a poster in the classroom with safety rules.
Revise it with the pupils each time before you go to the pool.
• a swimming pool
• a whistle
• swimming costumes
Topic 11: Swimming 53

• swimming caps
• ear plugs
• objects that can be fetched from the pool floor
• swimming costumes/life jackets, etc.
Teaching the lesson

Skills for beginners
Remember that some of the pupils might not have been in a swimming pool before.
Divide the class into groups and have an assistant help with the lesson because you have to
watch all the pupils all the time.
Let the pupils climb in and hold onto the edge. Once they are comfortable in the water, they
can hold the wall with one hand. Then let them put their chin in the water slowly. Not all the
pupils will do this in the first lesson. When they are more confident, they can hold their noses
and put their faces in the water.
Activity 1 Practise swimming skills for beginners PB page 85

• Let the pupils play around in the water on the shallow side of the pool, near the edge of the
pool so that they get used to being in the water.
• Teach them some skills for beginners. Let them practise.
Breathing
• Breathing is a very important part of swimming.
• It will take a while for the pupils to learn the skills but just being confident about putting
their faces in the water is a start.
• They can start with blowing bubbles and then going down a bit with bended knees and
putting their heads in the water and blowing bubbles.
• When they are really confident, they can pick up things from the floor of the pool.
Activity 2 Practise breathing PB page 86

Each time the pupils go to the pool, go over all the exercises – getting in and out of the pool,
blowing bubbles, going down lower into the pool and picking up items off the pool floor.
How to do the turtle float

The pupils have to be confident to try this out because they have to put their faces in the water,
as well as let their bodies float.
Activity 3 Practise doing the turtle float PB page 87

• Let the pupils do this in the shallow end of the pool so that they are able to stand when they
have finished floating.
• They hold their breath, bend their knees and hold their knees up with their arms.
• They should float to the top of the water.
• When they need to breathe again, they let go of their legs and stand up.
How to face float

The pupils need to be confident in the water to do this float as well.
• They must try it in the shallow end of the pool.
54 Topic 11: Swimming

• They take a breath, relax their bodies and allow their arms and legs to float up to the top of
the water.
• They need to keep their faces in the water, otherwise their bodies will sink down into the
water and their legs will touch the floor of the pool.
Activity 4 Practise doing the face float PB page 88

The pupils will try this. The most important part of getting the face float right, is for them to
relax their bodies in the water. They can make their bodies look like an “x” with their legs and
arms spread out. This makes it easier for their bodies to float on top of the water.
Basic skills for swimming

• The swimming lessons must be fun so that the pupils become confident in the water.
• Not all the pupils will learn to swim at the same time, so it might be a good idea to put them
into groups.
• Once they are confident in the water, they will be able to put their faces in the water and
blow bubbles, pick up items off the floor of the pool and kick and float.
Activity 5 Practise blowing bubbles PB page 89

• When the pupils are able to blow bubbles, encourage them to open their eyes in the water.
• They can draw themselves going under water and opening their eyes and watching the
bubbles float to the top of the water.
The benefits of swimming

• Swimming keeps you fit and healthy.
• It is important for the pupils to learn how to swim so they can help themselves if they get
into difficulty when in water.
• Swimming keeps us cool in the summer and it is fun for the whole family.
Swimming WB page 51
The two swimming pools are the only safe places to swim.
Safety rules in swimming

• It is important to read over the safety rules with the pupils because every year there are
drownings.
• They must never go swimming alone, there must always be an adult present.
• Most public pools have life guards to supervise the children.
• They must always stay safe around the pool and not do silly things.
• Ensure that the pupils have emergency numbers and know what to do in case someone gets
into difficulty or there is an accident.
Topic 11: Swimming 55

Sub-theme 3 Health education
Topic 12 Health and hygiene
• Explain how to wash hands, bath and care for the skin
• Demonstrate how to brush teeth
• Describe how to cut nails
• State ways of maintaining footwear
• Mention ways of maintaining hair
• Mention the benefits of cleanliness.
Pupils must have good hygiene habits to be healthy.
Personal hygiene means eating a balanced diet, keeping our bodies clean and living in a
clean environment.
• scissors/clippers
• chewing stick
• toothbrush and toothpaste
• dental floss
• mouthwash
• nailbrush
• shoes (different kinds of shoes for different purposes)
Teaching the lesson

How to wash your hands
Discuss with the pupils that washing their hands is important to stay healthy.
There are germs everywhere. The pupils must remember to wash their hands before eating,
after eating, after going to the toilet, after working, after playing, and after dealing with money.
Activity 1 Make a poster PB page 92

1. Assist the pupils to make a poster on how to wash their hands. The drawing must be clear
and the writing big and clear.
2. The posters can be displayed in the washrooms at school.
How to bath
Discuss with the pupils how taking a bath washes away the dirt of the day. Taking a bath before
they go to bed also helps them have a good night’s sleep.
56 Topic 12: Health and hygiene

How to care for your skin
It is important that the pupils learn to look after their skin. It dries out very quickly in the hot
climate and it is important to carry skin cream to put on during the day.
Exercise 1 Give the order of the steps for bathing PB page 93

1. The first picture the pupils would draw will be the boy running the bath. (last one)
2. The next picture they will draw is the boy in the bath.
3. The last one they will draw is of the boy drying himself with a towel.
How to brush your teeth

• Discuss that we need to clean our teeth to keep the germs away. These germs are bacteria or
plaque and cause our teeth to decay.
• If we brush our teeth after we have eaten, it takes most of the germs away.
• To keep their teeth healthy, they must use a good toothbrush. They should get a new
toothbrush when their brush gets old.
• They should use fluoride toothpaste and use dental floss to remove the bits of food that get
stuck in between their teeth.
• They should use mouth wash about once a week.
• They can also use a chewing stick to clean and floss.
• Explain to the pupils how to use a chewing stick if they haven’t used one before. The
chewing stick cleans the teeth and stops tooth decay and gum disease.
Exercise 4 Draw a chewing stick PB page 95

• Show the pupils examples of chewing sticks.
• Collect pictures as well so they can draw one in their exercise book.
How to care for your nails and hair

• Talk about keeping nails clean and short. Dirt collects under the fingernails and a nailbrush
will clean it out. It is also important that the pupils keep their nails trimmed. Long nails can
scratch and hurt others when playing sport.
• Their hair gets sand and dirt in it. It is important to wash it and keep it clean and healthy.
Health and hygiene WB pages 52 to 53

1. They are washing their faces, brushing their teeth, brushing their hair and washing their
hands – all these activities are healthy.
2. Let the pupils draw themselves washing their hands.
3. Before eating, after using the toilet, when you are going to cook, when you have been
playing outside, after fixing something, after dealing with money
4. Sleeping, having a shower and eating healthy food – vegetable and drinking water
5. Ask the pupils to draw a chewing stick.
Cleanliness
• It is important to keep clean and healthy.
• Cleanliness is about having clean bodies and wearing clean clothes every day.
• Discuss the fact that feeling clean and fresh helps us work better and keep a clear mind.
Topic 12: Health and hygiene 57

Exercise 2 Keep clean and fresh PB page 97
1. The pupils can write down anything they do every day to stay clean and fresh – such as
bathing, showering, washing their hair, cleaning their teeth, cleaning their hands, cleaning
their nails.
2. Possible answers: because clothes get dirty and also pick up germs.
3. • They should brush their teeth in the morning and before they go to bed because that is
when germs need to be cleaned out of their mouths.
• Things we eat and drink leave germs and bits of food between our teeth which we have
to clean away.
• They should wash our eyes with water. They should use the end of a cloth to clean
inside their ears. They can wash their faces with mild soap.
• They should wash their hair with shampoo and conditioner to keep it healthy.
• Keeping clean prevents us from becoming sick.
• They can use a toothbrush or a chewing stick.
• They should keep their clothes clean and always wash them after they have worn them
because they collect dirt and germs.
Keeping clean WB page 54

1. Teach the pupils how to sing the song and do the actions.
2. Let the pupils add their own actions and words.
3. Toothbrush – Rinse the toothpaste off until clean. When the bristles are bent, buy a new one.
Nailbrush – Clean it with soap and hot water after scrubbing your nails.
Hairbrush – Remove the hair and wash it with soap.
Care of hails and hair WB page 55

1. • We should use a scrubbing brush to clean under our nails.
• We should wash our hair with shampoo.
• If our nails get too long, we should cut them with clippers.
2. The middle one – the nail scrubbing brush
3. They can draw shampoo and conditioner
Footwear
• Let the pupils bring their favourite shoes to school and talk about how we wear different
shoes for different occasions. Shoes are important and they can protect our feet but it is
important to choose the correct shoes.
• They should be: firm, comfortable, have room for your toes, flat shoes, it’s good to have a
rounded toe, laces and straps keep the shoes on.
• Tell the pupils that shoes can affect your walking and the way you carry yourself – high
heels will cause backache.
• Because they wear school shoes every day they should be a good pair and also fit well. They
must be comfortable.
Exercise 3 Identify the parts of shoes PB page 99

• Let the pupils take off one shoe and draw it in detail.
• Let them label it: sole, toe, heel, leather, etc.
• Talk to the pupils about keeping their shoes clean.
• Wipe the shoes with a cloth and then polish them.
58 Topic 12: Health and hygiene

Topic 13 First aid
• Explain the meaning of first aid
• State the objectives of first aid
• List some contents of a first-aid box.
• a first-aid box
• various items for the first-aid box
Teaching the lesson

What is first aid?
Explain that it is important to have first aid at the school at all times, but especially during
sports events. First aid is the first form of help an injured person receives before getting
professional help: first aid is help given to someone who is injured or ill; to keep someone safe
until they can get more advanced medical treatment by seeing a doctor or going to a hospital.
Who is a first aider?

Explain that not anyone can administer first aid. You have to train to get a certificate before you
can help someone. First aiders have to be calm and know how to deal with diffcult situations.
How to become a first aider

Explain to the pupils that when they are older, they can become first aiders. Anyone giving first
aid has to study and obtain a certificate. Find out about courses in your community and invite
representatives from the relevant organisations to visit the school to talk to the pupils.
Benefits of first aid

Explain the benefits of first aid. An injured person can be treated at the place where they are injured
or hurt, the first aider can keep them calm, and can help solve the problem and say what will happen.
Exercise 1 Explain what first aid is PB page 101

1. First aid is usually the first help given when someone is injured; it helps to keep the injured
person safe until he or she can see a doctor or get to a hospital or clinic.
2. Three things a first aider should be able to do: administer first aid, help an injured person,
keep them calm, get help when needed.
Objectives of first aid

Explain to the pupils that the goal of first aid is to save a life or help someone who is hurt.
Accidents happen and there needs to be someone to help if someone is injured, and if they are
in a dangerous place, they need to be moved. Should the injured person be bleeding, the first
aider can help stop the bleeding by applying pressure. Instruct the pupils how to use gloves or if
there aren’t any gloves, use a clean plastic bag instead.
Topic 13: First aid 59

If someone is choking, make sure they have nothing in their airway.
Only a qualified person can give mouth-to-mouth resuscitation.
Exercise 2 Explain the purpose of first aid PB page 102

1. Objectives – help an injured person, try to prevent injury, move the person if in a dangerous
place, apply pressure if they are bleeding, call for help, prevent choking, get a trained
person to do mouth-to-mouth resuscitation.
2. Wear gloves and apply pressure to the bleeding.
3. Save a life, help an injured person.
4. Dial 112.
Activity 1 Build a first-aid box PB page 102

• Find a big shoe box to cover and turn it into a first-aid box. Ask the pupils to bring a first-
aid item from home to put in the box.
• You can also help fill the first-aid box.
Contents of a first-aid box

Discuss all the items that should be in a first-aid box.
Make a poster or get the pupils to make a poster and display it on the wall.
First-aid box WB page 56
antiseptic ointment latex gloves
plasters for simple bandages

cuts
chemical ice packs scissors for cutting

or ice cubes and tweezers for
taking out thorns
or splinters
a breathing barrier safety pins
to stop germs from
spreading
adhesive tape to sterile gauze pads
hold dressings for dressing sores
in place
cotton wool important telephone
numbers on the lid
of the first-aid kit –
doctors, emergency
services, etc.
eye drops
60 Topic 13: First aid

First aid WB page 57
1. Stop the bleeding and wrap it up tight. Call someone for help as well.
2. Move the injured person away from the tree and from danger. Keep an eye on him or her
and call for help. Keep them awake until help comes.
3. Let the pupils make up their own stories and draw a picture.
Summary
Topic 13: First aid 61

Assessment: Answers
1. Two body movements with legs: kicking, skipping, hopping, jumping

2. Two body movement with arms: catching, throwing
3. The pupils draw themselves leaping over a log and then running up stairs.
4. a) The boy will kick the ball into the goals
b) The girl will catch the ball in netball.
c) She will pass the ball to her team mate to score a goal.
5. Always obey the rules and the referee, wear the correct clothes and shoes, never play in the
street, always keep your eye on the ball and watch out for other players.
6. Always check the field for dangerous items such as broken glass.
7. They must draw the take off in a crouched position, running in the lane and then pushing
their bodies forward at the finish line.
8. Stretch and warm up and remember to drink plenty of water.
9. They could write something about running up to the bar and jumping, jumping over the bar,
and landing on the mat.
10. Always stretch and warm up, drink plenty of water, don’t run if you are hurt and wear the
correct shoes.
11. Catch a ball and shoot, kick a ball with control, to be able to shoot, control the ball
12. a) True
b) False
c) False
13. Put your face in the water and blow bubbles, take a deep breath and go underneath the water
and fetch something from the floor of the pool.
14. a) turtle float
b) face float
15. Always swim with adult supervision, do not run around the pool and do silly things, protect
your skin from the sun, stay out of the pool if you are tired.
16. a) and b)
17. a) False
b) True
c) True
18. They should have rounded toes, they should have a flat heel, they should fit well and be
comfortable.
19. c) Clean it and put a plaster on it.
20. I would use gloves or if there are no gloves, a clean plastic bag.
21. a) plasters
b) gloves
c) safety pins
d) eye drops
e) scissors and tweezers
f) bandages
g) antiseptic ointment
h) cotton wool
62 Assessment: Answers
THEME 4 Information Technology
Sub-theme 1 Basic computer operations

Topic 14 Parts of a computer
• Describe a computer
• Name parts of a computer
• Identify computer parts
• State the differences between a computer and a television
• Draw/sketch parts of a computer.
Information technology is the technology that sends or collects information for people or
companies. Computers are devices that store a great deal of information. They also give us
information. They make our lives easier.
• charts
• flash cards
• a mouse
• a printer
• speakers
• pictures of computers and printers
• plain paper
• coloured pencils
• a keyboard
• a screen.
Teaching the lesson

Parts of the computer
Discuss the different parts of the computer: the screen, the speakers, the keyboard, the system
unit, the printer and the mouse.
The system unit

A system unit is a box that has switches for the computer, a place for the drives, a fan to keep
the computer cool and a place to attach other devices such as a printer.
Topic 14: Parts of a computer 63

The screen
A computer screen, also called the monitor, shows pictures and words and allows interaction.
The keyboard
A keyboard is a panel of keys with letters and numbers to type with. It is used to type and call
up information.
The mouse
A mouse is used to move the cursor around the screen. There is a left and right click button, as
well as a scroll wheel to move up and down.
Exercise 1 Identify the parts of a computer PB page 112

Ask the pupils to draw the screen, keyboard, system unit and the mouse. Encourage them to put
in as much detail as possible.
Name the parts of a computer WB page 58
system unit
screen
printer
speakers
mouse
keyboard
Computers and televisions

• Collect pictures of computers and televisions before the discussion on computers and
televisions.
• Guide the pupils to notice that they have a lot in common.
• Discuss the table with the pupils. See if they can add anything more.
Topic 15 Uses of computers

• State the uses of a computer.
64 Topic 15: Uses of computers

Computers are used for many different things. Let the pupils name these uses and then add
more from the Pupil’s Book.
Name and show pupils examples of computer games (for example, word games, math
games) and educational films (for example, spelling bee) on DVD. Name a few word-processing
programmes pupils can use to type text for an assignment or a task. Explain that most people
are using Microsoft Word, but that there are other software programmes a person can use.
Explain the importance of storing information, and explain step-by-step how to go about
doing so. Give pupils a task for which they need to type text and store their assignments as files
in a folder.
Collect pictures from magazines and make posters of where you see computers being used.
Mention the laptop as well and explain that it is more portable than a computer as it is lighter
and can be moved around with you. Explain to the pupils that they do the same job as a
computer.
• a computer
• paper
• examples of computer games and educational films on DVDs
• learning software
• items produced with the computer such as drawings, paintings, print-outs, books, etc.
Teaching the lesson

Personal uses of computers
Discuss all the things that the pupils do on their computers.
Uses of computers at school

Discuss what computers are used for at school. Also mention that teachers write their reports on
the computers at school and the secretary stores all sorts of information on the computers in her
office.
Instructional material
We can use computers to find out information and how to make things.
Uses of computers in the hospitals

• Discuss that in hospitals, computers are used to keep patient records, as well as what
medicine is given to patients. Doctors can write reports and research different illnesses.
• Computers can also be used for scanning and x-rays and storing data.
Uses of the computer at the bank

In banks, computers are used to record transactions and store other information.
Topic 15: Uses of computers 65

Automatic teller machines (ATM)
Explain that ATM machines make it easier for people to access money day and night, and also
to deposit and transfer money.
Security
Banks use cameras for security so they can watch what it happening in the bank. They also have
them on at night. In the event of a robbery, the robbery will be recorded.
Uses of a computer in a supermarket

Ask the pupils if they have ever seen computers at a supermarket check out. They may be called
tills, but they are really computers that scan the prices and add them up. They also print out
receipts. These computers are important because the owner of the supermarket can see what the
sales are like and keep a count of the stock.
Activity 1 Find out where computers are used PB page 117

1. The pupils can take this work home and do it as an assignment. They can find out how
many adults use computers in their work.
2. The pupils must find out what they use their computers for, do they type up information, do
they send messages, and so on.
3. They need to make their own table and record the information they have gathered from the
adults they have interviewed.
Uses of computers WB page 59
in the hospital
for drawing and

depositing money
in the supermarket
in schools
in banks
66 Topic 15: Uses of computers

Sub-theme 2 Basic concepts of IT
Topic 16 Common IT devices
• Identify common IT devices
• Describe common IT devices.
• Pupil’s Book pages 118 to121
• pictures of IT devices
• GSM phones
• toy GSM phones
• smart phones
• calculators
• coloured pencils
• plain paper
• charts displaying analogue and digital time
• a variety of craft material to build an IT device.
Teaching the lesson

A Global System for Mobile (GSM) phone
• Discuss the phones that are available and how we use them every day to communicate and
find out information.
• Look at the illustration of the phone and discuss the applications that are on the screen.
What are they used for?
A calculator
Have a calculator to show pupils how it works and do some calculations on it.
A digital wristwatch
• Show the pupils a wrist watch. It might be a good time to do a Mathematics lesson on time
and show the pupils how digital time and normal time work.
• Have charts with a clock and the same time written below using digital time.
An electronic billboard
• Electronic billboards are used to communicate, to give messages to the public, as well as
in selling and advertising. These are normally found in the bigger cities and towns. Discuss
how they work. They are like display boards or computer screens and the information on
them can be changed.
• Make posters of the different ICT devices and get the pupils to draw their own to add to
the posters.
Topic 16: Common IT devices 67

Exercise 1 Identify common IT devices PB page 119
Have a calculator, a digital watch and a phone for the pupils to study. Let them do their
drawings.
Common IT devices WB page 60
I would use a
digital watch to …
tell the time.
I would use a calculator

to …
calculate my sums or
add up my shopping.
I would use a
GSM phone to …
call my friends and family.
I would use an electronic

billboard to …
advertise some products.
Activity 1 Build an IT device using reusable and recycled material PB pages 120 to 121
• Ask the pupils to collect the materials before they do the project.
• Before they make their devices they need to draw their designs and show them to you.
They may make any device, even a digital watch.
• Let them build their devices safely and neatly and show the whole class what they
have made.
• Let their peers do an assessment on each device. Let them discuss how they will
make improvements.
Summary
68 Topic 16: Common IT devices

Assessment: Answers
Possible answers
1. The pupils will draw the parts of the computer and then write a sentence about each part.
Keyboard It is a panel with keys. We type on the keyboard. We can type letters, numbers
and symbols. We type information into the computer using the keyboard.
Monitor It is a screen that show pictures and words and looks like a television. It
allows us to interact with programs on the computer.
System unit It is a box that keeps the parts inside safe. It has a button that switches on
and off. It has places to attach different things, like a printer or put in a disc. It
has a fan to keep it cool.
2. a) True
b) False
c) True
d) False
e) False
3. It can be used to store information.
It can be used to look for new information.
You can do projects on the computer for school.
4. Let the pupils draw the face of a digital watch.
5. To check your answers in Mathematics, to add up shopping items when shopping, to see
how much money you have saved. They will then draw a picture of themselves using a
calculator.
6. They can write down the name brand of the phone. Let the pupils draw their mothers’
phones with the application logos on the screen. If their mothers do not have phones, they
can draw any other phone.

Basic Science & Technology

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Basic Science & Technology

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Basic Science & Technology

Authors: Lynn Pocock, Lanise N. Bassett and Barbara Munsami

Cambridge University Press has no responsibility for the persistence or accuracy

THEME 1 Basic Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

THEME 2 Basic Technology . . . . . . . . . . . . . . . . . . . . . . . . . 34

THEME 3 Physical and Health Education . . . . . . . . . . . . . . 48

THEME 4 Information Technology . . . . . . . . . . . . . . . . . . . 63

The purpose of the curriculum

The role of the teacher

How to use this guide

How to use the curriculum guide provided in the Pupil’s Book

Sub-theme 1 Learning about our school

Teaching the lesson

Activity 1 Record what you find PB page 1

Let’s record what we find WB page 1

4 Topic 1: Exploring your environment

Things in the classroom

Exercise 1 Identify things in the classroom PB page 2

Write the names of things in the classroom WB page 2

Things around the school

Topic 1: Exploring your environment 5

Find things outside the classroom WB page 4

Things in the playground

Exercise 2 Identify things in the playground PB page 4

Things in the playground WB page 5

Things in the school garden PB page 5

6 Topic 1: Exploring your environment

Things in the school garden WB page 6

fork watering can cabbages spade

water tank tap packets of seed seedlings

2. spade This tool is used to dig up

tap We turn this on to fill up the

watering can We use this container to water

water tank It collects and stores rainwater.

Topic 1: Exploring your environment 7

Exercise 4 Identify things in the kitchen PB page 6

Things in the sitting room

Exercise 5 Identify things in the sitting room PB page 7

Things in the bedroom

Exercise 6 Identify things in the bedroom PB page 8

8 Topic 1: Exploring your environment

Exercise 7 Identify things in the bathroom and toilet PB page 9

What we do in the bathroom and toilet

Exercise 8 Recognise that we use things for particular activities PB page 9

Things in the home WB page 7

Types of roads around the school

Exercise 9 Identify different types of roads PB page 10

Topic 1: Exploring your environment 9

Exercise 10 Draw vehicles on different types of roads PB page 10

Walking along the road

Activity 3 Walk safely along the road PB page 11

Crossing the road

Exercise 11 Cross the road safely PB page 12

10 Topic 1: Exploring your environment

Walking along and crossing the road WB page 8

Bright and light colours for nighttime

Topic 1: Exploring your environment 11

Activity 4 Use the road safely PB page 13

Topic 2 Soil, air and water

12 Topic 2: Soil, air and water

Teaching the lesson

Activity 1 Collect and sort soil types PB page 15