REPUBLIC OF ZAMBIA

MINISTRY OF EDUCATION, SCIENCE, VOCATION TRAINING AND EARLY EDUCATION

INTEGRATED SCIENCE SYLLABUS

GRADE 1 – 7

Published by the Curriculum Development Centre

P.O. Box 50092
Lusaka

2013

© Curriculum Development Centre, 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without prior written permission of the copyright owner.

Vision

“A Zambia where every learner is receiving quality education that is relevant to individual and societal needs and contributes to national development”.

ii
PREFACE

The review of the Integrated Science syllabus was necessitated by the need to provide a curriculum that is interrelated and interconnected at all the levels of
the education system in order to provide quality education. It is envisaged that it will transmit to the young learners the knowledge, skills, positive values and
attitudes that allow them to live and grow into resourceful and useful members of their communities. Learners will therefore be provided with opportunities
and experiences necessary for the development of mental, physical, emotional, social and hence realise their potentials. The syllabus will also provide young
learners an opportunity to do hands-on, minds-on and hearts-on activities through manipulation of objects and models, interaction with nature through
observation of living and non-living things in their environment as is required in the field of science. It will enhance children’s readiness for learning science and
as a foundation for lifelong learning.

This syllabus has incorporated the emerging needs of society (cross cutting issues) such as sexuality education, environment, gender, HIV and AIDS, Nutrition
and Health, in order to ensure children’s safety and equip them with basic knowledge, essential skills, values and develop positive attitudes needed for their
progression in the field of science and the world of work.

It is hoped that this syllabus will encourage learners to be creative, problem solvers and critical thinkers and hence make science more meaningful enjoyable
and contribute to the caring of their immediate environment.

It is also my sincere hope that this syllabus will encourage teachers to do science with their learners as opposed to teaching science to them.

Mr Chishimba Nkosha
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

INTRODUCTION

The contributing subjects to this learning area are Environmental Science, Home Economics and Agricultural Science. It also integrates other cross cutting
issues such as Environment, Reproductive Health, HIV/AIDS, Hygiene, Nutrition, Substance Abuse, sexuality education, Water and Sanitation.

iii
METHODOLOGY

The success of Integrated Science can be achieved by maximum participation by learners. This learning area, that enhances creativity, analysis, problem solving
and an investigative approach, can be taught effectively using a variety of methods both in the classroom and outside. Learners are expected to conduct
experiments, study tours, field work and project work.

GENERAL OUTCOMES FOR GRADES 1 - 7

Integrated Science is an area in which learners are required to develop scientific knowledge, skills and attitudes which will help them to explore and
understand their immediate environment and the world at large.
By the end of Grade 7 learners are expected to develop:
 an attitude of scientific curiosity and enquiry;
 the ability to generate new ideas;
 ability to co-operate;
 willingness to share knowledge;
 an understanding of human beings and their environment;
 awareness of a variety of life;
 an understanding of the relationship of living things in their environment; and
 Knowledge, skills and positive attitudes in health and nutrition.

Assessment
Continuous assessment will be emphasised by using various methods of testing according to topics and themes at various levels. The Examinations Council of
Zambia (ECZ) will prepare detailed procedures on how continuous assessment will be conducted by the teachers. ECZ will also develop examination syllabus to
provide teachers with guidelines on the Outcomes to be tested. The scheme of assessment will consists of school based assessment and final examination that
will be conducted by the Examinations Council of Zambia.

School based assessment will be in the form of tests. Tests will be in the form of diagnostic, aptitude, achievement, oral, practice attitude and performance,
learners.

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Time and Period allocation
Time allocation for this syllabus will require at least five periods of 2hrs 30 minutes per week for grades 1 to 4 while for grades 5 to 7, six periods of 4hrs per
week.

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 SCOPE and SEQUENCE
The following table shows the “Scope and Sequence” of integrated science syllabus from G1 to G7.

Sub-Topics & Knowledge

G1 G2 G3 G4 G5 G6 G7
1.1.1 External parts of 2.1.1 The Internal 5.1.1 The Heart 6.1.1 The Blood
the human body parts of the human
Body • Function of the • Composition of
• External parts of heart blood
human body • Major internal • Structure of the • Functions of blood 7.1.1 The Digestive
parts heart • Double circulation of System
• Functions of • How to take the blood in the body:
major parts pulse Artery and Veins •Digestive system
• Organs of digestive
system
1.1.2 The senses 3.1.1 Mouth
• The parts of alimentary
UNIT1: The Human Body

canal
• Parts associated with • Functions of
• Undigested food
the five senses mouth
3.1.2 Nose 5.1.2 Breathing

• Function of the ・The roles of

nose breathing:
・The types of
organs in
breathing
・The function of
organs in breathing
4.1.1 Eyes

• Basic parts of
eyes
• Function of eyes
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 4.1.2 The Ear

• Basic parts of
ears
• Function of ears
4.1.3 The skin

• Parts of the skin

• Functions of the
skin
3.1.3 Structure of
the Body

• Movement of
arms and legs
• Movable joints
• Function of
bones and muscles
• Broken arm or leg
• Parts of the
human skeleton
1.1.3 Stages of human 5.1.3 Puberty 6.1.2 Features of
life pregnancy
• Male and female
• Stages in the human parts of the body • Features of
life cycle • Changes of pregnancy
• Activities at different human body at • Signs and symptoms
stages of human growth puberty of pregnancy
• Role of clinics 6.1.3 Health risks
• Health and social
risks for teenage
pregnancy
• Health risks
associated with early
sexual debut

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 2.2.1 Food Hygiene 3.2.1 Food 6.2.1 Food Nutrients 7.2.2 Fruits

• Importance of • Importance of • Sources of vitamins • Fruits used as food

food hygiene food and minerals • Seeds used as food
• Danger of • Food nutrients • Roles of vitamins and • Importance of fruits
exposed food • Composition of minerals and seeds for health
• The importance balanced diet • Well-balanced diets
of clean and safe • Food labeling
water • Common dietary
diseases
• Interpreting the
children’s clinic cards
1.2.1 Hygiene 4.2.1 Personal
Hygiene
• Importance of clean
bodies in Prevention of • How to care for
UNIT2: Health

diseases Eyes, ears, Feet

• Ways of Cleaning and skins
• Importance of hand 4.2.2 Water in the
washing body
• Importance of clean
surrounding • Importance of
water for the body
• Effects of
dehydration
• Prevention and
treatment of
dehydration
5.2.1 Fresh Air

• The importance
of ventilation
• The ways of
good ventilation
• First Aid
treatment for a
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 suffocated person

1.2.2 Common Diseases 5.2.3 Malaria

• Communicable • Causes of malaria

diseases • Symptoms of
malaria
• Ways of
preventing malaria
3.2.3 Illnesses and 5.2.2 Air and water 7.2.1 Diseases
diseases borne Diseases
• Differences between a
• Common causes • Common air and virus and bacteria
of diseases waterborne • Effect of viruses and
• Common diseases bacteria
diseases in the • Symptoms of • Effect of disease
community common air borne prevalence on health
• Infection and and water borne services
Non-infection diseases
disease • Ways of
• The ways for preventing air and
preventing disease waterborne
diseases
2.2.2 HIV and AIDS 5.2.4 HIV and AIDS 6.2.3 Living with HIV
and STIs and AIDS
• The meaning of
HIV and AIDS • Ways of STIs and • Challenges of living
• HIV Transmission HIV transmission with HIV and AIDS
• Prevention of HIV • Ways of
prevention
• Care and
treatment of AIDs
patients

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 3.2.2 Drug Abuse 5.2.5 Harmful 6.2.2 Effects of
Substances and harmful Substance
• Common drugs their effects
• Effects of too • Effect of substance
much drugs • Harmful abuse on lives
substances • How to Help
• Harmful effects substance addicts
• Effects of alcohol
4.2.3 Medicines

• Traditional
Medicines
1.3.1 The Environment 2.3.1 Our 3.3.1 Soil formation 5.3.1 Soil
environment
• Features of the local • Weathering • Importance of
environment • Harmful things in • Agents of water in the soil
• Urban and Rural environment weathering • Retention of
Environment • Wastes in • Soil layers water in soil
• Importance of environment • Drainage rates of
environment • Effects of harmful soils
UNIT3: The Environment

things 4.3.3 Fertile Soils 5.3.2 Fertilizers

• Keeping homes
and schools clean • Types of soils: ・What organic
• Caring of • How to improve and inorganic
surrounding by soil fertility fertilizers are
cleaning • The superiority of • Way of Preparing
natural methods compost manure
• Importance of
maintain a supply
of composted
materials
• Advantages and
disadvantages of
chemical fertilizers
in agriculture

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4.3.1 Forests

• Importance of
forests
• Human activities
• Ways of
conserving forests
4.3.2 Game
Management Areas
(GMA)

• Control of wild
animals
• Threats to
wildlife
• The importance
of Conserving wild
life
4.3.4 Pollution

• Types of pollution
• Sources of
pollution
• Conserving
resources
6.3.1 The water cycle 7.3.1 Water supply
system
• The water cycle
system • Sources of water for
• The process of our life
Evaporation and • Water treatment in
Condensation of water urban and rural areas
in the environment. • Importance of water
• Effects of water cycle treatment
• Water conservation

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 1.4.1 Local Plants 2.4.1 Parts of 3.4.1 Plant 5.4.1 Non
Plants Classification Flowering Plants
• Local plants
• Plant growth stages • Plant parts • Classification of • Types of non-
• The life cycle of a plants in Flowering flowering plants
plant and Non- • The use of Ferns
Flowering; and Fungi for our
Flowering Plants life
4.4.1 Flowering 7.4.1 The flower
plants
• Parts of a flower
• Function of parts • Functions of parts of
of the flowering flower
UNIT4: Plants and Animals

plant 7.4.2 Pollination and

fertilization in flowering
plant

• Pollination
• Agents of pollination
• Fertilisation in plants
7.4.3 Fruits and seeds

• The roles of seeds

• The process of seed
growth
• Importance of
improving seed varieties
7.4.4 Seed dispersal

• Seed dispersal
• Ways of seed dispersal
• Importance of seed
dispersal

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 7.4.5 Propagation

• What plant
propagation is
• Methods of plant
propagation
• Plant propagation in
local area
4.4.2 Plant Growth 6.4.1 Photosynthesis

• Conditions • The movement of

required for seed water/mineral
germination • Process by which
• Factors for plant plants make food
growth ・The presence of
• Steps in growing starch in a leaf:
maize
1.4.2 Animals around us 2.4.2 Types of 3.4.2 Animal 5.4.2 Invertebrate 6.4.3 Vertebrate
Animals Classification Animals animals
• Wild animals
• Common Activities of • Different types of • Classification of • Different types of • The different types
animals animals animals in Invertebrate of Vertebrate animals
• Animals and food Vertebrate and Animals; • Adaptation of
• Places where Invertebrate • Basic Structures vertebrates
animals are found • Groups of of insects and • Life cycle of
• Protection of vertebrates spiders vertebrate animals
animals from • Usefulness of • The ways of
enemies insects conserving vertebrates
• Conserving
animals
3.4.3 Homes of 4.4.3 Domestic 5.4.3 Pest and 6.4.2 Care for
living things Animals Parasites Domestic Animals

• Place of living • The types of • Common pests • Basic needs of

domestic animals and parasites livestock
• Favorable • Harm caused by • Importance of
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 pasture and pests and parasites cleanliness in the care
conditions • Parasite and of livestock
• Importance of pests control • Farming Procedure
domestic animals • Harm on of domestic animals
environment
caused by Chemical
pesticides
1.5.1 Types and 2.5.1 Soluble and 3.5.2Solutions 4.5.1 Making 5.5.1 Separating
properties of Materials insoluble Materials Mixtures substances
• Saturated and
• Different types of • Matter in Solid unsaturated • The differences • Separating of a
Materials and liquid form solution between a soluble and an
• Properties of • Dissolving and substance and a insoluble solid from
materials non-dissolving mixture water
• Uses of materials substances • The nature of • Separation of
• The different rate mixtures iron fillings from
UNIT5: Materials and Energy

of dissolution of • The types of sand

materials mixtures
3.5.1 Three States 4.5.3 Air 6.5.1 Nature of Air
of matter
• What Air is • Composition of air
• Effects of heating • Uses of air • Physical properties
and cooling on • Advantages and of air
matter disadvantages of • Characteristics of air
• Process of winds
change of states
7.5.5 Metals and Non-
metals

• Types of metals & Non-

metals
• Conduction and non-
conduction of electricity

xiv
 7.5.6 Mining

• Minerals mined in
Zambia
• Properties of copper
• Extraction of copper
• Items made from
copper
• Impact of mining
2.5.2 Sources of 6.5.2 Sound 7.5.1 Energy
Sound
• What sound is • What Energy is
• Sources of sound • How sound can make • Types of energy
• Different sounds • Transmission of • Energy conversion
sound
• Making sound louder
2.5.3 Light 4.5.5 Nature of
Light
• Sources of light
• Light & Shadow • Movement of
light
• Passage of light
through material
4.5.4 Magnets•
The nature of
magnet

• Types of magnets
• Magnetic
Materials
• Two types of
poles of a magnet
• The laws of
repulsion and
attraction
• The uses of

xv
magnet

5.5.2 Electricity

• What electricity
does
• Sources of
electricity
• The application
of electricity in our
life
• Conductors of
electricity
• Uses of good and
bad conductors in
our life
5.5.3 Heat
Conductors

• What heat is
• Temperature
measurement
• Good and bad
conductors of heat
• Good insulators
• The uses of good
and bad
conductors of heat
in our life
7.5.2 Electric current and
Circuits

• What Electric current is

• How to make a simple
xvi
 circuit
• Two types of circuits
• Action of a switch

7.5.3 Lightning

• Causes of lightning
• Effects of lightning
• Preventing damage
from lightning
• Importance of lightning
4.5.2 Forces 5.5.6 Simple
Machines
• Types of forces
• What forces do • What simple
• Use of force in machine is
daily life • 6 Kinds of simple
machines
• Application of
simple machines
5.5.4 Measuring
Matter

• Instruments for
measuring mass
and weight
• Effect of gravity
• Difference
between mass and
weight
6.5.3 Pressure

• Effects of pressure
• The relation between
area and force
• Application of

xvii
 pressure in our life

5.5.5 Volume

• Instruments for
measuring volume
• Measuring
Volume of given
liquids
• Measuring
Volume of regular
and irregular solid
objects.
6.5.4 Communication

• Methods of
communication
• Importance of
communication
• Use of sound waves
7.5.4 The solar system

• The formation of Solar

system
• Difference between
sun and the planets•
Source of light in the
solar system
• The movement of the
earth and the moon•
The cause of day & night
• The cause of seasons
• Formation of solar and
lunar eclipse
xviii
 • Uses of solar energy

xix
SUBTOPIC-BASED FLOWCHART

The following chart shows the linkage of each sub-topic from G1 to G7. The relevant sub-topics are connected with solid lines.

xx
xxi
GRADE 1
General Outcomes: Key Competences

• Demonstrate an understanding of the basic facts about the human body • Demonstrate the ability to follow basic hygienic practices

 Develop investigative skills • Demonstrate an understanding and appreciation of the local

environment
 Recognise the importance of personal health

 Develop investigative skills on personal health

 Develop knowledge, values and positive attitudes for the immediate environment

 Develop investigative skills about the immediate environment

 Develop knowledge, values and positive attitudes about materials and energy

 Demonstrate investigative skills about materials and energy

 Demonstrate an understanding of the basic facts about plants and animals

 Develop investigative skills about plants and animals

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
1.1.0 The human 1.1.1 External 1.1.1.1 Identify the external parts of the  External parts of human  Observing the  Appreciating the
body parts of the human body. body e.g. Head, neck, arm, external parts of external parts of
human body elbow, hand, abdomen, human body human body
knee, leg, ankle, foot.
 1.1.2 The senses 1.1.2.1 Identify the parts associated  Parts associated with the  Observing the  Appreciating the
with the senses five senses(Sight - eyes; parts associated sense organs
smell- nose; hearing - ears; with senses
taste - tongue; touch –skin)
1.1.3 Stages of 1.1.3.1 Identify the stages in the human  Stages in the human life  Classifying  Cooperating
human life life cycle. cycle such as Baby, toddler, humans during group
infant, child, teenager, adult, according to activities
1.1.3.2 Describe what a human being aged person stage of growth  Appreciating
can do at different stages of  Activities at different stages  Communicating human life cycle
growth. of human growth(Sitting; the role of clinics
1.1.3.3 Mention what the clinic does for crawling; standing; running
babies and children in the
community  Role of clinics such as;
Vaccination of children and
babies

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
1.2.0 Health 1.2.1 Hygiene 1.2.1.1 Explain the importance of  Importance of clean bodies  Communicating  Cooperating in
keeping the body clean. in Prevention of diseases information on the group work
 Ways of Cleaning the face, importance of  Practicing
1.2.1.2 Demonstrate how to clean the teeth, hands and feet. hygiene Personal and
face, teeth, hands and feet.  Importance of hand washing  Demonstrating environmental
in Prevention of hygiene practices care
1.2.1.3 Explain the importance of transmission of  Observing hygiene  Asking questions
washing hands. germs(diseases) practices for more
 Importance of clean understanding
1.2.1.4 Explain the importance of surrounding in Prevention
keeping the surroundings of breeding/transmission
clean. grounds of germs

2
 1.2.2 Common 1.2.2.1 State common communicable  Communicable diseases  Communicating  Cooperating in
Diseases diseases such as Diarrhea, Dysentery, information on group work
Cholera, HIV and AIDS, common diseases
common colds

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
1.3.0 The 1.3.1 The 1.3.1.1 Identify the main features of the  Features of the local  Observing main  Caring for the local
Environment Environment local environment. environment(Plants, features of local environment
Rocks, animals Streams, environment  Cooperating in
1.3.1.2 Distinguish between urban and buildings)  Comparing urban group work
and rural
rural environment.  Refer to Houses, roads, environment
heating and lighting, water  Communicating
1.3.1.3 Explain the importance of the supply the importance of
environment to living things.  Importance of the environment.
environment in providing
Food, shelter, medicines,
water, wood,

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
1.4.0 Plants and 1.4.1 Local Plants 1.4.1.1Identify plants in the local  Local plants e.g. Crops,  Comparing plants  Appreciating plants
Animals environment. weeds, decorative in the local in local
1.4.1.2 Observe the early stages of plant. environment environment
plant growth.  Observing stages  Asking questions
 Plant growth stages of plant growth for more
(Seed, root and shoot). understanding

1.4.2 Animals 1.4.2.1 Identify wild and domestic  Wild animals(e.g. Lion,  Classifying animals  Appreciating all
around us animals in the local elephant, zebra) and in the local animals

3
 environment. domestic animals(e.g. environment  Asking questions
Cow, pig, sheep)  Communicating for more
 Common Activities of what animals do understanding
1.4.2.2 Name things that all animals animals such as Moving,
feeding, breathing,
do.
growing, reproducing,
etc.

CONTENT
TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
1.5.0 MATERIALS 1.5.1 Types and 1.5.1.1 Identify different types of  Materials(Wood, metal,  Comparing  Cooperating in group
AND ENERGY properties of materials. plastic, stone, mud, materials according activities
Materials textiles, water) to type, properties  Listening to others
 Properties of materials and uses with respect.
1.5.1.2 Describe properties of (Rough/smooth;  Classifying  Appreciating
materials. hard/soft; flexible/rigid; materials according different uses of
strong/fragile, sinking, to properties materials
1.5.1.3 Explain different uses of floating)
materials.  Uses of materials
(Shelter, clothing,
building, toys)

4
Grade 2
General Outcomes: Key competences

• Demonstrate an understanding of the basic facts about the human body • Demonstrate the ability to move legs and arms
 Develop investigative skills • Demonstrate an understanding of the importance of
 Recognise the importance of health good hygiene
• Demonstrate the existence of matter in solid, liquid and
 Develop investigative skills on health Develop knowledge, values and positive attitudes for gas form
the immediate environment

 Develop investigative skills about the immediate environment Demonstrate an

understanding of the basic facts about plants and animals

 Develop investigative skills about plants and animals

 Develop knowledge, values and positive attitudes about materials and energy

 Demonstrate investigative skills about materials and energy

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
2.1.0 The human 2.1.1 The Internal 2.1.1.1 Name the major internal parts  Major internal parts  Communicating  Participating in

5
body parts of the human (Brain, throat, lungs, the names of class discussion
Body stomach, intestines and major internal actively
heart) organs  Appreciating the
2.1.1.2 Describe the functions of the  Functions of major major internal
major internal parts parts; Brain-thinking,  Communicating organs
throat -passing food, the functions of
lungs - exchanging air, the major
stomach-digesting food, internal organs
intestine-food
absorption, heart-
pumping blood

CONTENT
TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
2.2.0 Health 2.2.1 Food Hygiene 2.2.1.1Explain the importance of  Importance food hygiene  Communicating  Appreciating
washing of food before eating in getting rid of germs importance of food and water
it  Danger of exposed food: water and food hygiene
2.2.1.2 Explain the danger of eating hygiene
may cause diarrhoea
exposed food.  Drinking clean water to
2.2.1.3 Explain the need to drink clean avoid taking in
and safe water. germs/disease
2.2.2 HIV and AIDS 2.2.2.1 State what HIV and AIDS  HIV-Human Immuno-  Communicating  Awareness of
stand for. deficiency Virus; AIDS- information on HIV and AIDS
2.2.2.2 Mention ways through Acquired Immune HIV, its  Cooperating in
transmission and group work
which HIV can be Deficiency Syndrome
prevention  Caring for the
transmitted  HIV Transmission through
infected and
2.2.2.3 Explain how HIV can be contaminated Blood and affected
prevented. body fluids.
 Prevention by avoiding
touching blood and body
fluids, sharp objects.

6
 TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
2.3.0Environment 2.3.1 Our 2.3.1. 1 List things that are harmful to  Harmful things (Waste  Communicating  Appreciating the
environment human beings and the dumps, toxic fumes from information on environment
environment factories, automobiles and clean and dirty  Cooperating in
2.3.1.2 Explain why wastes should be fires. environment group activities
deposited in the right  Depositing waste in the  Observing things  Participating in
places. right places to avoid harmful in the voluntary activities
contamination of the environment on keeping the
2.3.1.3 Describe the effects harmful Environment. environment clean
things on the environment  Effects of harmful things:  Applying knowledge
cause diseases, kill plants of keeping homes
2.3.1.4 Explain the importance of and animals, change the and schools clean.
keeping our homes and habitat of living things.
schools clean.  Keeping homes and schools
clean to avoid land and
2.3.1.5 Explain what people in the water pollution
community do to care for  Caring of surrounding by
their surroundings. cleaning, planting flowers,
trees and grass. Slashing,
decorating.

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
2.4.0 Plants and 2.4.1 Parts of 2.4.1.1 Identify the main parts of a plant  Plant parts(Root, stem, leaf,  Observing the  Appreciating wild
Animals Plants flower, and fruits) main parts of a plants
2.4.1.2 Describe the life cycle of a plant  Seed- seedling-adult plant plant  Caring for vital
with flowers- adult plant with  Comparing the life plants
fruits-adult plant dies cycle of plants

7
 2.4.2 Types of 2.4.2.1Name different types of animals in the  Insects and animals (e.g.  Observing animals  Appreciating
Animals environment. mosquitoes, bees, worms; in the animals in the
spider, lion, elephant, tilapia, environment environment
2.4.2.2 Mention some animals which depend snake, eagle, cow).  Communicating  Caring for the
on others for food.  Animals that depend on ways of conserving animals in the
others for food(Dog, cat, lion, animals environment.
2.4.2.3 Mention some animals which feed on fox, snake, leopard)  Participating
grass and crop plants.  Animals that depend on plants actively in group
for food(Goat, pig, cow, activities
2.4.2.4 Mention places where wild animals are rabbit, impala)
found  Places where animals are
found (bush, dessert, woods,
2.4.2.5 Explain how animals protect river, lake, etc.)
themselves from their enemies  Protection of animals from
enemies by Camouflage,
2.4.2.6 Explain the importance of conserving running, horns.
wild life.  Conserving animals to avoid
extinction, gain foreign
exchange through tourism

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES

8
2.5.0 Materials and 2.5.1 Soluble and 2.5.1.1 Demonstrate the existence of  Matter in Solid and liquid  Observing the change  Appreciating the
Energy insoluble materials in solid and liquid forms. form of liquid and solid solubility of
Materials 2.5.1.2 Demonstrate that some materials are state of materials substances
soluble and  Dissolving and non-  Investigating the  Asking questions
others are insoluble dissolving substances (e.g. solubility of different for more
Sugar, salt, chalk, dust, solids in cold and hot understanding
sand) water  Participating in
2.5.1.3 Show that some materials dissolve
 Inferring that soluble class activities
quicker in hot water than in cold
 Comparing the dissolving materials (sugar and actively
water.
rate of materials such as salt) dissolve faster in
sugar and salt in hot and hot water than in cold
cold water water

2.5.2 Sources of 2.5.2.1 Mention the Sources of Sound.  Sources of sound (Metals,  Communicating  Appreciating
Sound drum, speakers, sources of sounds different sources
headphones, bell) of sound
2.5.2.2 Distinguish between different sounds.  Different sounds such as  Classifying different  Cooperating in
Loud/soft, high pitch/low sounds group activities
pitch,
2.5.3 Light 2.5.3.1Mention the sources of light  Sources of light (Sun, fire,  Communicating the  Appreciating light
2.5.3.2 Relate different positions of the candle, bulb) sources of light and its sources
source of light to shadow and shade  Relating the position of  Relating the position  Cooperating in
at different times. the light to the size of the of light to shadows group activities
shadow and shade at and shades
different times.

Grade 3
General Outcomes: Key competences

• Demonstrate an understanding of the basic facts about the human body • Show basic knowledge and skills in taking the pulse rate

 Develop investigative skills • Show basic skills and knowledge in measuring

9
  Recognise the importance of personal health temperature of various objects

 Develop investigative skills on personal health Develop knowledge, values and positive attitudes • Demonstrate the ability to classify plants and animals
for the immediate environment

 Develop investigative skills about the immediate environment Demonstrate an understanding

of the basic facts about plants and animals

 Develop investigative skills about plants and animals

 Develop knowledge, values and positive attitudes about materials and energy

 Demonstrate investigative skills about materials and energy

CONTENT
TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
3.1.0 The human body 3.1.1 Mouth 3.1.1.1 State the function of the  Functions; teeth for  Communicating  Appreciating the function
teeth and tongue chewing the food, information on the of the teeth and tongue
tongue for tasting function of the  Cooperating in group
with mouth work

3.1.2 Nose 3.1.2.1 State the function of the  Function of the nose:  Communicating  Participating actively in
nose for smelling and information on the class activities
breathing with function of the
nose
3.1.3 Structure of the 3.1.1.1 Demonstrate the  Movement of arms  Comparing  Appreciating body
Body movement of arms and and legs movement of legs movements
legs and arms  Asking questions for
3.1.1.2 Name the major movable  Movable joints (Elbow,  Observing major more understanding
knee, shoulder, hip, movable joints of
joints in the body.
wrist and ankle). the body
3.1.1.3 Explain the role played by  Communicating
10
 bones, joints and  Function of bones and information on the
muscles. muscles(Hold human skeleton
3.1.1.4 Explain what happens if a structure, support the
bone gets broken. body and help in
3.1.1.5 Identify the major parts of movement
the human skeleton
 Broken arm or leg:
pain, no movement or
playing.
 Parts of the human
skeleton (Skull, neck,
arms, ribs, hip, legs,
feet, spine)

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES

11
3.2.0 Health 3.2.1 Food 3.2.1.1 State the importance of food  Importance of food for: Energy,  Classifying foods  Appreciating
body building and protection. according to nutrients food nutrients
3.2.1.2 Classify foods according to their  Food nutrients such as Energy  Communicating the  Cooperating in
nutrients. foods: rice nshima, potatoes; Body composition of a group activities
building foods: meat, eggs beans balanced diet for  Applying the
3.2.1.3 Demonstrate the composition of a Protective foods: fruits, vegetables, health knowledge of a
balanced diet for health from  Composition of balanced diet: e.g. balanced diet in
available foods. nshima, meat and vegetables everyday life

3.2.2 Drug 3.2.2.1 Identify common drugs in the  Common drugs: paracentamol,  Investigating  Awareness of
Abuse community. quinine, vermox, alcohol. common drugs common drugs
3.2.2.2 Explain the effects of taking too  Effects of too much drugs:  Communicating the  Using drugs
much drugs addiction, death Poor/ bad health, effects of taking drugs correctly

3.2.3 Illnesses and 3.2.3.1Identify the common causes of  Common causes of diseases:  Investigating the  Awareness of
diseases diseases Parasites, bacteria and viruses common causes of common
3.2.3.2 List common diseases in the  Common diseases: Malaria, diseases diseases, their
community cholera, dysentery, colds, bilharzia.  Comparing infectious causes and
3.2.3.3 Distinguish between infectious and  Infectious (HIV, TB, Measles, and non-infectious prevention
non-infectious diseases chicken pox) .Non-infectious diseases  Cooperating in
3.2.3.4 Explain different ways of preventing (Asthma, Malnutrition).  Communicating ways group work
diseases  Personal hygiene, good sanitation, of preventing  Caring for the
. vaccination, healthy food. diseases sick

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
3.3.0 The 3.3.1 Soil 3.3.1.1 State what weathering is.  Weathering as the breaking up  Communicating the  Appreciating the
Environment formation 3.3.1.2 Identify the agents of weathering of rocks to form soil agents of weathering formation of soil
in soil formation  Agents of weathering: Wind,  Investigating the  Cooperating in
3.3.1.3 Demonstrate the formation of soil layers of soil group work
trees, water, animals
layers.  Soil layers: top soil, subsoil and

12
 bedrock

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
3.4.0 Plants and 3.4.1 Plant 3.4.1.1 Classify plants into flowering and  Flowering Plants(e.g. maize,  Classifying plants  Appreciating
Animals Classification non- flowering. beans ross flower) and non- into flowering and classes of plants
flowering plants (e.g. ferns, non- flowering
moss, pine)
3.4.2 Animal 3.4.2.1 Classify animals into vertebrates  Vertebrates-e.g. Man,  Classifying  Participating
Classification and invertebrates. chicken, snake, fish, frog; vertebrate and actively in class
3.4.2.2 Classify vertebrates into their Invertebrates-e.g. Worms invertebrates discussion
groups.
spiders, insects.  Grouping  Appreciating
 Groups of vertebrates: vertebrates into groups of animals
Mammals, birds, amphibians, their five groups
fish, reptiles

3.4.3 Homes of living 3.4.3.1 Identify different places where  Place of living (e.g. Land  Comparing places  Caring for
things animals and plants live (forest, soil, plains, moulds, where animals and environment
water (ponds, rivers, seas). plants live where plants and
animals live

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
3.5.0 Materials and 3.5.1 Three States of 3.5.1.1 Demonstrate the effect of heating  Effects of heating  Investigating the  Cooperating in group
energy matter and cooling on matter and cooling on effect of heating activities
matter: change of and cooling on  Appreciating change of
3.5.1.2 Demonstrate the process of melting, state into solid liquid matter state of matter
evaporation and freezing. and gas  Communicating the  Applying Safety rules
process of melting, during demonstration
 Process of: Melting, evaporation and on heating /cooling
Evaporation freezing condensation
13
 and condensation.
3.5.2Solutions 3.5.2.1 Demonstrate the existence of Saturated and  Observing the  Cooperating in group
saturated and unsaturated unsaturated solution of: existence of activities
solutions Salt and sugar solutions saturated and
unsaturated
solutions

14
 Grade 4
General Outcomes: Key competences
• Demonstrate an understanding of the basic facts about the human body
 Develop investigative skills Recognise the importance of personal health • Show basic knowledge and skills in cleaning and caring for
 Develop investigative skills on personal health the external body parts

 Develop knowledge, values and positive attitudes for the immediate environment • Demonstrate basic knowledge and skills in appreciating
nature
 Develop investigative skills about the immediate environment

 Demonstrate an understanding of the basic facts about plants and animals

 Develop investigative skills about plants and animals

 Develop knowledge, values and positive attitudes about materials and energy

 Demonstrate investigative skills about materials and energy

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES

15
4.1.0 The 4.1.1 Eyes 4.1.1.1 Identify the basic parts of an eye.  Basic parts of eyes: Eyelid, iris,  Observing features of  Appreciating the
human body 4.1.1.2 State the function of eyes pupil, eye lash; eyes role of eyes as
 Function of eyes: Sight, reading;  Investigating functions sense organs
of eyes
4.1.2 The Ear 4.1.2.1 Identify the basic parts of an ear.  Basic parts of ears: Earlobe, middle  Communicating  Appreciating the
4.1.2.2 State the function of ears. ear and inner ear features and functions role of ears as
 Function of ears: hearing, of ears sense organs
balancing
4.1.3 The skin 4.1.3.1 Identify the parts of the skin.  Parts of the skin: Epidermis, dermis,  Communicating  Appreciating the
4.1.3.2 State the functions of the skin. hair follicle, sweat poles. different parts of the skin and its
 Functions of the skin: Protection, skin: functions
Sensitivity, stores fat, temperature  Communicating the  Awareness of the
control. effects of lightening common skin
creams diseases

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
4.2.0 Health 4.2.1 Personal 4.2.1.1 Describe the care for eyes  How to care for:  Communicating the  Caring for ears,
Hygiene - Eyes; Washing, and care for ears, eyes, eyes feet and
4.2.1.2 Describe the care for ears protection of the eye. feet and skin skin
-ears: Cleaning and  Participating
16
 4.2.1.3 Describe the care of the feet. protection of the ears actively in class
- feet: Cleaning and activity
protection of the feet
4.2.1.4 Describe the care for the skin - Skin: cleaning and
protection of skin.
4.2.2 Water in the 4.2.2.1 Explain the importance of water in the  Importance of water in  Investigating the  Appreciating the
body body. dissolving substances, effects of importance of
distributing heat, dehydration. water
4.2.2.2 Explain the effects of dehydration. moistening skin  Communicating  Asking questions
 Effects of dehydration: ways of preventing for more
4.2.2.3 Explain how to prevent and treat Kidney failure, death and treating understanding
dehydration  Prevention by: Oral dehydration
rehydration Therapy (ORT),
Drugs
4.2.3 Medicines 4.2.3.1 Identify traditional and conventional  Traditional Medicines such  Communicating  Appreciating the
medicines for common ailments. as: (Tembusha/ aloe Vera, traditional and use of medicines
moringa, cinnamon, ginger, conventional  Cooperating in
garlic; Conventional medicines for group activities
(paracetamol, antibiotics, common ailments
malarial drugs)

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES

17
4.3.0 The 4.3.1 Forests 4.3.1.1 Explain the importance of forests to  Importance of forests:  Communicating the  Appreciating
Environment people and other forms of life. Wood, shelter, food, importance of forests existence of forests
medicine, rainfall,  Investigating the effect for other forms of
4.3.1.2 Explain the effects of human activities reducing soil erosion. of human activities on life
 Human activities leading forests and ways of  Asking questions
on forests.
to deforestation, soil conserving forests for more
erosion and droughts understanding
4.3.1.3 Describe ways of conserving forests.  Ways of conserving: Tree
planting, avoiding bush
fires, alternative heating
system, logging

4.3.2 Game 4.3.2.1 Explain how to control the wild animal  Control of wild animals:  Communicating ways  Appreciating
Management population in the GMA Game cropping and of controlling animal conservation of
Areas (GMA) conservation. population in GMAs wildlife
 Investigating threats to  Cooperating in
 Threats to wildlife:
wild life group activities
4.3.2.2 Explain threats to wildlife Poaching, encroachment,
 Asking questions
increase in human for more
population understanding
4.3.2.3State the importance of conserving  Conserving wild life for
wildlife. Tourism attraction,
increasing wild life
population, source of
income
4.3.3 Soils 4.3.3.1 Classify soil samples according to types  Types of soils: Clay, loam  Classifying soil  Appreciating
4.3.3.2 Describe how soil fertility can be and sand. according to types different types of
improved.  Improving soil fertility by  Comparing natural and soil
using: Inorganic and artificial methods of  Cooperating in
4.3.3.3 Explain why natural methods of organic manures. improving soil fertility group work
improving soil fertility are better than  Retaining soil fertility by
artificial ones natural methods and
making of soil acidic by
artificial methods.

18
 4.3.4 Pollution 4.3.4.1 Identify different types of pollution.  Types of pollution: air,
4.3.4.2 Identify the sources pollution in the land and water pollution
community  Sources of: Burning,
mining, quarrying,
automobiles, industrial
4.3.4.2 Explain ways of conserving natural activities, farming.
resources.  Conserving resources: use
of the three Rs of
conservation(Reduce,
Reuse and Recycle)
 Communicating types  Awareness of
of pollution pollution
 Investigating the  Cooperating in
sources of pollution on group work
 Applying the three
Rs of conservation

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
4.4.0 Plants and 4.4.1 Flowering 4.4.1.1 Describe the functions of parts of  Function of: Roots for  Communicating the  Participating actively
Animals plants the flowering plant. anchorage, stem for functions of the in class activities
absorption, leaf for food main parts of a plant
making, and flower for
reproduction

19
 4.4.2 Plant Growth 4.4.2.1 Identify conditions necessary for  Conditions required for seed  Investigating  Appreciating
seed germination germination such as: Moisture, conditions necessary germination and
favourable temperature, air for germination growth of plants
4.4.2.2 Investigate factors necessary for  Factors for plant growth: Water,  Investigating factors  Asking questions for
nutrients, sunlight, air, necessary plant more understanding
plant growth
favourable temperature growth  Cooperating in
 Steps in growing maize: Soil  Observing the group activities
4.4.2.3 Grow maize seeds to maturity preparation, planting, watering, growth of maize
removing weeds applying  Recording the
growth of maize at
fertilizer / manure.
every stage.

4.4.3 Domestic 4.4.3.1 List the main animals kept by  Animals such as: Cattle, pigs,  Investigate types of  Appreciating the role
Animals farmers in the community goats, sheep, chickens, ducks, animals kept by played by farmers in
4.4.3.2 Explain why some animals are guinea fowl farmers in keeping animals
kept in certain areas only.  Favourable pasture and community  Cooperating in group
4.4.3.3 State the importance of animals conditions, traditional  Communicating the activities
in the community. practices importance of
 Importance of animals: keeping animals in
Sources of food, hides, the community
manure, ploughing and
transportation.

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
4.5.0 Materials and 4.5.1 Forces 4.5.1.1 Name two types of force  Types of forces: pull or push  Comparing pulling  Appreciating the
energy  What forces do: moving and pushing forces roles of forces
4.5.1.2 Describe what forces can do objects, changing direction of  Observing what  Applying forces in
forces do everyday life
objects, changing shape of
 Communicating
objects.
the use of forces in
 Use of force in daily life; everyday life
animals and machines in:
4.5.1.2 Explain ways in which animals or Transportation, work,
20
 machines can help us to push or pumping water, ploughing
pull.

4.5.2 Air 4.5.2.1 Demonstrate the existence of air  Air as a form of matter that  Investigating the  Appreciating the
occupies space (Balloon and existence of air existence of air
4.5.2.2 Explain the uses of air. transparent cup & water  Communicating  Asking questions for
experiment). the uses of air. more understanding
 Uses of air: Breathing,  Observing the  Participating
4.5.2.2 Explain advantages and
burning, and making food advantages and actively in class
disadvantages of strong winds.  Advantages: Power disadvantages of activities
generation, sailing of boats, strong winds
drying things, seed dispersal
and pollination;
Disadvantages: Destruction of
trees, buildings, spreading of
bush fires

4.5.3 Magnets 4.5.3.1 Explain what magnets do.  Moving, pushing and pulling  Observing types of  Appreciating
4.5.3.2 Identify different types of magnets of magnetic materials magnets and what magnets
 Types of magnets: bar, they do.  Asking questions for
horseshoe and circle  Classifying more
4.5.3.3 Identify magnetic & non-magnetic magnets. materials into understandings
materials.  Magnetic Materials e.g. Iron magnetic and non  Cooperating in
and steel, etc. & Non- - magnetic group activities
4.5.3.4 Identify the poles of a magnet. magnetic materials e.g.  Observing the
Copper, aluminium, plastic repulsion and
etc. attraction of
 Poles of a magnet: North magnets
4.5.3.5 Demonstrate the laws of repulsion and South poles.  Differentiating a
and attraction. magnet from a
 Like poles repel; unlike poles
non-magnet
4.5.3.6 Relate the poles of a magnet to the attract.
 Comparing the
earth’s north and south poles  North-north and south- poles of a magnet
south direction of a freely to the north and
21
 suspended magnet. south poles of the
earth.
4.5.4 Light 4.5.4.1 Demonstrate the movement of light  Movement of light in a straight  Observing path  Asking more
in a straight line line : taken by light questions for more
during its understanding
4.5.4.2 Investigate the passage of light  Passage of light through propagation  Participating in
through different materials. material: Transparent, opaque  Demonstrating the group discussions
and translucent materials passage of light actively as they
through different perform
materials experiments

Grade 5
General Outcomes:

• Demonstrate an understanding of the basic facts about the human body Key competences

 Develop investigative skills Recognise the importance of personal health
 Develop investigative skills on personal health
 Develop knowledge, values and positive attitudes for the immediate environment
• Show basic knowledge and skills in measuring mass , weight
and volume of different substances
• Demonstrate basic understanding of good and bad conductors
of electricity

 Develop investigative skills about the immediate environment • Demonstrate basic understanding of pest control using natural
pesticides
 Demonstrate an understanding of the basic facts about plants and animals

 Develop investigative skills about plants and animals

 Develop knowledge, values and positive attitudes about materials and energy

 Demonstrate investigative skills about materials and energy

22
TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
5.1.0 The human 5.1.1 The Heart 5.1.1.1 State the function of the heart.  Function of the heart  Communicating  Appreciating the
body 5.1.1.2 Describe the structure of the heart :Pumping blood information on the function of the heart
5.1.1.4 Demonstrate how to take the pulse.  Structure of the function of the heart  Asking questions for
heart  Measuring the more understanding
number of pulses a  Cooperating in group
 How to take the minute work
pulse
5.1.2 Puberty 5.1.1.1 Identify male and female parts of the  Male and female  Comparing the body  Showing respect for
body. parts of the parts between boys each other
body(Private and and girls  Awareness of ones
non-private parts) changes at puberty
5.1.1.2 Describe changes that occur at  Changes at puberty
puberty in human beings. Physical: Pubic hair,
beards, breaking of
voice, pimples, pelvic
girdle, enlargement
of breasts.
Emotional; moods,
sexual feelings

23
 CONTENT
TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
5.2.0 Health 5.2.1 Fresh Air 5.2.1.1 Explain the importance of good  ventilation is good for  Communicating the  Applying good
ventilation health importance of good ventilation in
5.2.1.2 Explain ways of providing good  ways of good ventilation; ventilation everyday life
ventilation in buildings air conditioners, Air vents,
5.2.1.3 Demonstrate ways of treating a Windows, Fans
suffocated person.  Removing source of  Practising how to  Appreciating the use
suffocation; artificial treat a suffocated of
breathing, First Aid person
treatment for a
suffocated person.
5.2.2 Air and water 5.2.2.1 Name common airborne and water  Common air and  Identifying common  Awareness of
borne Diseases borne diseases in Zambia waterborne diseases: airborne and waterborne and
Tuberculosis, pneumonia, waterborne diseases airborne diseases
cholera, typhoid,  Communicating  Cooperating in group
5.2.2.2 Describe symptoms of common air dysentery, measles and symptoms of airborne work
borne and water borne diseases. bilharzia. and waterborne  Asking questions for
 Symptoms: TB prolonged diseases more understanding
5.2.2.3 Describe how to prevent air and cough, sweating at night,
water borne diseases fever, loss of weight and
appetite, eyes, rash,
Dysentery: bloody stool
 Ways of preventing air
24
 and waterborne diseases:
Good ventilation, and
hygiene
5.2.3 Malaria 5.2.3.1 Identify causes of malaria  Causes of malaria:  Communicating  Awareness of causes
Anopheles mosquito causes, prevention, and prevention of
bite (plasmodium) treatment, signs and malaria
5.2.3.2 State the symptoms of malaria  Symptoms of malaria: symptoms of malaria  Asking questions for
Fever, vomiting, more understanding
headache, body pains,  Appreciating the
loss of appetite. knowledge on
5.2.3.3 Describe ways of preventing and  Ways of preventing malaria prevention
treating of malaria malaria: Sleeping
under Insecticide
Treated Nets
(mosquito nets),
spraying Mosquito
breeding places and
homes, clearing
Mosquito breeding
places.
5.2.6 HIV and AIDS 5.2.6.1 Describe ways in which STIs and  Ways of STIs and HIV  Communicating ways  Awareness of STIs
and STIs HIV are transmitted. transmission, of HIV and STIs and HIV
5.2.6.2 Identify ways of preventing the unprotected sexual transmission  Cooperating in group
spread of HIV and STIs activities; contaminated activities
blood, breast milk and
5.2.6.3 Describe the care and treatment sharp instruments. .
for AIDS patients.  Ways of prevention  Empathy for patients
Abstinence, use of  Investigating ways of
condoms etc. treating and caring for
 Care and treatment of HIV and AIDS patients.
AIDs patients; Good
nutrition, good hygiene,
love and support
ART
5.2.7 Harmful 5.2.7.1 Mention the substances which are  Harmful substances:  Identifying substances  Applying knowledge
Substances harmful to the human body. Cocaine, mandrax, that are harmful to to avoid harmful

25
 and their heroin, petrol, alcohol, the body substances
effects 5.2.7.2 State the harmful effects of dagga.  Asking questions for
substance abuse on the body.  Harmful effects: more understanding
Aggressiveness, brain
damage,
5.2.7.3 Explain the effects of drinking alcohol unconsciousness,
restlessness, nausea,
addiction
 Effects of alcohol: poor
health, violence,
accidents

CONTENT
TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
5.3.0 The 5.3.1 Soil 5.3.1.1 Explain the importance of  Importance of water; Seed  Communicating the  Appreciating
Environment water in the soil. germination, and importance of water importance of
5.3.1.2 Mention ways in which photosynthesis in soil water to life
water can be retained in  Retention of water in soil:  Observing the  Cooperating in
the soil. Mulching, shading drainage rates of group activities
5.3.1.3 Demonstrate the drainage terracing, weeding and different soils
rates of soils. intercropping
 Drainage rates of clay,
loamy and sandy soils
5.3.2 Fertilizers 5.3.2.1 Explain what organic and  Organic-Natural  Communicating  Appreciating role
26
 inorganic fertilizers are. fertilizers, inorganic-
5.3.2.2 Demonstrate how to man made fertilizers
prepare compost manure.  Way of Preparing
5.3.2.3 Explain the importance of compost manure: pile of
layers under the shade
maintaining a supply of
 Importance of maintain
composted materials.
a supply of composted
5.3.2.4 Explain the advantages and
materials: Continuous
disadvantages of chemical
supply of manure to
fertilizers in agriculture.
plants.
 Advantages: required
nutrients, quick
absorption.
Disadvantages; spoil soil,
leaching, cost
TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE
5.4.0 Plants 5.4.1 Non Flowering Plants 5.4.1.1 Identify different types  Types of non- flowering
and Animals of non-flowering plants; Algae, ferns,
plants. moss, fungi (e.g.
mushroom).
 Ferns: Ornamental
5.4.1.2 Identify use of ferns plants; Fungi: baking,
and fungi. beer brewing; food;
medicine (e.g. penicillin)
5.4.2 Invertebrate Animals  Different Invertebrate
5.4.2.1 Identify the different Animals; Insects (bees,
types of invertebrate dragon flies, wasps,
animals grasshoppers, beetles and
butterflies), worms,
spiders, crabs, lobsters
and snails.
5.4.2.2 Investigate the basic  Basic Structures of insects
27
organic and of fertilizers in
inorganic fertilizers agriculture
 Demonstrating how  Asking questions
to make composite for more
manure understanding
 Communicating  Cooperating in
advantages of and group work
disadvantages of
chemical fertilizers in
agriculture
CONTENT
SKILLS VALUES
 Comparing the  Cooperating in
difference among group activities
non-flowering plants  Applying the use
 Communicating the of ferns and fungi
use of ferns and fungi in everyday life.
 Observing basic  Appreciating the
structure of insects nutritional value
and spiders of insects
 Communicating ways
in which insects are  Participating
useful in group activities
 Comparing the basic
structure of insects
 structure of insects
5.4.2.3 Explain the difference
between insects and
spiders
5.4.2.4 State ways in which
insects are useful.
and spiders: insects (head, and spiders
thorax, abdomen,
antennae, six legs, wings)
spiders(eight legs and two
body section)
 Usefulness of insects:
Source of food; assist in
pollination.

5.4.3 Pest and Parasites 5.4.1.3 Identify common pests
and parasites in the
local environment.
5.4.1.4 Describe the harm
caused by pests and
parasites on plants and
animals.
5.4.1.5 Explain how pests and
parasites can be
controlled using local
plant materials and
commercial chemicals.
5.4.1.6 Explain how chemical
pesticides can cause
harm to the
environment.
 Common pests and
parasites: Aphids,
locusts, caterpillars,
ticks, beetle, worm, flea
weevils, termites, tsetse
fly, lice
 Harm caused by pests
and parasites: Suck
nutrients, cause
diseases, affect growth
of the host.
Parasite and pests control;
 Local: Spraying garlic, red
pepper and ash;
Commercial: Doom,
Boam, Rogo
 Harm on environment
caused by Chemical
pesticides:
contamination of
environment, killing of
beneficial living things
such as snails, worms,
rats
 Investigating the  Appreciating the
common pests in knowledge
local the environment about pests and
 Communicating harm parasites
caused by pests and  Cooperating in
parasites group activities
 Investigating ways
controlling pests and  Asking questions
parasites using local for more
and commercial understanding
chemicals
 Communicating
harmful effects of
pesticides to the
environment

28
TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
5.5.0 Materials and 5.5.1 Electricity 5.5.1.1 State what electricity can do.  What electricity does:  Observing the  Applying safe
energy powers up appliances electrical use of electricity
5.5.1.2 Identify sources of electricity and lights appliances at in everyday life
 Sources of electricity: home, school and
battery, hydroelectric in the community  Participating
5.5.1.3 Identify electrical appliances used power and thermal actively in group
at home, school and in the power station, electric  Experimenting work
community. generator, solar cells. good and bad
 Electrical appliances conductors of  Asking questions
used; Electric heater, electricity for more
5.5.1.4 Identify good and bad conductors stove, iron, fridge, fan. understanding
of electricity  Good conductors:  Inferring the use  Applying energy
Copper wire, iron of good and bad serving practices
5.5.1.5 Describe the uses of good and bad sheets, carbon, Bad conductor of in everyday life
conductors of electricity. conductors: wood, electricity
plastic, rubber.  Communicating
5.5.1.6 Explain methods of conserving  Uses of good and bad methods of
electricity in homes and schools. conductors: Electric conserving
wires and appliances; electricity
insulators and handles
of electric appliances
 Use of energy saver
bulbs, switch and save
practices, alternative
sources of energy
5.5.2 Heat Conductors 5.5.2.1 Describe what heat is  Heat; The flow of  Measuring  Measuring of
thermal energy from Temperature of temperature
warmer object cooler human body;
5.5.2.2 Determine the temperature of
objects boiling water; and  Applying good
 Temperature air inside and and bad
human body; boiling water; and air
measurement: of outside the room conductors of
inside and outside the classroom. human body; boiling  Comparing good heat in everyday
water; and air inside and bad life

29
 5.5.3.2 Distinguish good and bad and outside the conductors of heat  Asking questions
conductors of heat. classroom for more
 Good conductors:  Inferring materials understanding
metals; Bad that are good  Cooperating in
conductors: wood conductors of heat group activities
5.5.3.3 Identify materials which are good
rubber, wool, plastic and those that are
insulators.  Good insulators: wood, bad conductors of
plastic, rubber heat
5.5.3.4 Explain the uses of good and bad  Good conductors: for
conductors of heat. cooking utensils such as
a pan, pot, pressing
iron,
Bad conductors:
warmth, making
handles for
pots/pans/utensils.
5.5.3 Measuring 5.5.4.1 Identify instruments used to  Instruments for  Measuring mass and  Applying
Matter compare how heavy objects are measuring mass and weight using beam measuremen
weight: beam balance, , and spring balances ts in everyday
5.5.4.2 Demonstrate the effect of gravity Electronic balances, life
on objects spring balance, force  Participating
metres actively in
 Effect of gravity: pulling  Communicating the group
5.5.4.3 Distinguish between mass and
objects down/towards difference between activities
weight
the centre of earth. mass and weight
 Difference between
mass (meaning: amount  Inferring the mass of
of matter, unit: grams
objects on the moon
and kilograms) and
weight (meaning: pull of  Asking
gravity, unit: the questions for
Newton) Note: In more
everyday life we use understandin
kilograms/grams when g
we measure weight, but
this is not the case in

30
 science.

5.5.4 Volume 5.5.3.1 Identify various instruments and  Instruments for  Identifying various  Appreciating
apparatus used to measure volume measuring volume; instruments used the skill of
Beaker, measuring to measure measuring
5.5.3.2Measure the volume of liquids. cylinder, volume  Asking
 Measuring Volume of  Measuring volume questions for
5.5.3.3 Measure the volume of various given liquids. of liquids, regular more
regular and irregular solid objects.  Measuring Volume of and objects understanding
regular (l x b x h) and  Designing an  Cooperating in
irregular (displacement experiment to group activities
method) solid objects. measure the
volume of an
irregular object
5.5.5 Simple Machines 5.5.5.1 Explain what simple machine is.  What simple machine is ;  Identifying simple  Appreciating
making work easier for us machines at school the role played
by allowing us to push or and at home by simple
pull over increased  Manipulating machines
simple machines  Cooperating in
31
 distances group activities
5.5.5.2 Identify six kinds of simple  Asking
machines used in the home and  6 Kinds of simple machines; questions for
school. more questions
Lever, Wheel & Axle,
Inclined Plane, Wedge,
Screw

5.5.5.3 Demonstrate the use of simple  Application of simple

machines in doing work . machines: Pulling, cutting,
transportation, watering,
digging

Grade 6
General Outcomes: Key competences

• Demonstrate an understanding of the basic facts about the human body • Show knowledge and skills of maintaining a healthy human
body
• Develop investigative skills
• Demonstrate basic skills of making a magnet
• Recognise the importance of personal health
• Demonstrate knowledge and skills of conserving plants and
 Develop investigative skills on personal health Develop knowledge, values and positive attitudes
for the immediate environment animals in the environment

 Develop investigative skills about the immediate environment

 Demonstrate an understanding of the basic facts about plants and animals

 Develop investigative skills about plants and animals

 Develop knowledge, values and positive attitudes about materials and energy

32
 Demonstrate investigative skills about materials and energy

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
6.1.0 The human 6.1.1 The Blood 5.1.1.2 Describe the composition of  Composition of blood: Red and  Comparing the  Cooperating in group
body blood. white blood cells, blood platelet difference work
and blood plasma between artery  Asking questions for
 Functions of blood: and veins more understanding
Transportation of; food , gases
6.1.1.3 Describe the functions of and water; defence of body  Communicating
blood in the body.  Double circulation of blood in the the functions of
body: Artery and Veins blood

6.1.1.2 Describe how blood

circulates in the body.
6.1.2 Features of 6.1.2.1 Describe features of  Features of pregnancy: Protrusion  Communicating  Awareness of
pregnancy pregnancy. of the tummy, enlargement of features of pregnancy features
breasts. pregnancy  Cooperating in group
6.1.2.2 Identify signs and  Signs and symptoms: Morning  Communicating work

33
 symptoms of pregnancy.
6.1.3 6.1.3.1 Identify health and social
Health risks consequences of teenage
pregnancy
6.1.3.2 Identify health risks
associated with early
sexual debut.
sickness, vomiting. signs and
symptoms of
pregnancy
 Health and social risks for teenage  Communicating  Awareness of health
pregnancy: Trauma, Disability, risks associated risks associated with
Complications to the mother and with teenage teenage pregnancy
the baby, Premature death pregnancy and and early sexual
 Health risks associated with early early sexual debut
sexual debut: contraction of STIs debut
and HIV, unwanted/teenage
pregnancy, cervical cancer.

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
6.2.0 6.2.1 Food 6.2.1.1 List foods which are good  Sources of vitamins and minerals:  Classifying foods  Applying acquired
Health Nutrients sources of vitamins and Vegetables, fruits, milk, liver, oils, fish, according to their knowledge on diet in
minerals. dairy products. nutrients everyday life
 Importance of vitamins and minerals:  Communicating  Asking questions for
6.2.1.2 Explain the importance of Protection against diseases, better information on more understandings
vitamins and minerals in a diet. body functioning deficiency diseases  Cooperating in group
6.2.1.3 Explain the importance of  Importance of eating a variety of food:  Observing expiry work
eating a variety of foods. Good healthy dates, information
6.2.1.4 Explain the importance of food  Importance of food labelling: Expiry on nutrients and
labelling and packaging. date, and nutrients, information of packaging
6.2.1.5 Identify common deficiency packaged foods.  Analysing clinic
diseases in the communities.  Common dietary diseases: Scurvy, cards for dietary
6.2.1.6 Interpret children’s clinic cards rickets, night blindness, marasmus, intake
in relation to dietary intake. kwashiorkor, goitre
 Interpreting the children’s clinic cards:
weight, age growth curve,
6.2.2 Effects of 6.2.2.1Explain how substance abuse can  How substance abuse can ruin lives:  Communicating  Awareness on how to
harmful ruin the lives of people. Addiction, diseases, crime, accidents the dangers of help substance
Substance 6.2.2.2 Explain how substance addicts  Helping substance addicts: substance abuse addicts
can be helped. Recreation, rehabilitation

34
 6.2.3 Living with  6.2.3.1 Describe the challenges of  Challenges of living with HIV and  Communicating  Awareness of
HIV and AIDS living with HIV and AIDS AIDS: Emotional, economic, social, challenges of living challenges of living
. moral. with HIV and AIDS with HIV and AIDS

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
6.3.0 The 6.3.1 The water 6.3.1.1 Describe the water cycle  The water cycle (sun heats  Experimenting the  Appreciating the
Environment cycle system. water, water evaporates, process of water cycle
water vapour condenses, , evaporation,  Participating
clouds form, clouds drop as condensation and actively in class
rain or precipitation) precipitation activities
 Evaporation (change from  Communicating
6.3.1.2 Describe the process of liquid to gas state, the effects of the
evaporation and Condensation (change from water cycle
condensation gas to solid) of water.
 Effects of water cycle:
draughts, floods, changes in
6.3.1.3 State the effects of the water weather.
cycle in everyday life.

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
35
6. 4.0 Plants and 6.4.1 6.4.1.1 Investigate how water and  How water/mineral salts reach  Investigating the  Appreciating how
Animals Photosynthesis mineral salts reach the the leaves: movement of plants make food
leaves Transpiration(Root→ stem→ mineral salts and  Asking questions
leaves) water to leaves in for more
plants understanding
6.4.1.2 Describe the process by
 Process by which plants make  Communicating  Cooperating in
which plants make food. food: Carbon dioxide information on group work
combines with water to make how plants make
6.4.1.3 Test for the presence of starch in presence of light and food
starch in a leaf chlorophyll.
 Testing for starch in a leaf:  Observing the
Use of iodine solution to presence of starch
obtain a blue/black colour in a leaf
6.4.2 Care for 6.4.2.1 Explain the basic needs of  Basic needs of livestock: Food,  Communicating  Appreciating
Domestic Animals livestock. shelter, water. information on needs for
6.4.2.2 Explain the importance of  Importance of cleanliness in cleanliness and livestock
cleanliness in the care of the care of livestock: avoid care of livestock  Cooperating in
livestock. outbreak of diseases.  Investigating the group activities
 Advantages of keeping management of  Showing care
6.4.2.3 Find out the advantages of livestock together: protection, livestock when attending
keeping livestock together. reproduction, interaction to livestock.
 Disadvantages of crowding
6.4.2.4 Find out the disadvantages livestock: Outbreak of
of crowding livestock. diseases, fights, overgrazing,
6.4.3 Vertebrate 6.4.3.1 Identify the different types  Vertebrate animals:  Classifying  Participating in
animals of vertebrate animals - Mammals: man, cow vertebrates group discussion
-Birds: duck, eagle, according to where actively
- Reptile: lizard, crocodile, they live, body  Cooperating in
tortoise. covering , how they class activities
- Fish: Tilapia, move, how they
- Amphibians: frog etc. breathe and
6.4.3.2 Describe adaptations shown  Adaptation of vertebrates: reproduction.
by vertebrate animals Breathing-nose/gills, feeding-  Investigating
long neck & special mouth adaptations of
protection-changing of the vertebrate animals
colour & strong legs and  Comparing life
36
 6.4.3.3 Describe the life cycle of
vertebrate animals
6.4.3.4 State ways of conserving
vertebrate animals
movement-fins/legs cycles of vertebrate
 Life cycle of vertebrate animals
animals (birds, fish, frog e.g.
Eggs, young adult. Mammals
e.g. mother, young, adult.
 Conserving vertebrates:
avoiding unnecessary killing,
maintaining habitats.

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
6.5.0 Materials and 6.5.1 Nature of Air 6.5.1.1 Describe the composition of  Composition of air: Oxygen,  Predicting the  Ask questions for
Energy air. carbon dioxide, nitrogen, water composition of more
6.5.1.2 State the physical vapour. air understanding
properties of air.  Physical properties of air:  Investigating that  Actively
Invisible, no smell, colourless. air has weight participating in
 Characteristics of air: Weight, and volume group work
6.5.1.3 Demonstrate that air has mass and occupies space.
weight and occupies space.
6.5.2 Sound 6.5.2.1 Explain what sound is.  Sound as a form energy  Demonstrating  Cooperating in
6.5.2.2 Demonstrate how sound is  Vibrating materials (vibrating sound production group activities
produced air is called “sound wave”)  Comparing high  Appreciating
when shaking, hitting, plucking volume to lower different sources
6.5.2.3 Describe how sound travels and blowing. volume of sound
from one place to another.  Transmission of sound: sound  Predicting how
6.5.2.4 Demonstrate how the
37
 volume of sound can be travels through air, water and sound travels
increased. solids
 Making sound louder:
Increasing the sound waves,
e.g. plucking harder.
6.5.3 Pressure 6.5.3.1 Show the effect of pressure  Effects of pressure: Increases  Demonstrating  Appreciating the
on objects. the force applied the effect of application of
6.5.3.2 Explain why tools and  Why tools/implements are pressure pressure
implements should be sharp: Less force is  Observing the  Cooperating in
sharp. applied/required sharpness of group work
6.5.3.3 Explain why water tanks are tools in relation
 Why tanks are placed on high
placed on a higher level. to pressure
level: Increasing water  Investigating that
6.5.3.4 Demonstrate that air exerts
pressure. air exerts
pressure.
 Air pressure in balloons, tubes pressure
6.5.3.4 Explain why pumping a
 Building up of pressure inside
bicycle tube becomes more
the tube.
difficult as the tube gets
inflated.
6.5.4 Communication 6.5.4.1 State methods of  Methods of communication:  Communicating  Appreciating
communication. conversation, mail, Phones, with others using methods of
drums, radio, television. the most communication
 Importance of communication: effective method  Cooperating in
6.5.4.2 Explain the importance of Passing of messages from place  Investigating how group work
communication to place or person to person. sound waves are
 Use of sound waves: Carrying used in
sound through vibration of communication
6.5.4.3 Describe how sound waves particles in the medium.
are used in communication.

Grade 7
General Outcomes: Key competences

38
• Demonstrate an understanding of the basic facts about the human body • Show knowledge and skills of plant propagation in the local area

 Develop investigative skills • Demonstrate basic skills of wiring a three pin plug

 Recognise the importance of personal health • Show basic understanding of the use of conductors and
insulators of electricity
 Develop investigative skills on personal health Develop knowledge, values and positive attitudes
for the immediate environment

 Develop investigative skills about the immediate environment

 Demonstrate an understanding of the basic facts about plants and animals

 Develop investigative skills about plants and animals

 Develop knowledge, values and positive attitudes about materials and energy

 Demonstrate investigative skills about materials and energy

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

39
 KNOWLEDGE SKILLS VALUES
7.1.0 The human 7.1.1 The 7.1.1.1 Describe digestion  Digestion is the breaking down  Communicating  Appreciating the role
body Digestive System of food into nutrients that body main organs of of digestive system
7.1.1.2 Identify the organs of the cells can use. the digestive  Asking questions for
digestive system.  Organs of digestive system: system more understanding
Liver, pancreas, mouth(teeth &  Predicting what  Cooperating in group
tongue), stomach, intestine happens to activities
(large and small) undigested
7.1.1.3 Identify parts of the  Small intestine-nutrients are foods
alimentary canal where absorbed, Large intestine-water
digested food is absorbed. and minerals are absorbed
 Undigested food: expelled as
faecal material
7.1.1.4 Explain what happens to
undigested food.

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
7.2.0 Health 7.2.1 Diseases 7.2.1.1 Distinguish between a virus  Differences between a virus  Comparing  Appreciating
and a bacterium. and bacteria: Size, survival, viruses and differences between
reproduction, control. bacteria viruses and bacteria
7.2.1.2 Explain how viruses and  Effect of viruses and bacteria:  Communicating  Cooperating in group

40
 bacteria can affect health Causes of diseases common skin activities
.  Ringworms, measles, scabies, diseases
7.2.1.3 Identify common diseases of Scurvy, warts, chicken pox,
the skin skin cancer.
 Effect of disease prevalence
7.2.1.4 Explain the prevalence of on health services: Pressure
diseases in relation to the on health services
provision of health services.
7.2.2 Fruits 7.2.2.1 Identify fruits used as food.  Fruits used as food:  Classifying fruits  Appreciating a variety
Mangoes, avocados, paw and seeds used of fruits
7.2.2.2 Identify seeds used as food. paws, oranges, and passion as food  Participating actively in
fruits.  Communicating class discussion
7.2.2.3 State the importance of fruits  Seeds used as food: Legumes the importance
in improving health and cereals. of eating a
 Importance of fruits and variety of fruits
seeds: contains vital vitamins
and minerals.

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
7.3.0 The 7.3.1 Separating 7.3.1.1 Demonstrate the separation of  Separating of a soluble and an  Experimenting  Appreciating the
Environment substances an insoluble solid from water insoluble solid from water e.g. the separation separation
7.3.1.2 Demonstrate the separation of a salt from water, sand from of substances methods
soluble substance from water. water(evaporation and filtration)  Planning an  Cooperating in
7.3.1.3 Demonstrate the separation of  Separation of iron fillings from investigation to group discussion
iron fillings from sand sand: magnetic method separate a
mixture of
materials
41
 7.3.2 Water supply 7.3.2.1 Identify sources of water in the  Sources of water: Wells, rivers,  communicating  Applying the
system village and towns. dams, bore holes, taps various sources conservation of
 Water treatment in urban and of water water methods.
7.3.2.2 Identify different types of water rural areas: boiling, filtration,  Communicatin  Cooperating in
treatment systems. decantation, chlorination. g how to group activities
 Importance of water treatment: conserve water  Questioning new
7.3.2.3 State the importance of water Makes water clean and safe.  Demonstrating ideas for more
treatment  Water conservation: turning the treatment understanding
taps off if not in use, washing of water
clothes at once, etc.
7.3.2.4 Describe ways of conserving
water

TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
7.4.0 Plants and 7.4.1 The flower 7.4.1.1 Identify the parts of a flower.  Parts of a flower: Anthers,  Observing parts of  Appreciate the
Animals filament, petals, flowers organisation of floral
Ovary, stigma, style,  Recording parts
7.4.1.2 Explain the functions of the sepal, stalk information on  Cooperating in group
 Functions of anthers, observations activities
parts of the flower
filament, petals,  Respecting other
Ovary, stigma, style, sepal, people’s opinion
stalk.
7.4.2 Pollination and 7.4.2.1 Describe pollination.  Pollination: Transfer of  Communicating  Appreciate the role of
fertilization in pollen grains from anthers agents of pollination insects and wind in
flowering plants to stigma.  Comparing pollination.
7.4.2.2 Identify the agents of  Agents of pollination: Wind, pollination and  Cooperating in group
pollination. water, animals (birds, fertilisation in plants activities
insects and mammals)

42

7.4.2.3 Describe fertilization in
flowering plants.
7.4.3 Fruits and seeds 7.4.3.1 Explain why plants produce
seeds.
7.4.3.2 Explain the importance of
improving seed varieties
7.4.4 Seed dispersal 7.4.4.1 Describe what seed dispersal
is.
7.4.4.2 Describe ways in which
seeds are dispersed.
7.4.4.3 Explain the importance of
seed dispersal.
7.4.5 Propagation 7.4.5.1 Explain what plant
propagation is.
7.4.5.2 State methods of plant
propagation.
7.4.5.2 Demonstrate how some
plants are propagated in the
local area.
43
 Fertilisation in plants:
Joining of ovule and pollen
grains.
 Why plants produce  Comparing varieties  Actively participating
seeds: for plant of fruits and seeds in class discussions
propagation.  Questioning new
 Importance of improving ideas for more
seed varieties: more yields understanding
and resistance to diseases
and draught
 Seed dispersal as a method  Communicating  Awareness of the
of spreading seeds in the agents of seed importance of seed
environment. dispersal. dispersal
 Ways of seed dispersal:
Wind, animals, water, and
explosive method.
 Importance of seed
dispersal: for survival of
plant species.
 Plant propagation: means  Communicating  Applying knowledge
by which plants continue methods of plant of plant propagation
their existence. propagation in everyday life.
 Methods of plant
propagation: Seed and
vegetative propagation.
 Plant propagation: Row
planting e.g. maize, beans;
Planting by broadcasting
e.g. millet, sorghum.
TOPIC SUBTOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
7.5.0 Materials and 7.5.1 Energy 7.5.1.1 Explain what energy is.  Energy as the ability to do  Communicating  Awareness of the
energy work: carrying books, information about need for conductors
digging, lifting a box different forms of and insulators
energy  Cooperate in group
 Types of energy:  Investigating the activities
mechanical(potential, conversion of  Show ability to solve
7.5.1.2 Identify different types of kinetic), electric, sound, energy from one problems
energy chemical, thermal energy, form to another
heat, light

 Energy conversion E.g., Bulb

7.5.1.3 Explain how energy is (Electrical energy to light to
converted from one form into heat), a ball rolling from the
another. top(Potential –kinetic
energy), battery (chemical-
electrical), radio(electrical-
sound), touch(chemical-
light)
7.5.2 Electric 7.5.2.1 Explain what an electric current  Electric current is the flow  Planning the  Cooperating in group
current and does of charges (from positive to construction of a activities
Circuits negative terminal) and simple electric  Applying knowledge
7.5.2.2 Demonstrate how to construct a helps to power up circuit. on circuits in everyday
simple electric circuit. appliances.  Comparing a life
 Making a simple circuit: series and parallel  Questioning questions
7.5.2.3 Distinguish between a series and Wire, switch, dry cell, bulb, circuit for more
parallel circuit flow of electricity from the understanding
cell to the bulb and back.
7.5.2.3 Describe the action of a switch  Series (bulbs in same line)
in a circuit. and parallel(bulbs in two

44
 different lines) circuits
 Action of a switch: open or
close the circuit.
7.5.4 Lightning 7.5.4.1 Identify the causes of lightning.  Causes of lightning: static  Experimenting with  Appreciating the power
electricity (presence of static electricity of lightening in
7.5.4.2 Explain the effects of lightning charges).  Observing lightning nitrogen fixing
on plants, animals and  Effects of lightning: Damage, Note: This is possible  Applying knowledge to
buildings. fire, death. when done in the avoid damage by
 Preventing damage from rainy season lightning
7.5.4.3 Demonstrate how to prevent lightning: Lightning  Cooperating in group
damage from lightning. arresters, avoid standing activities
under trees when it is
raining or walking in rain,
7.5.4.4 State the importance of stay away from electrical
lightning in farming appliances during thunder
storms.
 Importance of lightning:
Fixes nitrogen back in the
soil
7.5.5 The solar 7.5.5.1 Describe the solar system.  Solar system: The sun and  Communicating  Appreciate the
system the 8 planets information on existence of a solar
7.5.5.2 Explain the differences  Difference between sun solar system system
between the sun and its and the planets: size,  Observing the  Questioning new
planets luminous/non luminous phases of the ideas for more
moon understanding
 Source of light in the solar  Experimenting  Listening with respect
7.5.5.3 State the source of light in the system: Sun with the position  Cooperating in group
solar system.  Seasons: revolution of the of the sun in activities
earth and its tilted axis; Day June(winter in
7.5.5.4 State the reasons for seasons and night: earth’s rotation Zambia) and in
and day and night  Earth orbits the sun, Moon October (summer
orbits the earth and in Zambia)
produces phases of the
7.5.5.5 Compare the movement of the moon.
earth and the moon  Formation of solar and
lunar eclipse: Moon
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 between sun and earth,
earth between sun and
7.5.5.6 Describe the formation of solar moon
and lunar eclipses.  Uses of solar energy:
Generation of heat and
electricity, used by plants
7.5.5.7 State uses of solar energy to make food
7.5.6 Metals and 7.5.6.1Identify types of metals and non-  Types of metals (aluminium,  Comparing  Awareness of non-
Non-metals metals copper, iron, zinc);Non- metals and non- metals and metals
metals (carbon, hydrogen, metals  Participating actively
oxygen and carbon dioxide)  Experimenting in group discussion
 Conduction and non- with types of
conduction of electricity materials using an
electric current.

7.5.6 Mining 7.5.6.1 Identify minerals mined in  Minerals mined in Zambia:  Communicating  Appreciation the
Zambia Copper, gold, cobalt, lead, metals mined in importance of copper
iron, zinc Zambia  Cooperating in group
7.5.6.2 List the properties of copper. Silver, tin, coal, aluminium.  Investigating how activities
 Properties of much copper is  Applying
7.5.6.3 Explain how copper is extracted copper.(electrical exported annually entrepreneurial skills
and refined. conductivity, resistance to and from where
rust)  Communicating
7.5.6.4 Identify items made from  Extraction of copper: the need to make
copper within Zambia. Drilling/ blasting-crushing- copper products
floatation- electrolysis within Zambia
7.5.6.5 Explain the importance of  Items made from copper:
making copper items within Ornaments, jewellery,
Zambia. copper coins, cables,
utensils.; Foreign exchange,
7.5.6.6 Describe the impact of mining taxes, trade, employment.
on the environment.  Impact of mining: Pollution
of air, land, water.

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