INTRODUCTION

The study of Science is cri cal for living a meaningful and func onal life in a technologically advanced and globalized world. This
integrated science curriculum for elementary schools delve into the systema c explora on of living organisms and non -living ma er,
the impact on humans and the environment.
The General objec ves for Grades 1 – 6 Science:
1. Acquire the fundamental facts, concepts, principles and theories of Science.
2. Develop basic scien fic skills and competencies.
3. U lize digital technology to inves gate, record and report systemic observa on of work, force, energy, simple machine,
evapora on, filtra on, etc.
4. Embrace posi ve scien fic values and a tudes that make for peaceful coexistence in society.
5. Develop a love for Science.
A learner-centered approach is emphasized in this curriculum. This is based on the firm belief that learning becomes more permanent,
meaningful and exci ng when learners themselves take ownership of the learning process. Instructors are therefore urged to c ontrive
those classroom strategies that engage learners ac vely in the teaching and learning process.

Page 1
 SEMESTER ONE
GRADE: 1
PERIOD: I
UNIT: I: SCIENTIFIC KNOWLEDGE
TOPIC: SCIENCE OBSERVES THINGS
COMPETENCES/
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS/RESOURCES
ASSESSMENT
Learners will At the end of 1. The meaning of Inclusive and Differentiated Level Textbook(s) EXPECTED COMPETENCIES
use their this topic, science Learning:
knowledge of learners should Mixed groups or individuals Various objects · Effective communication skills
science to be able to: 2. Our senses and according to abilities, gender, learning
describe things how we use styles/disabilities, and age to be Worksheets or Activity pages in · Research and Problem solving
in nature by 1. State the them. involved in the following activities. Textbook skills,
their shape, meaning of
size, color, Science 3. The Physical Small groups: place learners in mixed Poster · Digital skills
texture, and Properties of ability groups and assign tasks to
weight Matter: size, work Facilitators are encouraged to
2. State ways · Analytical skills
shape, color and utilize internet links to source
in which weight in our
one can use Whole class: Brainstorm about additional materials and texts
environment. · Creativity and Innovation skills
their senses learners’ idea on topic. Discuss to get concerning individual topic.
to observe a complete, correct ideas and post www.owlcation.com/stem
ASSESSMENT
them on wall or chalkboard. www.dictionary.com
STRATEGIES to be used to check
3. Observe www.khanacademy.com
competencies
colors, Game Inside or Outside): “I See” www.dison.com
(Select relevant option):
shapes, Name an object and describe size, www.nature.com
· Quizzes
sizes and shape, color, texture or weight of www.sporcle.com
weight things around them. www.sciencekids.org · Test
www.sciencwfun.com
· Class and Homework
Show and Tell Language connection:
describe given objects using complete and others · Assignments
sentences – this is….it feels….it is · Science journal
(color), etc.
· Spelling and vocabulary test on
lesson Key Terms

Page 2
Investigation Outside:
Use named sense(s) to describe object
picked.
Center: Group things by attributes,
one at a time.
· Contribution at Discussion
Circle.
· Group Activity tasks
· Group and Individual oral
reports.

· Center activities
- Paper-based activities.

Page 3
 SEMESTER ONE

GRADE: 1
PERIOD: II
TOPICS: MATTER: THINGS THAT MAKE UP OUR ENVIRONMENT AROUND US
COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS/ RESOURCES ASSESSMENT
Learners will At the end of this 1. Matter: Inclusive and Differentiated Level Textbook(s) EXPECTED
be able to relate
topic, learners Learning: COMPETENCIES
a. Meaning of
the term will be able to: Mixed groups or individuals according Objects in the class and in the
“matter” to real matter and Kinds
to abilities, gender, learning community · Effective communication
things around. of matter
1. State the styles/disabilities, and age to be skills
meaning of involved in the following activities. Paper/Copybooks
Learners will b. Using shape,
matter. volume, and · Research and Problem
be able to Whole class: each student brings a Balloons
colors to describe solving skills,
describe the named object to be grouped into solid
2. Name the matter.
effect of and liquid in the Science Learning Empty cans of different sizes.
states of matter · Digital skills
“greater force” Center.
and give 2. Force:
versus “less Textbooks/Teacher Guides
examples of · Definition · Analytical skills
force” applied Empty-filled-emptied balloon with the
each. and kinds of
to an object. class and have learners answer Internet sites: Facilitators are
force questions about properties of matter in a encouraged to utilize internet links to · Creativity and Innovation
3. Distinguish gas state skills
between the source additional materials and texts
· How Forces concerning individual topic.
three states of act on matter Use a push, pull, or lift demonstrate ASSESSMENT
matters. force on an object (matter) to makes STRATEGIES to be used to
work happen. Learners watch and http://www.sciencekids.co.nz/experiments check competencies
· Compare http://www.kidzone.ws/science
4. Observe a and contrast explain the steps and results of applying www.owlcation.com/stem (Select relevant option):
change in the force. · Quizzes
greater force www.owlcation.com/stem
state of matter Center: Take turns to fit solid and
versus less liquid into containers and talk about www.dictionary.com · Test
force on an their shapes in relation to the containers www.khanacademy.com
5. List examples object. · Class and Homework
Display a list of lesson key terms www.dison.com
of each state of · Assignments
www.nature.com
matter
- Individual work: www.sporcle.com · Science journal

Page 4
6. State the Draw and label everyday objects
meaning of according to their shapes, and kind of
work and force matter they are.
Audio-visual: Watch and explain the
steps and results of applying force.
www.sciencekids.org · Spelling and vocabulary
www.sciencefun.org test on lesson Key Terms
and others · Contribution at Discussion
Circle.
(*Please pay attention to
proprietary information) · Group Activity tasks

· Group and Individual oral

reports.

· Center activities

· Paper-based activities.

Page 5
 SEMESTER ONE
GRADE: 1
PERIOD: III
TOPIC: LIVING AND NON-LIVING THINGS
COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS/RESOURCES ASSESSMENT
Learners will At the end of this topic, Living & Non-living Level Textbook(s) EXPECTED
be able to learners should be able things Inclusive and Differentiated COMPETENCIES
identify living to: · We use our senses Learning: Internet source: Internet sites: · Effective communication
and non-living 1. State the to learn about Mixed groups or individuals Facilitators are encouraged to skills
things around characteristics of living things according to abilities, gender, utilize internet links to source
them appreciate living things (plants & learning styles/disabilities, and age additional materials and texts
the usefulness · Research and Problem
2. Identify living animals)? to be involved in the following concerning individual topic. solving skills,
of some living activities.
things
things to · What do we know
humans. 3. Distinguish · Digital skills
between plants about non-living Brainstorming Activity: http://www.sciencekids.co.nz/experiments
animals as the things? http://www.kidzone.ws/science
Differentiate living and nonliving
www.owlcation.com/stem · Analytical skills
major groups of things
living things · What are the https://www.sciencea-z.com
4. List the importance differences: Living Discovery Field Trip: to find living www.owlcation.com/stem · Creativity and Innovation
or nonliving? and non-living things in the www.dictionary.com skills
of plants and
animals in our immediate environment. www.khanacademy.com
· Plants www.dison.com ASSESSMENT
surrounding
Show and tell - Learners tell about www.nature.com STRATEGIES to be used to
· Usefulness of their samples from homework. www.sporcle.com check competencies
plants to humans. www.sciencekids.org (Select relevant option):
Discussion on how plants and www.sciencefun.org
animals are different · Science journal Quizzes
Chart displaying Animals
only · Test
Content vocabulary( key words)
· Class and Homework
Chart displaying Plants only
Computer

Page 6
 · Assignments
· Spelling and vocabulary
test on lesson Key Terms

· Contribution at Discussion
Circle.

· Group Activity tasks

Page 7
 SEMESTER TWO

GRADE: 1
PERIOD: IV
TOPIC: THE EARTH AND ITS COMPOSITION (ROCK, SOIL, AIR AND WATER )
MATERIALS/ COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Learners will use At the end of this topic, 1. OUR EARTH Inclusive and Differentiated Level Textbook(s) EXPECTED
Tree Diagram or learners should be able to: Learning: Soil samples COMPETENCIES
Cycle for I. Composition of the Mixed groups or individuals Rock samples
1. Describe the earth (soil, rock, air & · Effective
information and according to abilities, gender, Water
composition of the water) communication skills
make inferences. learning styles/disabilities, and age Pot and fire
earth in verbal and to be involved in the following
a) Rocks: size, shapes activities. Posters of graphic organizers: · Research and
Learners will be graphic forms
and colors Water cycle Soil profile Problem solving
able to demonstrate Small groups: place learners in
2. Name the three (3) Course of rain water skills,
the scientific mixed ability groups. Use posters to
main natural sources of b) Sources of all water talk about direction of rain water, Internet source:
process at a Fair or on earth: (rain, well, soil profile, and water cycle
water Internet sites: Facilitators are · Digital skills
other appropriate river, etc) encouraged to utilize internet
event. links to source additional
3. Use level science Essential Questions · Analytical skills
vocabulary to describe c) The Water Cycle Where does rain water go after it materials and texts concerning
the water cycle. hits the ground? individual topic.
· Creativity and
www.owlcation.com/stem Innovation skills
4. Demonstrate Class Discussion: “What are some
www.dictionary.com
understanding of the of the negatives things that could
www.khanacademy.com Assessment
connections among happen in our life if the earth was
short of water, soil, or rocks?” www.dison.com Strategies to be used to
sources of water
www.nature.com check competencies
through the water
Center: Set up a water boiling www.sporcle.com (Select relevant
cycle.
experiment to model the water cycle www.sciencekids.org option):
and execute the scientific process: www.sciencefun.org · Quizzes
5. Predict what might
happen to learners and · Pose Question and others
their family and friends · Predict (*Please pay attention to · Test
if the earth lost one of · Experiment proprietary information)
its components. · Observation · Class and
Homework
Page 8
- Report/conclude · Assignments
- Home work: adults will help
learners dig and bring samples of · Science journal
different colors and textures of the · Spelling and
soils for discussion. vocabulary test on
Bring a collection of local materials lesson Key Terms
and items that can be used for
making satellite model · Contribution at
Content vocabulary( key words) Discussion Circle.

· Group Activity
tasks

Page 9
 SEMESTER TWO
GRADE: 1
PERIOD: V
TOPICS: WEATHER AND CLIMATE, SPACE AND SOLAR SYSTEM
COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS
ASSESSMENT
Learners will At the end of this 1. Weather and Level specific textbook(s) EXPECTED
make simple lesson, learners should Climate Inclusive and Differentiated Learning: COMPETENCIES
equipment for be able to: Mixed groups or individuals according to Stick or pole, · Effective communication
reading the 2. The seasons in abilities, gender, learning skills
Old soft drink cans,
weather. 1. Describe the Liberia styles/disabilities, and age to be involved
weather and another world in the following activities. Funnel
· Research and Problem
Learners will be climate region Telescope solving skills,
able to read 2. State the effect of Whole class: Class Daily Weather Chart -
weather on living 3. Care of body take turns to observe and report Binoculars
weather · Digital skills
forecasts on things and living space Weather
in different Class construct wind vane; rain gauge and
phone, Thermometer, · Analytical skills
3. Name and seasons take readings
computer, T.V.
describe the Computer
seasons of Liberia 4. Solar System Mount thermometer to read daily · Creativity and Innovation
temperature Internet source: Internet skills
sites: Facilitators are
5. Outer Space encouraged to utilize
Song or Story-telling: describing and ASSESSMENT
4. Describe the
stating seasons of Liberia by song, internet links to source STRATEGIES to be used to
effects of air storytelling additional materials and check competencies
(wind/storm) on
texts concerning individual (Select relevant option):
objects. Discussion on the effects of poor topic. · Quizzes
ventilation at home and school www.owlcation.com/stem
5. Explain the
effects of poor www.dictionary.com · Test
Center: watch videos on topics and www.khanacademy.com
ventilation on
complete downloaded worksheets. www.dison.com
human · Class and Homework
www.nature.com
Content vocabulary( key words) www.sporcle.com
· Assignments
6. Identify heavenly www.sciencekids.org
bodies close to the www.sciencefun.org
· Science journal
Earth
Page 10
Homework: observe moon and stars in the · Spelling and vocabulary
night sky using the telescope, binoculars, test on lesson Key Terms
or naked eyes
· Contribution at Discussion
Bring a collection of local materials and Circle.
items that can be used for making satellite
model
· Group Activity tasks
Audiovisual: Download and Watch a
· Group and Individual oral
simulation video of the Solar System Song
and Lyrics (National Geographic reports.
youtube.com) and answer questions.
· Center activities

· Paper-based activities.

Page 11

GRADE: 1
PERIOD: VI
TOPICS: CARE OF THE BODY
HIV/AIDS
SUBSTANCE ABUSE
OUTCOMES
Learners will use
knowledge and skills
acquired to identify and
name different part of their
bodies and how they can
care of them
Understand the danger of
taking in bad substances
and identify ways of
avoiding drug abuse
Explain basic facts about
HIV and AIDS and how it
can affect our lives
SEMESTER ONE
MATERIALS/ COMPETENCES
OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
At the end of this topic, Body Care Rhyme/Song: Posters EXPECTED
learners should be able 1. “This is my ---- I use it COMPETENCIES
to: ü Getting to know to------“Teacher touches Magazine cutouts of · Effective
your body a part and asks the personal hygiene communication skills
1. Describe the parts children its name and materials
of the body ü Names & function what it is used for (it
· Research and
of body parts may be hard for the Chart “Do’s” for the
children to touch their various body parts Problem solving
2. State ways we care skills,
ü Care for the body private parts in this
for each body part exercise, so the teacher
ü Private & non taking the lead can help Internet source: · Digital skills
3. State the private parts reduce awkwardness). Internet sites:
importance of Facilitators are · Analytical skills
proper hand ü Body types and 2. “This is the way we encouraged to utilize
washing individual wash our hands, wash internet links to · Creativity and
uniqueness our hands, wash our source additional Innovation skills
4. Explain HIV/AIDS hands…..when we want
materials and texts
Drug abuse to eat
concerning individual ASSESSMENT
5. Identify substances ……after our play
ü What is it? …….after the restrooms topic. STRATEGIES to be
commonly abused used to check
…….when we come from
ü List of some Bad places…..” www.owlcation.com/stem competencies
substances www.dictionary.com (Select relevant option):
Alcohol Teacher demonstrate about www.khanacademy.com · Quizzes
Drugs taking care of the body parts as www.dison.com
Cigarettes the children mimic. · Test
ü Good Substances Use a flip chart or drawing on · Class and Homework
Juices the board and show different
Page 12
 Prescribed types of bodies. Explain some
Medications e.g. are short some are tall, some are
(Paracetamol) big some are small…
Why children should Invite children to identify which
not take in these bad body type is theirs. Allow each
substances child to have a round of
applause celebrating their body
HIV and AIDS type,
ü What is HIV Role plays: Ask pairs of
children to act out how drug
ü Ways of getting and addicts behave.
not getting HIV Discuss after the role play the
effects of drug abuse
ü Care for people Explain different ways drug
living with HIV abuse can be avoided
www.nature.com · Assignments
www.sporcle.com
www.sciencekids.org · Science journal
www.sciencefun.org
· Spelling and
vocabulary test on
lesson Key Terms
· Contribution at
Discussion Circle.
· Group Activity tasks
· Group and Individual
oral reports.

Teacher Explains: “Big, big · Center activities

disease” to the children.
· Paper-based
Ask learners to tell what causes activities.
the disease. Provide information
about what they do not know or
correct misinformation

Use a picture of a person with

“big big disease and ask them
what they think the person
needs. Share with them the need
to care for those suffering
without exposing themselves.

Page 13
 SEMESTER ONE

GRADE: 2
PERIOD: I
TOPIC: SCIENCE IS EXPLORATION (SCIENCE IS EXPLORING MY WORLD)
MATERIALS/ COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
At the end of this 1. Science asks Inclusive and Level Text book EXPECTED
Learners will be topic, learners will questions ( Beginning Differentiated Learning: COMPETENCIES
able to express be able to: the inquiry/ Mixed groups or individuals -Internet/ computer, Tablet or · Effective communication
curiosity for natural exploratory process) according to abilities, phone skills
phenomena and take 1. Practice gender, learning
step to explore scientific inquiry 2. Science makes good styles/disabilities, and age -Flash light, ball,
· Research and Problem
into the guess and good to be involved in the solving skills,
following activities. -Science textbook
environment. design to answer
questions. How can I Internet source: Internet sites: · Digital skills
2. Play individual group everything in Whole class: Learners look
Facilitators are encouraged to
roles in a my classroom? around in their classroom
utilize internet links to source · Analytical skills
scientific and verbally group things as
additional materials and texts
process. 3. Science observes to living or non-living
concerning individual topic. · Creativity and Innovation
try to answer skills
3. Organize group questions. What kinds Learners research to find out
the causes of day and night www.owlcation.com/stem
work for and group of things ASSESSMENT
and present written report. www.dictionary.com
scientific are in space outside of STRATEGIES to be used to
www.khanacademy.com
inquiry. my classroom? check competencies
Center: Naming some things www.dison.com
www.nature.com (Select relevant option):
4. Report on the 4. Science can ask more learners see in the
www.sporcle.com · Quizzes
mini-inquiry questions: what can I environment (land, air and
sky). Keep list for future www.sciencekids.org · Test
conducted by the see above the clouds?
investigation www.sciencefun.org
class. · Class and Homework
(using model) :the way the and others
moon gets its light · Assignments
(*Please pay attention to
proprietary information) · Science journal
Bring a collection of local
materials and items that can
Page 14
be used for making satellite · Spelling and vocabulary
model test on lesson Key Terms

Individual work: Content · Contribution at Discussion

vocabulary(topic key words) Circle.

Audiovisual: watch YouTube · Group Activity tasks

videos of the solar system
moon phases and answer · Group and Individual oral
questions in class reports.

Group research: learners · Center activities

read up to find out the causes
of day and night and present
written report. · Paper-based activities.

Page 15
 SEMESTER ONE

GRADE: 2
PERIOD: II
TOPICS: EXPLORING WATER AND AIR
EXPLORING SOUND ENERGY AND COMMUNICATION
MATERIALS/ COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
At the end of this topic, 1. Why does water Inclusive and Differentiated Level textbook(s) EXPECTED
Learners will learners should be able to: change? Learning: COMPETENCIES
appreciate the Mixed groups or individuals Empty bowls · Effective communication
importance of 1. Name and identify 2. How does water affect according to abilities, gender, skills
natural elements sources of water people and other things learning styles/disabilities,
red clay
of the explain the process of and age to be involved in the
water
in the environment · Research and Problem
environment evaporation and following activities. ice cubes solving skills,
and their condensation. 3. Properties and impact balloons
usefulness to Brainstorming Activity:
air make on our small clear plastic · Digital skills
humans Learners research and discuss bags
2. Identify soluble and environment
insoluble substances storms, heavy winds (moving posters and
air) and their effects on the · Analytical skills
in water. 4. What is sound and how environment. internet resources
does it affect us? Internet source: Internet · Creativity and Innovation
3. State the properties Center: learners watch ice in
sites: Facilitators are skills
and impact of air. a pan, watch red clay added to encouraged to utilize
5. How does sound help
me to get water, observe changes and internet links to source ASSESSMENT
4. Explain how sound is information(The human say what cause the changes. additional materials and STRATEGIES to be used to
produced ear and hearing) texts concerning individual check competencies
Chart display: What are the topic. (Select relevant option):
5. Explain the three (3) sources of water? · Quizzes
importance of sound www.owlcation.com/stem
Blow air into balloons or www.dictionary.com · Test
small, clear plastic bags. www.khanacademy.com · Class and Homework
Discuss air and its shape. www.dison.com
www.nature.com · Assignments

Page 16
Sound gets to my ear (sound
travels through the air to reach
my ear); sound can also travel
through water and materials
Research from internet sites
on artificial satellite and
compile for individual report.
Bring a collection of local
materials and items that can
be used for making satellite
model
Individual work: Content
vocabulary( key words)
Page 17
www.sporcle.com · Science journal
www.sciencekids.org
· Spelling and vocabulary test
www.sciencefun.org
on lesson Key Terms
and others
(*Please pay attention to
· Contribution at Discussion
proprietary information)
Circle.
· Group Activity tasks
· Group and Individual oral
reports.
· Center activities
· Paper-based activities.
 SEMESTER ONE

GRADE: 2
PERIOD: III
TOPIC: EXPLORING HUMAN BODY
MATERIALS/ COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
1. Name the At the end of this Getting to know your body 1. Naming the major body Chart naming body parts EXPECTED
human body parts topic, learners should parts including the five Pictures of male and COMPETENCIES
in general be able to: ü Male private parts, sense organs. female body parts
and explain basic · Effective
facts about the 1. Name the major ü female private parts Internet source: Internet communication skills
2. The senses and body
female and male parts of human sites: Facilitators are
organs used for sensing.
private parts being. Differences between male and encouraged to utilize
female · Research and Problem
internet links to source
2. Distinguish male 3. Using songs to name solving skills,
additional materials and
from female. ü Female can get pregnant body parts (Head-kneel-
texts concerning
shoulder –toes) · Digital skills
ü Male cannot get pregnant individual topic.
3. State sensitive
www.owlcation.com/stem
body parts. 4. Using Pictures: let · Analytical skills
ü Where does the baby live www.dictionary.com
learners identify www.khanacademy.com
similarities and www.dison.com · Creativity and
ü Where does the baby come
from differences between www.nature.com Innovation skills
ü Introduce gender – we are boys and girls. www.sporcle.com
both humans, made differently www.sciencekids.org ASSESSMENT
but equal, each one deserves STRATEGIES to be used
5. Point to the pictures to www.sciencefun.org
respect to check competencies
focus on the private
(Select relevant option):
ü Good touch vs bad touch parts of boys and
girls. and others
(*Please pay attention to · Quizzes
ü How to report bad touches
6. Illustrate negative proprietary
information) · Test
Privacy and body respect touches on yourself –

Page 18
What part of the body can be which pats can be · Class and Homework
shown & what part is private/ touched and which · Assignments
covered parts cannot be
ü Privacy touched · Science journal

Respecting your body and that of
others
ü Do not harm yourself
ü Do not harm others
Your body belongs to you
and not to anybody else
Tell how the negative
touches can be avoided -
not being naked in front of
people, not being alone with
people of the opposite sex…
(this varies according to
country).
7. Use a picture: Ask
volunteer to point to the
parts of the body that
are private
· Spelling and
vocabulary test on
lesson Key Terms
· Contribution at
Discussion Circle.
· Group Activity tasks
· Group and Individual
oral reports.

8. Tell: how private parts · Center activities

should be taken care of
· Paper-based activities.
Slogan: In Liberian English
teach the children to repeat
after you: “this is my body,
I respect it” Repeat this
three times in a chorus

Page 19

GRADE: 2
PERIOD: IV
TOPICS: EXPLORING AND GROUPING PLANTS IN MY COMMUNITY
EXPLORING SOME PLANTS THAT CAN BE FOUND IN DIFFERENT KINDS OF HABITATS
OUTCOMES OBJECTIVES
At the end of this topic, ·
Learners will be able to learners should be able
compare and contrast to:
information using a
visual chart and present 1. Identify the types of ·
their findings plants by appearance,
color, and habitat.
2. Identify basic parts of ·
a typical flowering
plant.
3. State the functions of
the basic parts of
flowering plant.
4. Describe
characteristics of
some flowering
plants.
5. Observed differences
between flowering
plants and other types
of plants.
SEMESTER TWO
CONTENTS ACTIVITIES
Classification of Inclusive and Differentiated
plants by structure, Learning:
color, habitat.
Mixed groups or individuals
Parts of a typical according to abilities, gender,
flowering plant and learning styles/disabilities,
their functions and age to be involved in the
following activities.
Parts, appearance,
color, and habitat Whole class: Field trip -
of some non-
Collection of plants from
flowering plants
various habitats, including
water habitats.
Center: guided discussion -
Provide good points for the
argument “I cannot Live
Without Plants”
Specimen: plants from
various habitats, including
water habitat.
Chart: Complete in class –
comparing plants’ habitat,
structure, color, flowering or
non-flowering
Page 20
MATERIALS
Level textbook(s)
Plant picture books
Catalogue of plants and
their habitats from the
internet.
Specimens of different
types of plants by habitat,
color, etc.
Posters of labelled plant
pictures
Chart showing parts
of plants
Incomplete Chart for
comparing plants’
appearance, color, and
habitat of some non-
flowering plants.
Teacher-Made Word Cards
EVALUATION/
COMPETENCES
EXPECTED
COMPETENCIES
· Effective
communication skills
· Research and Problem
solving skills,
· Digital skills
· Analytical skills
· Creativity and
Innovation skills
ASSESSMENT
STRATEGIES to be used
to check competencies
(Select relevant option):
· Quizzes
· Test
· Class and Homework
6. State some of the
uses of some known Poster: diagram of a typical
plants local flowering plants.
Home work:
Observe various plants in your proprietary information per
community and write your
observation of stem and leaves
Individual work:
Match (with Teacher-made
cards) - functions of plant
parts; uses of parts to humans, materials and texts
other plants, animals.
Page 21
Worksheets/Activity pages · Assignments
in Textbook.
· Science journal
Internet sites.
*Please pay attention to · Spelling and
vocabulary test on
site. lesson Key Terms
Internet source: Internet · Contribution at
sites: Facilitators are Discussion Circle.
encouraged to utilize internet
links to source additional · Group Activity tasks
concerning individual topic. · Group and Individual
oral reports.
www.owlcation.com/stem
www.dictionary.com · Center activities
www.khanacademy.com
www.dison.com · Paper-based activities.
www.nature.com
www.sporcle.com
www.sciencekids.org
www.sciencefun.org
and others
(*Please pay attention to
proprietary information)
 SEMESTER TWO
GRADE: 2
PERIOD: V
TOPIC: CLASSIFICATION OF ANIMALS AROUND ME IN THEIR GROUPS
MATERIALS/ EVALUATION/
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES COMPETENCES
Learners will be able to Upon completion of this 1. Where do we Inclusive and Level Textbook(s) EXPECTED
express evidence of topic, learners should be find animals? Differentiated Learning: COMPETENCIES
adaptations and able to: Posters of animal photos
congruence. 2. Why do we Mixed groups or · Effective
1. Name the places where group (classify) individuals according to Tree Diagram template communication skills
Learners will search for we find animals. animals? How do abilities, gender, learning
information using tech styles/disabilities, and age
we Classify · Research and Problem
devices. to be involved in the
2. Match animal features animals? solving skills,
following activities. Name cards/picture
with their functions cards/plastic/ models of
and habitat. 3. Animal Body animals pictured in the class · Digital skills
Structures and Small groups:
functions Observe a pet/ Boney fish Specimens:
· Analytical skills
3. Place animals in as an animal specimen Dried “Boney” fish
groups according to 4. Adaptations of and name the features Arrange for Pet
observed · Creativity and
named features animal features Innovation skills
to functions and Blank poster sheet
habitat. Whole class: Group
animal names/ Markers ASSESSMENT
pictures/plastic models on STRATEGIES to be used
5. Importance of to check competencies
a Tree Diagram to show Worksheets/Activity
animals in the (Select relevant option):
Vertebrate and
ecosystem. · Quizzes
Invertebrate Groups. Internet sites.
*Please pay attention to
Create a song or rhyme to proprietary information per · Test
remember the animal site.
groups. Make poster of · Class and Homework
song/rhyme
Internet source: Internet · Assignments
sites: Facilitators are
Page 22
Choral-read notes on encouraged to utilize · Science journal
Classification from an internet links to source · Spelling and
online site (e.g. additional materials and vocabulary test on
w.w.w.kidzone) or a texts concerning individual lesson Key Terms
textbook topic. · Contribution at
www.owlcation.com/stem Discussion Circle.
Center: Make a list of www.dictionary.com
“Ten Good Reasons to www.khanacademy.com · Group Activity tasks
Have animals in our www.dison.com
World” www.nature.com · Group and Individual
Home work: www.sporcle.com oral reports.
Watch/Listen to Animal www.sciencekids.org
classification unit lesson www.sciencefun.org · Center activities
(YouTube).
Pairs: Observe physical and others · Paper-based activities.
features on specimen
(Pet/Boney fish) and (*Please pay attention to
answer “Yes” or “No” to proprietary information)
questions posed.
Individual work:
Describe an animal that is
different from a pet
studied

Page 23
 SEMESTER TWO

GRADE: 2
PERIOD: VI
TOPIC: EXPLORING DRUGS
EXPLORING MY BODY
MATERIALS/ COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Know the types At the end of this Drug abuse Demonstration: Charts EXPECTED
of drugs that are topic, learners COMPETENCIES
harmful to the should be able to: ü Kinds of bad Ask group of three or four children Posters
body substances used by to demonstrate how drugs are · Effective communication
1. Tell the people in the used. Picture books skills
meaning of the community
Ask the class to tell what the drugs
Understand the word “drug”. (definition) Videos
are called. · Research and Problem
effect of using Marijuana
drugs Opium Using their knowledge from Grade Internet source: Internet solving skills,
2. Tell the
difference Alcohol 1, ask volunteers to tell the sites: Facilitators are
Explain why between good Tobacco different effects drugs have on encouraged to utilize · Digital skills
they should say drugs and bad Snuff individual and the family internet links to source
no to using drugs and Peer Pressure lines: Use common additional materials and · Analytical skills
drugs where each ü Effects of using bad pressure lines and ask learners to texts concerning
type can be substances on: the tell what they would respond. · Creativity and Innovation
individual topic.
Explain basic found. individual body & Examples skills
facts about the mind, family, “Just try, once”
female and male society, school www.owlcation.com/stem
3. Identify the “It’s harmless” www.dictionary.com ASSESSMENT
private parts real and local Addiction “It will make you see things/ feel
Alcoholism www.khanacademy.com STRATEGIES to be used to
names for bad happy”
Discuss the www.dison.com check competencies
drugs.
differences ü Why you should say Help learners phrase responses to www.nature.com (Select relevant option):
between male 4. Name the parts No to using them. the above peer pressure lines. www.sporcle.com · Quizzes
and female of the body www.sciencekids.org
Getting to know your Use Pictures: Let learners
bodies and match www.sciencefun.org · Test
body identify similarities and
each with its differences between boys and girls

Page 24
Appreciate the proper üMale private parts, · Class and Homework
Point to the pictures to focus on
similarities function and others
the private parts of boys and girls.
between male 5. Talk about the üfemale private parts · Assignments
Illustrate negative touches on
and female wrong ways of (*Please pay attention to · Science journal
yourself – which parts can be
using our body Differences between proprietary information)
touched and which parts cannot be
Identify bad parts. male and female
touched · Spelling and vocabulary test
touches
ü Female can get on lesson Key Terms
Tell how the negative touches can
Explain how pregnant be avoided - not being naked in
they should be front of people, not being alone · Contribution at Discussion
avoided ü Male cannot get with people of the opposite sex… Circle.
pregnant (This varies according to country).
· Group Activity tasks
ü Where does the baby
lives
· Group and Individual oral
reports.
ü Where does the baby
come from
· Center activities
ü Introduce gender –
we are both humans, · Paper-based activities.
made differently but
equal, each one
deserves respect.

ü Good touch vs bad

touch

ü How to report bad

touches

Page 25
 SEMESTER ONE

GRADE: 3
PERIOD: I
TOPIC: EXPLORING THE ORGANIZATION OF THE EARTH
MATERIALS/ COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Learners will be At the end of this topic, learners 1. The spheres of Inclusive and Level Textbook(s) EXPECTED
able to illustrate should be able to: the earth Differentiated Downloaded lesson plan COMPETENCIES
the different ways Learning: “Earth System in a Bottle”
and purposes that 1. Interpret information from 2. Food-web Food items · Effective communication
the earth is models of how the earth is Mixed groups or “Giant Bowl” made by skills
organized. organized. 3. Food chain individuals according to cutting a large round shape
abilities, gender, learning from empty carton · Research and Problem
styles/disabilities, and Poster paper
Learners will be 2. Explain that the earth is 4. Food pyramid solving skills
Crayons, scissors, glue,
able to organized in different ways age to be involved in
strings and markers
communicate for different purposes the following activities. · Digital skills
Empty mineral water bottles
health information (Large sizes)
from Food Chain 3. Relate the earth’s spheres to Whole class: Simulation · Analytical skills
as project, their unique components -assign learners to draw 1. Website:
and cut out masks to wwwearthsciweek.org
simulation, Role · Creativity and Innovation
wear; lie on the floor to
Play, or model 4. Interpret information from the 2. Textbook skills
simulate Food Chain or
food chain, food web
Food Web
ASSESSMENT
5. Relate information in the food www.owlcation.com/stem STRATEGIES to be used to
Internet Lesson plan:
pyramid to health teacher-guided class www.dictionary.com check competencies
activity. “Earth System www.khanacademy.com (Select relevant option):
6. Agree that the Food Pyramid in a Bottle” (Elementary www.dison.com
is a visual guide to healthy GLOBE www.nature.com · Quizzes
eating wwwearthsciweek.org) www.sporcle.com · Test
www.sciencekids.org
· Class and Homework
www.sciencefun.org

Page 26
7. Create an innovation for
sharing health information
from the food pyramid.
- *Portfolio/Project:
Learners take turns as · Assignments
“Teacher for the Day”
· Science journal
using project.
· Spelling and vocabulary
Poster: class answer test on lesson Key Terms
teacher’s questions on
the Food-web, Food · Contribution at Discussion
chain, Food pyramid Circle.
Center: watch videos on · Group Activity tasks
topics and complete
downloaded worksheets.
· Group and Individual oral
reports.
Discussion Circle - on
food web, food chain and
· Center activities
food pyramid
· Paper-based activities.
Mini-Project: Prepare a
“Giant Healthy Bowl”
from the information in
the Food Pyramid
Page 27
 SEMESTER ONE
GRADE: 3
PERIOD: II
TOPICS: EXPLORING OUTER SPACE
HEALTH LESSON: HUMAN REPRODUCTION AND PUBERTY
MATERIALS/ COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Learners will be to After completing these 1. The solar system: Inclusive and Differentiated Level Textbook(s) EXPECTED
upgrade their topics, learners should be Differentiate Planets Learning: Computer COMPETENCIES
knowledge of the able to: Video equipment
Internet Links: · Effective
solar system and its 2. Earth’s motion Mixed groups or individuals
Google communication skills
activities. 1. Tell the distance according to abilities, gender,
learning styles/disabilities, and age You Tube (National
between the sun and 3. Eclipses
to be involved in the following Geographic Space · Research and Problem
Explain the stage each of the planet.
activities. videos) solving skills.
of puberty among 4. Health Lesson: Steps in Internet source:
females and males 2. Discuss the eclipses. Human Reproduction; .
Internet sites: · Digital skills
Puberty Whole class: Simulation – assign
Explain the Facilitators are
3. Tell why we have roles for learners to label, position
different steps in Puberty encouraged to utilize · Analytical skills
eight planets instead Definition of puberty and move to mimic rotation and
reproduction. internet links to source
of nine. Key features of puberty revolution of the earth (Note axis,
additional materials · Creativity and
orbit, hours, day/night, year)
Plan when they and texts concerning Innovation skills
want to have a
4. Define the term star, ü Parts of the body individual topic
satellite, meteor, undergoing changes Research reports
baby. .
meteorites, eclipse, ASSESSMENT
www.owlcation.com/stem
and galaxy. ü Menstruation, wet Center: Listening/Discussion - a STRATEGIES to be used
dreams… www.dictionary.com to check competencies
level-appropriate reading, audio, or
www.khanacademy.com (Select relevant option):
5. Relate earth’s video of any – Sputnik, First Man in
ü Physical changes www.dison.com
movement to: day, Space, Apollo 11 Mission, etc.
www.nature.com
night and seasons. · Quizzes
ü Emotional changes www.sporcle.com
6. Illustrate the earth’s Home work:
www.sciencekids.org
rotation and Research and report on “The Fall of · Test
ü Social changes www.sciencefun.org
revolution with a Pluto”
model. Steps in reproduction · Class and Homework
ü Ovulation Watch video (National Geographic on
You Tube channels) on the eclipses,
Page 28
ü Fertilization using phone, computer, etc. Write and others · Assignments
questions for discussion. · Science journal
ü Conception (*Please pay
Individual work: Research and attention to · Spelling and
ü Pregnancy report on “The Fall of Pluto” proprietary vocabulary test on
information) lesson Key Terms
ü Delivery of the baby
Audiovisual: Listening/Discussion -
a level-appropriate reading, audio, or · Contribution at
Right time to have a baby
Circumstances for one to video of any – Sputnik, First Man in Discussion Circle.
have a baby Space, Apollo 11 Mission, etc.
How pregnancy can be · Group Activity tasks
avoided
· Group and Individual
oral reports.

· Center activities

· Paper-based activities.

Page 29
 SEMESTER ONE
GRADE: 3
PERIOD: III
TOPIC: INVESTIGATING FORCE, ENERGY, WORK AND POWER
1. MATERIALS/ COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Learners will be able to After completing these topics, 1. Force Inclusive and Differentiated Level Textbook(s) EXPECTED
demonstrate the learners should be able to: Learning: COMPETENCIES
relationship amongst 2. Energy Mixed groups or individuals Specimens of simple
force, energy, work, 1. Explain the meaning according to abilities, gender, machines · Effective communication
power and machines of force 3. Work learning styles/disabilities, skills
and age to be involved in Incomplete charts,
2. State the types of 4. Power the following activities. · Research and Problem
forces Tree Diagrams, solving skills
· Small groups: place
3. Explain the uses of 5. Machines learners in mixed Spider Diagrams · Digital skills
force ability groups and
assign tasks to work Internet: http//Pinterest · Analytical skills
4. State forms of energy on “My Satellite of
and sources the Future” model · Creativity and
Innovation skills
5. State the differences · Whole class: Spider www.owlcation.com/stem
between work and the Diagram - ask www.dictionary.com ASSESSMENT
rate of work (power) questions and use www.khanacademy.com STRATEGIES to be used to
answers to make www.dison.com
check competencies
6. Name examples of the Spider Diagram to www.nature.com
(Select relevant option):
six simple machines communicate www.sporcle.com
and explain the uses · Quizzes
information e.g. www.sciencekids.org
force, pull/push; can www.sciencefun.org
· Test
change; motion;
position; creating;
· Class and Homework
work
· Assignments

Page 30
 · Reading · Science journal
Comprehension -
learners read notes · Spelling and vocabulary
from textbook or test on lesson Key
chalkboard and Terms
answer focused
questions · Contribution at
Discussion Circle.
· What type is it?
· Group Activity tasks
· How do we use it?
· Group and Individual
· Can humans make it? oral reports.
· Demonstration - the
· Center activities
definition of kinds of
forces and have
· Paper-based activities.
learners tell what
type by filling a Tree
Diagram

· Cross Curricular -
collaborate with P.E.
class to – e.g. tug of
war, hand wrestling,
and relay

· Center: Chart -
supply information to
complete a partially
prepared chart

Page 31
 SEMESTER TWO
GRADE: 3
PERIOD: IV
TOPIC: INVESTIGATING MORE USES OF PLANTS
INVESTIGATING HOW WE CARE FOR OUR BODIES
OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS/ COMPETENCES
OBJECTIVES RESOURCES ASSESSMENT
Learners are able to: After completing this 1. Plant: Catalog of Inclusive and Differentiated Level Textbook(s) EXPECTED COMPETENCIES
topic, learners will be twenty (20) Local Learning: · Effective communication
Describe the ways able to: plants and their Mixed groups or individuals Teacher-made skills
we use plants and uses according to abilities, gender, incomplete posters (2)
plant products as 1. Make a catalog of learning styles/disabilities, and · Research and Problem solving
sources of nutrients. some local plants age to be involved in the Science charts
2. Nutrients from skills
and some ways Liberian plants: following activities.
we use them. Pictures
Explain the basic Group some local · Digital skills
facts about the names against Whole class: Story Telling -
effects of bad www.owlcation.com/stem
2. Match local plants major nutrients Invite a child or two to share www.dictionary.com · Analytical skills
substance on the with the major (Carbohydrates, how substance enter the body
body and practice www.khanacademy.com
nutrient groups. proteins, fats& (if no volunteers, tell a www.dison.com
different ways of · Creativity and Innovation
oils, vitamins and story –keep it short) www.nature.com
avoiding using bad 3. Group local plants skills
drugs. minerals) www.sporcle.com
used for food, Center: Guided Discussion: - www.sciencekids.org ASSESSMENT
medicine, “Which plant can supply our
3. Alcohol & Drugs www.sciencefun.org STRATEGIES to be used to
clothing, building abuse. bodies with…. (Carbohydrates
Explain how STI get check competencies
materials, etc.)”
into the body and (Select relevant option):
grooming and How bad substances
how they do not and · Quizzes
skin care, enter the body Display - A catalog of
identify ways of
preventing STIs ornaments. some local plants matching · Test
ü Through the them with uses and
4. Explain the mouth nutrients · Class and Homework
effects of drug · Assignments
and alcohol abuse ü Nose Tell: What drugs do to the
on the body human body · Science journal
ü Skin · Spelling and vocabulary test
on lesson Key Terms
Page 32
 Effect of bad Repeat the slogan “this is my · Contribution at Discussion
5. Explain the substances on the body; I respect it” I’ll not put Circle.
importance of Body drugs into it”
personal hygiene · Group Activity tasks
Ways of avoiding Review Peer pressure lines for
taking in bad substance abuse, add others
substance · Group and Individual oral
from the children
Sexually Transmitted reports.
Infections (STI) Show and tell: Pictures are
1. What is STIs priceless here. Use pictures to · Center activities
2. Common STIs show how STIs affect the body
· Paper-based activities.
3. Common Brainstorm: How do STIs get
symptoms into the human body?
ü Syphilis Tell: How they do not get into
ü Gonorrhea the body
ü HIV
ü Hepatitis B Demonstrate: refusal skills
against sexual advances
ü Itchy fish
(trichotomies) Explain: the value of waiting
and having sex when older
Ways of getting and
not getting sexually
transmission infection
How to avoid STIs

Page 33
 SEMESTER TWO
GRADE: 3
PERIOD: V
TOPICS: INVESTIGATING WHAT MATTER IS MADE UP
INVESTIGATING COLORS
MATERIALS/ RESOURCES COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES ASSESSMENT
Learners are able to After completing this 1. Matter: Inclusive and Differentiated Level Textbook(s) EXPECTED
describe the topic; learners should Learning: COMPETENCIES
fundamental be to: 2. Properties of matter Mixed groups or individuals Internet site: · Effective
properties of matter according to abilities, gender, htt://www.youtube.com/watch? communication skills
and how they are 1. State what is 3. States of matter learning styles/disabilities, and =3SUPACBJGs
measured. matter age to be involved in the · Research and Problem
following activities. Internet source: Internet sites: solving skills
4. Measurement of the
2. Properties of properties of matter Facilitators are encouraged to
matter · Small groups: Learners be utilize internet links to source · Digital skills
divided into smaller groups additional materials and texts
3. The different –solid, liquid and gas. Ask concerning individual topic. · Analytical skills
states of matter each group to describe
shape, color , mass etc www.owlcation.com/stem · Creativity and
4. Ways to measure www.dictionary.com Innovation skills
different properties · Fill two water plastics with www.khanacademy.com
of matter equal amounts of water, www.dison.com ASSESSMENT
freeze one plastic until the www.nature.com STRATEGIES to be used
water becomes a solid. www.sporcle.com to check competencies
Then measure the mass of www.sciencekids.org (Select relevant option):
each plastic, then breathe www.sciencefun.org
air into same size plastic to and others · Quizzes
measure its mass. Record
your data (*Please pay attention to · Test
proprietary information) · Class and Homework
· Exploration - groups be
given at least ten objects to · Assignments
classify by their physical · Science journal

Page 34
 properties-color, size, · Spelling and
shape, texture and mass vocabulary test on
lesson Key Terms
· Whole class: Observation -
assemble materials such as · Contribution at
pencils, cup with water , Discussion Circle.
empty bowls and ask
learners to describe them · Group Activity tasks
by shape, size and color
· Group and Individual
· Anchor charts - the learners oral reports.
and teacher create charts
and observe properties of · Center activities
various objects
· Paper-based activities.
· Center: Discussion and
Modeling - how to use
hand lenses to explore
properties of matter.

Page 35

GRADE: 3
PERIOD: VI
TOPIC: INVESTIGATING CHANGES IN WEATHER AND CLIMATE
OUTCOMES OBJECTIVES
Learners will be able At the end of this topic, 1. Weather
to relate climate to learners should be able to:
natural and human
factors 1. State the causes of
weather and climate
Learners will be able
to outline how earth’s 2. Name the six main types
position and of climate.
movements bring
about changes in 3. Explain the ways that
seasons and climate. weather influences
climate.
4. Name the physical signs
of changes in weather.
2. Climate
5. Describe the how human
activities affect climate
changes.
6. Identify critical
readings on weather
instruments
(hygrometer, wind vane,
rain gauge,
thermometer)
SEMESTER TWO
CONTENTS ACTIVITIES
Inclusive and Differentiated
Factors influencing Learning:
Weather:
a) Atmosphere Mixed groups or individuals
pressure according to abilities, gender,
b) Wind and its learning styles/disabilities, and Poster paper
direction age to be involved in the
c) Humidity and following activities.
temperature
d) Precipitation and · Small groups: place
e) Rotation of the learners in mixed ability
earth groups and assign tasks
f) Evaporation and to write on the types of
condensation energy they know.
· Pairs: Assign pairs to
a) Factors keep record of weather
influencing the readings for a week and
climate report on Monday of
week following.
· Whole class: Listen to
the day’s weather
readings of a temperate
climate region (e.g.,
U.S.A.) on the internet as
read by the teacher.
Page 36
MATERIALS/ COMPETENCES
RESOURCES ASSESSMENT
EXPECTED
Level Textbook(s) COMPETENCIES
Weather instruments · Effective communication
skills
· Research and Problem
Internet sources solving skills
Audio/Visual equipment · Digital skills
Internet source: Internet sites: · Analytical skills
Facilitators are encouraged to
utilize internet links to source · Creativity and
additional materials and texts Innovation skills
concerning individual topic.
ASSESSMENT
www.owlcation.com/stem STRATEGIES to be used to
www.dictionary.com check competencies
www.khanacademy.com (Select relevant option):
www.dison.com
www.nature.com · Quizzes
www.sporcle.com · Test
www.sciencekids.org
www.sciencefun.org · Class and Homework
and others · Assignments
· Discuss how the (*Please pay attention to · Science journal
differences might feel. proprietary information)
· Spelling and vocabulary
learners take turns to
test on lesson Key
read aloud and pose
Terms
questions to the class
on topic(s)
· Contribution at
Discussion Circle.
· Center: Make Science
Center Chart of
· Group Activity tasks
“Critical Numbers” for
the (average day
· Group and Individual
temperature for
oral reports.
Liberia; average
humidity; etc.)
· Center activities
· Research on Climate
Change and make a
personal list of “Do” · Paper-based activities.
and “Don’ts) in
Journal to share with
class.

· Home work:: watch

“What is Weather” on
You Tube or National
Geographic Chanel “.
write your report and
bring to class

Page 37
 SEMESTER ONE

GRADE: 4
PERIOD: 1
TOPIC: ENERGY
MATERIALS/ COMPETENCIES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RSOURCES ASSESSMENT
Learners will be Upon completion of this 1. Energy Definition Inclusive and Differentiated Level Textbook(s) EXPECTED
able to state topic, learners should Learning: Charts COMPETENCIES
properties, types and be able to: 2. Properties of energy Mixed groups or individuals Poster sheets · Effective communication
forms of energy as according to abilities, gender, Markers skills
well as its 1. State the meaning a. Energy can be stored learning styles/disabilities, and age Flash light bulb
usefulness. of energy to be involved in the following Dry cell · Research and Problem
b. Energy can change activities. Wires solving skills
2. Name the types and form
forms of energy · Small groups: place Internet source: Internet · Digital skills
c. Energy cannot be learners in mixed ability sites: Facilitators are
3. To state the conserved/stored and groups and assign tasks to encouraged to utilize · Analytical skills
properties of energy destroyed write on the types of internet links to source
energy they know. additional materials and · Creativity and
4. Discuss energy 3. Types of Energy: texts concerning individual Innovation skills
transformation · Pairs: Take turns to read topic.
a. Potential
on the topic to each other. www.owlcation.com/stem ASSESSMENT
b. Kinetic Make key words list. Read www.dictionary.com STRATEGIES to be used to
list to class. www.khanacademy.com check competencies
4. Forms of energy www.dison.com (Select relevant option):
a. Mechanical · Whole class: Brainstorm www.nature.com · Quizzes
about learners idea on the www.sporcle.com
b. Electrical
topic. Discuss to get a www.sciencekids.org · Test
c. Light complete list www.sciencefun.org
d. Heat and others · Class and Homework
· Complete a chart showing (*Please pay attention to
e. Sound energy type, and example. proprietary information) · Assignments

Page 38
5. Energy transformations · Center: Name an activity · Science journal
and have learners tell what
6. Uses of energy form of energy is used(e.g. · Spelling and vocabulary
cooking-heat energy) test on lesson Key
Terms
· Display energy chart from
the Whole- Class. · Contribution at
Discussion Circle.
· Demonstrate change of
form of energy using dry · Group Activity tasks
cell (flash light battery)
· Group and Individual
· Home work: bring a list of oral reports.
items or materials that
store energy at your homes · Center activities
for “Show -and -Tell “
· Paper-based activities.
· Audiovisual: Watch
YouTube animation on
“types of energy”.
Discuss, completing the
sentence “I learn that …..”

· Science journal: Learners

fill out journal

Page 39
 SEMESTER ONE

GRADE: 4
PERIOD: II
TOPIC: FORCE AND ITS KINDS
MATERIALS/ COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Learners can : Upon 1. Force Inclusive and Differentiated Learning: Level Textbook(s) EXPECTED COMPETENCIES
recognize force completing this a. Definition Mixed groups or individuals according to Table, marble · Effective communication skills
and its topic, learners abilities, gender, learning
importance in should be able to: 2. Two groups of styles/disabilities, and age to be Palms (hands) · Research and Problem solving
doing work. 1. State the forces involved in the following activities. paper cups skills
meaning of a. Contact · Small groups: place learners in Pencil and
force Forces · Digital skills
mixed ability groups and assign
b. Field forces tasks to draw and describe types Sheet
2. Give · Analytical skills
examples of of forces in action. Book
3. Measurement
forces Spring balance · Creativity and Innovation skills
of force: · Pairs: Take turns to read on the
a. Unit of topic to each other. Make key string
3. Use the ASSESSMENT
force words list. Read list to class. DVD/Video of forces in
spring STRATEGIES to be used to check
balance to b. Instrument action, e.g. volcano erupting,
use to competencies
measure · Whole class: A field trip to a racing cars
measure (Select relevant option):
force playground to investigate contact Computer
force force in swings, see-saws and · Quizzes
merry-go-round forces. Learners Internet source: Internet sites:
· Test
write on their observation. Facilitators are encouraged to
utilize internet links to source · Class and Homework
· Center: Demonstration - allow additional materials and texts
learners stand at different heights concerning individual topic. · Assignments
with different objects and drop
the objects each at a time. Three www.owlcation.com/stem
www.dictionary.com · Science journal
questions:
www.khanacademy.com
· Spelling and vocabulary test on
· What moved www.dison.com
lesson Key Terms
Page 40
· In which direction did it move? www.nature.com · Contribution at Discussion
www.sporcle.com Circle.
· Why do you think the object www.sciencekids.org
moved in that direction? www.sciencefun.org · Group Activity tasks

· Group and Individual oral

reports.

· Center activities

· Paper-based activities.

Page 41
 SEMESTER ONE

GRADE: 4
PERIOD: III
TOPIC: MEASUREMENT OF SOME PHYSICAL PROPERTIES OF MATTER

MATERIALS/ COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Learners are Upon completing 1. Names of some Inclusive and Differentiated Level Textbook(s) EXPECTED
able to read this topic, learners measurement tools Learning: § tape line COMPETENCIES
units of should be able to: Mixed groups or individuals according § paper cups and mugs · Effective communication
measurement Measuring different to abilities, gender, learning § scales skills
in the metric 1. Name the tools properties: styles/disabilities, and age to be Internet source: Internet
system. for measuring a. Weight involved in the following activities. sites: Facilitators are · Research and Problem
some physical b. Volume encouraged to utilize internet solving skills
properties. c. Length · Small groups: place learners in links to source additional
mixed ability groups and assign materials and texts · Digital skills
2. Demonstrate Compare values of tasks to write on the types of concerning individual topic.
how to measure the two systems of tools of measurement they · Analytical skills
some physical measurement know. www.owlcation.com/stem
properties. a. Pounds and www.dictionary.com · Creativity and Innovation
grams · Pairs: Take turns to measure www.khanacademy.com skills
3. Assign units to b. Ounces and given objects. One member www.dison.com
properties liters reads the imperial value and the www.nature.com
measured. ASSESSMENT
c. Inches and other reads the metric value. www.sporcle.com STRATEGIES to be used to
centimeters www.sciencekids.org check competencies
4. Differentiate · Whole class: Display- spring www.sciencefun.org
between Metric (Select relevant option):
2. Units of balance, pan balance, meter rule, and others · Quizzes
and Imperial measurement in tape rule, graduated cylinder,
Systems of two systems – beakers, name labels. Learners (*Please pay attention to · Test
measurement English and take turn to pick up each proprietary information)
Metric instrument and read the name. · Class and Homework
3. Measuring tools: · Demonstrate the use of each · Assignments
tool for measurement.
Page 42
4. Converting from Learners answer the questions
one system to the (What property is measured?
other · What is the reading? ). Record
readings on the board in both
systems in columns.
. ·
· Home work: Learners use
ruler to measure some objects
at home (e.g. foot, length of
copy book, etc) and record the
value in both metric and
imperial units.
· Science journal
· Spelling and vocabulary test
on lesson Key Terms
Contribution at Discussion
Circle.
· Group Activity tasks
· Group and Individual oral
reports.

· Use google to find equivalent · Center activities

values of metric and imperial
for weight, length/distances, · Paper-based activities.
volume.

· Use information from the net

and consult with parents to tell
distance from their homes to
the school in both metric and
imperial units.

· Science journal: arrange the

equivalent values of their
homework measurements in
table form.

Page 43
 SEMESTER TWO
GRADE: 4
PERIOD: IV
TOPICS: THE SATELLITES AND THE STARS
COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS ASSESSMENT
Learners will Upon completing this 1. Earth’s orbit Inclusive and Differentiated 1. Level Textbook(s) EXPECTED
be able to topic, learners should Learning: COMPETENCIES
be able to:
2. Downloaded worksheets
express 2. Earth’s Mixed groups or individuals · Effective communication
appreciation for 1. Explain what satellites according to abilities, gender, 3. NASA, STEM, National skills
scientific satellites are learning styles/disabilities, and Geographic sites on the
advancement, 3. Natural and age to be involved in the topics · Research and Problem
particularly 2. Name some artificial following activities. solving skills
artificial artificial and satellites Internet source: Internet sites:
satellites natural satellites · Small groups: place Facilitators are encouraged to · Digital skills
4. Stars and learners in mixed utilize internet links to source
3. Demonstrate the Galaxy ability groups and additional materials and texts · Analytical skills
movement of assign tasks to work on concerning individual topic.
satellites. 5. Giant stars “My Satellite of the · Creativity and Innovation
Future” model www.owlcation.com/stem skills
4. Investigate how www.dictionary.com
nearly all space · Whole class: www.khanacademy.com ASSESSMENT
crafts are man- Brainstorm about www.dison.com STRATEGIES to be used to
made satellite learners’ idea on topic. www.nature.com check competencies
(e.g. Apollo, Discuss to get a www.sporcle.com
Gemini, and (Select relevant option):
complete, correct ideas www.sciencekids.org · Quizzes
Skylab) and post them on wall www.sciencefun.org
or chalkboard. · Test
5. Attempt a model
and others · Class and Homework
of “My Satellite
· Center: watch videos
of the Future” · Assignments
on topics and complete (*Please pay attention to
downloaded proprietary information) · Science journal
worksheets.
· Spelling and vocabulary test
on lesson Key Terms
Page 44
· Home work: · Contribution at Discussion
Circle.
· Research from named
internet sites on · Group Activity tasks
artificial satellite and
organize for individual · Group and Individual oral
report. reports.
· Begin a collection of
local materials and · Center activities
items that can be used
for making satellite · Paper-based activities.
model

· Individual work:
Individual research
reports.

· Audiovisual: Watch
downloaded YouTube
videos.

· Science journal:
Learners fill out the
KW of the KWL chart.

· *Portfolio/Project:
Replicate the Group
model of “My Satellite
of the Future.” For
individual portfolios

Page 45
 SEMESTER TWO
GRADE: 4
PERIOD: V
TOPICS: SKIN PROFILE (LAYERS)
SOIL PROFILE (LAYERS)
MALARIA
COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIAL ASSESSMENT
Learners will Upon completing Skin: Inclusive and differentiated Learning: 1. Charts of the skin EXPECTED
be able to these topics, learners layers and functions Individual seat works or work in mixed COMPETENCIES
appreciate the should be able to: Similarities between groups according to gender, abilities, 2. Trend of HIV in Liberia · Effective
organization of skin profile and soil learning styles, portfolios etc. and globally communication
the skin and 1. Describe the profile skills
compare same layers of the Malaria and Prevention · Small groups: in two mixed abilities 3. Chart on STIs
to that of soil human skin Soil profile groups – one group makes soil profile · Research and
in a glass or plastic. The other prepares 4. Soil Problem solving
Learners will 2. Describe the a poster of cut and pasted micrograph 5. Dishes or cups skills
be able to layers of the soil or good drawing of the cross-section
identify the of the human skin. Internet source: Internet · Digital skills
benefits of 3. Visualize the sites: Facilitators are
keeping the ways the skin · Pairs: Take turns to read on the topic encouraged to utilize · Analytical skills
environment profile and soil to each other. Make key words list. internet links to source
clean to profile are Read list to class. additional materials and · Creativity and
prevent similar texts concerning individual Innovation skills
malaria. · Whole class: take a field trip to and topic.
4. Describe how ASSESSMENT
open, non-rocky area where the soil
malaria gets to us www.owlcation.com/stem STRATEGIES to be
could be dug to a depth of about 10
through the skin www.dictionary.com used to check
feet.
www.khanacademy.com competencies
5. Make personal www.dison.com (Select relevant option):
plan about how · Learners record the different changes
they notice in the color, particle sizes, www.nature.com · Quizzes
to prevent www.sporcle.com
malaria infection and texture that they see.
www.sciencekids.org · Test
www.sciencefun.org

Page 46
6. State how · Learners are called upon to share · Class and
malaria is their observation notes on returning and others Homework
transmitted and to class.
how it can be (*Please pay attention to · Assignments
prevented · Learners bring soil samples that proprietary information)
represent each of the changes · Science journal
observed per layer.
. · Spelling and
· Center: soil profile in a jar and the vocabulary test on
poster of skin layers are displayed. lesson Key Terms
Also labelled pictures of the soil
layers are as well as skin layers are · Contribution at
displayed. Discussion Circle.

· Learners name the similarities and · Group Activity

differences to be organized in a Venn tasks
diagram.
· Group and
· Audiovisual: Watch a video Individual oral
presentation on malaria and do reports.
worksheet activities after watching.
· Center activities
· Science journal: Learners will copy
key word and their explanation of · Paper-based
their meaning into journals. activities.

· Learners will sketch diagrams: soil

profile, skin profile, pathway of
malaria infection.

· *Portfolio/Project: class will design

and describe a plan for destroying
mosquito breeding places around
their homes.

Page 47
 SEMESTER TWO
GRADE: 4
PERIOD: VI
TOPIC: HEALTH AND PERSONAL HYGIENE
COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES MATERIALS ASSESSMENT
Learners will be Upon completing these Body changes ü Q & A on what is good Charts EXPECTED
able to: topic, learners should be Changes that occur in health and importance COMPETENCIES
Explain the able to: boys and girls of keeping healthy Posters · Effective
importance of ü Physical changes communication
changes that occur 1. Describe body ü Drawing of a boy and a Picture books skills
in the body during changes during ü Changes that affect girl (dressed and
puberty puberty. the mind undressed) and identify Videos
· Research and
body parts that undergo
Problem solving
Identify the ü Social/cultural changes www.owlcation.com/stem
2. Explain the ways of skills,
different types of preventing changes www.dictionary.com
changes ü Small group work www.khanacademy.com
pregnancy. · Digital skills
Changes in the way boys based on the different www.dison.com
Recognize and girls are treated types of changes www.nature.com
inappropriate 3. Discuss sexual abuse (physical changes, · Analytical skills
touching and how to avoid it Unwanted sexual social changes)
www.sporcle.com
attention www.sciencekids.org
regardless of who Develop matching · Creativity and
Difference between good www.sciencefun.org
does it exercises to have Innovation skills
and bad touches
learners show linked to
ü What are-good good and bad touches.
Act to protect ASSESSMENT
touches and bad
oneself from
touches ü Example of bad touch (I STRATEGIES to be
sexual abuse
do not want anyone to used to check
(inappropriate
ü Who are possible touch my buttocks, competencies
touches)
perpetrators breast, vulva and (Select relevant option):
Understand the penis). · Quizzes
ü Reporting bad touches
facts relating to
the processes of ü Example of good · Test
ü How to avoid them touches (I want my
conception,
pregnancy and friend to shake my · Class and
childbirth Pregnancy/ signs and hands, hold my hands, Homework
symptoms etc.).
Page 48
Explain the ü Teacher to demonstrate
consequences of ü Who gets pregnant? example on bad touches · Assignments
pregnancy for the and good touches.
ü Who pregnant their
teen mother and · Spelling and
partner
her partner ü Class discussion with vocabulary test on
ü What can a female do
Be able to act to teacher throwing open- lesson Key Terms
to make sure she does
prevent teen age ended questions to get
not get pregnant?
pregnancy student knowledge on · Contribution at
pregnancy and it signs Discussion Circle.
ü The role of the Father
during pregnancy
ü Brainstorm to get · Group Activity tasks
learners knowledge on
pregnancy regarding · Group and
ways to avoid getting Individual oral
pregnant. reports.
ü Role play showing the · Center activities
role of a prepared and
unprepared father · Paper-based
during pregnancy
activities.

Page 49
 SEMESTER ONE
GRADE: 5
PERIOD: I
TOPIC: SIMPLE MACHINES AND WORK
MATERIALS/ COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Recognizing the Upon completing this topic, 1. Definition and examples of Inclusive and differentiated Learning: Primary Text EXPECTED
importance of learners should be able to: the Six Simple Machines Individual seat works or work in mixed COMPETENCIES
the usage of groups according to gender, abilities, New Elementary Science · Effective
machines to do 1. State the meaning of 2. The Work that Simple learning styles, portfolios etc. for Liberia Grade 5 communication
work machine Machines do. Pupil’s skills
· Small groups: place learners in Book (PEARSON 2014).
Recognize that 2. Name the six kinds of 3. Demonstrating with Simple mixed ability groups and assign paper, cartons and scissors · Research and
energy exist in simple machines. Machines tasks to work on list and draw Hoe, shovel, knife, screw, Problem solving
different forms some simple machine wedge, incline plane etc. skills.
3. Identify some simple 4. Machines and Work – matches, candle, coal,
machines used alone Mechanical Advantage · Whole class: Brainstorm on what battery, flash light, bulb, · Digital skills
or combined tools is/are ….? What is the purpose etc.
used at home 5. Machines and Energy ….? (Use the Pose, Pause, Probe, Internet source: Internet · Analytical skills
- definition Bounce to focus) sites: Facilitators are
4. Demonstrate how a - some forms of energy encouraged to utilize
· Creativity and
simple machine works · Collate - make internet links to source
- energy and force Innovation skills
corrections/adjustments and additional materials and
(relationship) provide definition of and/or a list texts concerning
5. Explain the
- forces that makes ASSESSMENT
relationship between individual topic.
force and work - machines work · Discuss - uses, examples, etc. STRATEGIES to be
www.owlcation.com/stem
(elicit suggestions for making used to check
www.dictionary.com
Force machines, by named type, work competencies
6. Describe the kinds of www.khanacademy.com
· Work and force better) (Select relevant option):
forces www.dison.com
· Frictional force www.nature.com · Quizzes
· Center: watch videos on topics
· Gravitational force www.sporcle.com
and complete downloaded · Test
www.sciencekids.org
worksheets.
www.sciencefun.org
· Home work: · Class and
Homework

Page 50
 Research from named internet and others · Assignments
sites on artificial satellite and
organize for individual report. (*Please pay attention to · Science journal
proprietary information)
· Begin a collection of local · Spelling and
materials and items that can be vocabulary test on
used for making satellite model lesson Key Terms

Individual work: · Contribution at

· Individual research reports. Discussion Circle.

· Audiovisual: Watch downloaded · Group Activity

YouTube videos. tasks

· Science journal: Learners fill out · Group and

the KW of the KWL chart. Individual oral
reports.
*Portfolio/Project:
· Replicate the Group model of · Center activities
“My Satellite of the Future.” For
individual portfolios. · Paper-based
activities.
Small Groups:

· Demonstrate: use demonstration

to label

· Summary: call on individuals to

review information, definitions to
put on board or poster. Use
appropriate graphic organizer.

Page 51
 SEMESTER ONE

GRADE: 5
PERIOD: II
TOPIC: SOUND AND LIGHT ENERGY
MATERIALS/ COMPETENCES/
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Learners will Upon completing this 1. Energy in Inclusive and Differentiated Learning: EXPECTED
show interest in topic, learners should be different Mixed groups or individuals according to Primary Text COMPETENCIES
making use of able to: forms abilities, gender, learning styles/ · Effective communication
science ideas 2. Sound is a disabilities, and age to be involved New elementary Science for skills
(technology) 1. State the meaning form of in the following activities. Liberia Grade 5 pupil’s
and properties of Energy Book (PEARSON 2014). · Research and Problem
energy · Small Groups (Vocabulary): solving skills
3. Properties of divide class into groups and
2. Describe how sound string, rope,
Sound assign group of Key Word per
energy is produced empty cans · Digital skills
4. Instruments Team to compile a glossary to
3. List some common that produce display Guitar
instruments that · Analytical skills
Sound.
produce sound · Whole Class: prior to each of the Matches
5. Light and its
energy following experiments, learners Candle · Creativity and Innovation
Sources skills
set up their Science Journals
4. Explain how sound 6. Characteristics Battery
energy can be used of Light ASSESSMENT
· Center: Bulb
in communication Demonstration on how sound STRATEGIES to be used to
7. Converting Wire
5. Demonstrate how Sound energy travels along a tightly stretched check competencies
sound travels string Mirror (Select relevant option):
to light
6. Describe how to turn energy. magnifying glass · Quizzes
· Discussion of how sound travels
sound energy into
empty carton · Test
light energy and
back. · Explanation of how sound can be flash light - water
reflected and that it takes time to · Class and Homework
7. Identify sources of travel sugar, sand, etc.
light
clock, watch · Assignments
· Explanation of how sound can be
matches
repeated (echoes)
Page 52
· Demonstration of how the size, candle · Science journal
shape and tightness of parts of a
vibrating musical instruments Internet source: Internet sites: · Spelling and vocabulary test
affect the sound produced by said Facilitators are encouraged to on lesson Key Terms
musical instruments utilize internet links to source
additional materials and texts · Contribution at Discussion
· Description of the flame of a concerning individual topic. Circle.
burning candle.
www.owlcation.com/stem · Group Activity tasks
· Demonstrating that light bends
when it enters water www.dictionary.com
www.khanacademy.com · Group and Individual oral
· Discussion of how light travels www.dison.com reports.
www.nature.com
· Homework: learners write www.sporcle.com · Center activities
Conclusion/Application of www.sciencekids.org
Journal (Use and cite at least two www.sciencefun.org · Paper-based activities.
internet sites visited.)

Page 53
 SEMESTER ONE

GRADE: 5
PERIOD: III
TOPIC: HEALTH LESSONS

LEARNING LEARNING MATERIALS/ COMPETENCES

OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Understand Upon completion of HIV & Nutrition Inclusive and Differentiated Posters · Effective
that nutrition this topic learners The role of nutrients in Learning: communication skills:
helps people will be able to: HIV infection Charts Learners will be able to
living with Mixed groups or individuals effectively
HIV lives · Broaden their · What is nutrient according to abilities, gender, Paper communicate healthy
longer knowledge on learning styles/disabilities, and and unhealthy ways of
Understand the the impact of · The three(3) food age to be involved in the Internet source: Internet sites: expressing sexuality as
body immune nutrition during groups (protective, following activities. Facilitators are encouraged to well as safety
system and in HIV energy, body utilize internet links to source guidelines for HIV and
how it keeps us infection; building) additional materials and texts STIs
healthy · Use picture to identify the
three(3) food groups concerning individual topic.
· Outline the facts · What is the body Tools:
Explain the of conception immune system
· Brief lecture after pictorial http://www.sciencekids.co.nz/experiments · Quizzes
facts about
conception code depicting the different http://www.kidzone.ws/science
· Research · How nutrients · Test
nutritional status of www.owlcation.com/stem
different types improve our
of PLWHIV https://www.sciencea-z.com
Identify immune system · Class and Homework
different types contraceptives,
strengths, · Whole class discussion on
of Caring for the nutritional · Assignments
weakness and identification of needed and others
contraceptives, needs of PLWHIV
side effects amount of food from each (*Please pay attention to
how they work, · Spelling and
food group on a daily basis proprietary information)
their strengths Human reproduction vocabulary test on
· Identify (at least one kind of food www.owlcation.com/stem
and side effects Physiological changes lesson Key Terms
community from each group)
What are the changes www.dictionary.com
Identify where health services How does the body www.khanacademy.com · Contribution at
· Put boys and girls in
to find prepare for www.dison.com Discussion Circle.
separate working groups and
contraceptives physiological ask them to discuss body www.nature.com
in one’s changes changes they experience www.sporcle.com · Group Activity tasks
community www.sciencekids.org
Page 54
 · Distinguish the Pregnancy · Use a chart to demonstrate www.sciencefun.org · Group and Individual
Explain the benefits of When does the menstrual cycle and oral reports.
benefits of abstinence pregnancy occur ovulation
abstinence How to prevent · Center activities
· Dramatize risky pregnancy · Case study: Scenario
Identify risky
behaviors and discussing menstruation and · Paper-based activities.
situations
situations Contraceptives ovulation between parent
Practice how to and children
avoid risky ü Kinds of
· Differentiate contraceptives, their
situations · Small group discussion on
healthy and strengths and
Practice refusal when does pregnancy occur
unhealthy weaknesses
skills
relationship · Whole class discussion on
Abstinence the different types and
Understand
ü Its importance names of contraceptives
ways of
expressing · Role play on preventing
friendship and ü What are risky pregnancy through refusal &
love that will situations? good decision making skills
lead to building
· Think and Write: invite
healthy
learners to think of what
relationship ü How can they be they want to become in the
Get out of avoided? next 10 years and write it
unhealthy
down.
relationships
ü Refusal skills · Ask them how having a
baby as teenagers can
Sexuality change their plans.
Ways of expressing
friendship and · Ask volunteers to share
love/healthy and their plans and how
unhealthy relationship pregnancy could change
ü Knowing self- these plans
acceptance and that
of others · Role Play: Ask volunteers
to show risky situations that
ü Ways of expressing they should avoid in order to
friendship achieve their live plans.
· Use the role play to discuss
more about risky situations.
Page 55
ü Ways of expressing
love · Group Discussion: “How
can these risky situations be
ü Qualities of good avoided?”
relationship and bad · Demonstrate ineffective
relationship refusal skills (when girls say
no, they mean yes).
· Explain the steps in effective
refusal skills
· Ask learners in pairs to
practice effective refusal
skills.
· Play a game on building
respect for one self and that
of others

· Have the class discuss on

how our perception of what
others think about us affect
our self esteem
· Drama: Dramatize on
enhancing self-esteem and
accepting others

· Write a story showing

qualities of good friendship
and that of bad friendship

· Practice skills of effective

communication and good
mannerism

· Role play on healthy

relationship showing
effective communication,
decision making, negotiation
and assertiveness

Page 56

GRADE: 5
PERIOD: IV
TOPIC: ORGANIZATION OF LIFE
OUTCOMES LEARNING OBJECTIVES
Practice health care Upon completion of this topic,
behavior to prevent learners should be able to:
diseases
· Differentiate between
cells, organs, tissues
Encourage gender and systems
equity in our
society · Name the kinds of
tissues, organs and
systems
· Explain the function of
tissues, organs and
systems
· State the functions of
the digestive ,
circulatory and
excretory systems
· Describe some body
changes at puberty
SEMESTER TWO
MATERIALS/ COMPETENCES
CONTENTS ACTIVITIES RESOURCES ASSESSMENT
1. Life starts with Cell Inclusive and Differentiated EXPECTED
(building block of Learning: Primary Text COMPETENCIES
life basic structure) Mixed groups or individuals Effective
according to abilities, gender, New Elementary Science communication skills
2. Examples of Tissues, learning styles/disabilities, and for Liberia Grade 5
organs, and systems: age to be involved in the Pupil’s Tools:
following activities Book (PEARSON 2014). · Quizzes
3. One organized System
in Animal: What · Small groups: Presentation - · Test
happens to my rice? divide learners into two Posters – of cell,
mixed groups to present on Organs, organ system
· Class and
factors that affect plant
4. One Organized System Homework
population and how over Microscope
in Plant: Do Plants population affects plants
· Assignments
Breathe? survival Internet source: Internet
sites: Facilitators are
5. Male and female · Concept map - assign · Science journal
external reproductive encouraged to utilize
learners into mixed groups to internet links to source · Spelling and
system - structures and classify plants into their additional materials and vocabulary test on
functions various groups and classify
texts concerning lesson Key Terms
animals into the two groups.
6. Adolescent development individual topic.
a. body changes · Contribution at
Discussion Circle.
b. menstruation · Whole class: discussion - on http://www.sciencekids.co.nz/experiments
and characteristics of http://www.kidzone.ws/science
· Group Activity
c. ovulation invertebrates and vertebrates www.owlcation.com/stem
d. teenage with examples tasks
pregnancy
· Center: hands on activities -
Preparation of specimens
Page 57
7. Personal hygiene from any two kinds of https://www.sciencea-z.com · Group and
and sanitation vertebrates. Individual oral
reports.
a. care of the
· Home work: Listing of and others
mouth, teeth,
conditions favorable for · Center activities
nose, eyes, hair
plants survival. (*Please pay attention
b. care of our
surroundings to proprietary · Paper-based
c. Care of genitals · Observation of cells using information) activities.
the microscope
www.owlcation.com/stem
· Drawing and labeling their www.dictionary.com
main parts of cells of plants www.khanacademy.com
and animal. www.dison.com
www.nature.com
· Discussion on the
www.sporcle.com
organization of life from
www.sciencekids.org
cells to organs and from
organs to systems www.sciencefun.org

· Drawing and labeling the

organs of the digestive,
circulatory, and excretory
system

· Explanation of the function

of the digestive, circulatory,
and excretory system.

· Drawing and observing the

female and male
reproductive system
· Listing the external organs
of male and female
reproductive systems and
stating their function.

Page 58
 · Displaying a diagram of the
external structures of the
male and female
reproductive system
outlining physical
differences of sexual organs

· Description of body changes

during adolescent
development.

· List of mental and physical

characteristics of males and
females

· Discussion on menstruation
and ovulation.

· Identifying and discussing

the effects of teenage
pregnancy

· Explanation of how to take

good care of the surrounding
especially your classroom
and homes

· Explanation on how to care

for genitals

Page 59
 SEMESTER TWO
GRADE: 5
PERIOD: V
TOPIC: STRUCTURE OF MATTER
MATERIALS/ COMPETENCIES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Learners will be Upon completing this 1. Matter: Inclusive and Differentiated Learning: 1. Primary Text: Analytical skills
able to create a topic, learners should a) structure Mixed groups or individuals according to
model to be able to: abilities, gender, learning styles/disabilities, 2. Darsaw Arthur, Fischer- Communication skills
demonstrate 1 Describe the 2. composition of and age to be involved in the following Buder Karin
atomic movement fundamental matter: activities. Tools:
in the different structure of a. element New Elementary Science · Quizzes
matter · Small Groups (Vocabulary): divide
states of matter. b. atoms for Liberia Grade 5 Pupil’s
class into three groups. Each group
2 Explain that c. molecules Book (PEARSON 2014 · Test
matter contains copies squares and dots, from a
atoms and template provided by teacher, for
3. Actions that Internet source: Internet · Class and
molecules different states and movement of
change matter: sites: Facilitators are Homework
3 Differentiate molecules in each of the three states of
a) Physical encouraged to utilize
between atoms matter.
b) Chemical internet links to source · Assignments
and molecules · Pairs: additional materials and Science journal
4 Explain the texts concerning individual
changes in · Whole Class: brainstorm using PPPB topic. · Spelling and
matter (Pose, Pause, Probe, and Bounce). vocabulary test on
Questions: Is this matter? What is www.owlcation.com/stem lesson Key Terms
inside? - for each of several items
www.dictionary.com
shown to class. · Contribution at
www.khanacademy.com
www.dison.com Discussion Circle.
· Supply information: “All matter is
made up of atoms; atoms are always www.nature.com
moving” – add that no one can see www.sporcle.com · Group Activity
atoms but we can illustrate how atoms www.sciencekids.org tasks
behave in the three states of matter. www.sciencefun.org
· Group and
and others Individual oral
reports.

Page 60
· Class is divided into three equal groups · Center activities
to represent the three states of matter (*Please pay attention to
(solid, liquid, gas). proprietary information) · Paper-based
· Group leaders from Small Group work activities.
will come up in front of the class;
another member of the group will stand
behind the persons with the squares in
appropriate representation with small
raised posters with the words Solid,
Liquid, and Gas.
· Center: the dotted, labelled squares
will be displayed in the Center for
discussion
· Carry out cutting, crushing, burning,
adding water, etc. on different objects.

· Learners describe changes to the object

observed during the activity.

· Changes will be grouped as

“Chemical” or “Physical”

· Each term is explained.

· Homework: learners to read up and

define colloid and plasma with local
examples

· Audiovisual: watch a You Tube

animation on matter, atoms, molecules,
compounds, elements and discuss their
relationships to each other.
· Science Journal: record information
about colloid and plasma in the L
portion of KWL chart

Page 61

GRADE 5
PERIOD: VI
TOPICS: WEATHER AND CLIMATE OF THE EARTH
OUTCOMES OBJECTIVES
Learners will be Upon completion of this
able to connect topic, learners should be
their learning to able to:
solving global 1. Describe cause and
climate change effect relationships of
problems. humans on earth’s
climate
2. Describe origins of
pollution and how
pollution affect
habitat, climate
change and animals
3. Analyze relationship
between carbon
dioxide emissions,
atmospheric carbon
level and global
temperatures
4. List possible causes
and consequences of
global warming
SEMESTER TWO
MATERIALS/ COMPETENCES/
CONTENTS ACTIVITIES RESOURCES ASSESSMENT
1. The difference Inclusive and differentiated Research and problem
between weather Learning: Primary Text solving skills: learners
and climate Individual seat works or work in mixed Can find information to
2. Causes of groups according to gender, abilities, New elementary Science for make decision about
climate change learning styles, portfolios etc. Liberia Grade 5 pupil’s solving problem on
3. How life Book (PEARSON 2014). climate change.
depends on · Small groups (vocabulary
climate game): place learners in mixed
4. How life on ability groups of four. Groups Posters Tools:
earth is shaped divide into pairs of guesser and Quizzes
by climate the other give glue; one minute Thermometer Test
5. Consequences to give glue and guess the Class and
of earth’s answer to lesson key words. Hygrometer Homework
changing Assignments
climate Internet source: Internet sites: Science journal
· Whole class: read to class or
Facilitators are encouraged to
6. What watch video · Spelling and
utilize internet links to source
responsible presentation/podcast: what vocabulary test on
additional materials and texts
citizens can do causes climate change? lesson Key Terms
concerning individual topic.
to help reduce Learners answer the questions: · Contribution at
the effect of · What is climate? Discussion Circle.
www.owlcation.com/stem
climate change · What is climate change? · Group Activity
www.dictionary.com tasks
· What is global warming?
www.khanacademy.com
· What causes global warming? · Group and
www.dison.com
· What are the greenhouse gases? Individual oral
www.nature.com
· What are somethings that reports.
www.sporcle.com
produce carbon dioxide? · Center activities
www.sciencekids.org
· What problems does global · Paper-based
www.sciencefun.org
warming cause? activities.
Page 62
 and others
· Center: watch videos on topics
and complete downloaded
(*Please pay attention to
worksheets
proprietary information)
· Discuss the question:
What are can do to prevent
global warming?

· Correct and summarize answers

and display in the center

· Home work:
Research from named internet
sites on topic and record two W
questions for each topic
researched.

· Begin a collection of local

materials and items that can be
used for making satellite model

· Individual work:
Individual research reports.

· Audiovisual: Watch
downloaded YouTube videos.

· Science journal: Learners

write answers to Whole Class
questions

· Record two W questions for

each topic researched

Page 63
 SEMESTER ONE
GRADE: 6
PERIOD: I
TOPIC: CLASSIFICATION OF PLANTS AND ANIMALS
MATERIAL/RESOURCES COMPETENCES/
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES ASSESSMENT
Learners will Upon completion of 1. Plants Adaptation Inclusive and Differentiated Learning:- Primary Text: Expected
be able to state this topic, learners Mixed groups or individuals according to
- Darsaw Arthur, Fischer-Buder Karin Competencies
more than one should be able to: - thorny, milky, abilities, gender, learning New Elementary Science for Liberia · Effective
level of 1. Classify plants juice, stinging, styles/disabilities, and age to be communication
classification of according to Grade 6 pupil’s Book (PEARSON
hairs, etc) involved in the following activities: skills
plants and specialized 2014) Posters
animals structures 2. Plant · Small groups: Presentation - divide Secondary Textbooks · Organizational
population: learners into two mixed groups to skills
2. Explain how over - factors affecting present on factors that affect plant Charts of Plants showing various
population affect plants population and how over population parts of plants Tools:
the survival of population affects plants survival
Chart of animals · Quizzes
plants - how over
population · Concept map - assign learners into Slide · Test
3. Name vertebrates affects plants mixed groups to classify plants into Microscope
and invertebrates survival their various groups and classify · Class and
groups
animals into the two groups. Homework
3. Classification of Internet source: Internet sites:
4. Identify plants Vertebrates and Facilitators are encouraged to utilize
adaptation for · Whole class: discussion - on · Assignments
Invertebrates internet links to source additional
survival characteristics of invertebrates and
materials and texts concerning
vertebrates with examples · Science journal
individual topic.
www.owlcation.com/stem
· Center: hands on activities - · Spelling and
www.dictionary.com
Preparation of specimens from any vocabulary test on
www.khanacademy.com
two kinds of vertebrates. lesson Key Terms
www.dison.com
www.nature.com

Page 64
· Home work: Listing of conditions www.sporcle.com · Contribution at
favorable for plants survival. www.sciencekids.org Discussion Circle.
www.sciencefun.org · Group Activity
tasks
· Group and
Individual oral
reports.
· Center activities
· Paper-based
activities.

Page 65
 SEMESTER ONE

GRADE: 6
PERIOD: II
TOPICS: INTERDEPENDENCE IN THE ECOSYSTEM

MATERIALS/ COMPETENCY
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Learners will 1. Describe the 1. The Ecosystem Inclusive and Differentiated Learning: Primary Text Expected Competencies
be able to use ecosystem Mixed groups or individuals according to Darsaw Arthur, Fischer-Buder
familiar 2. plants and animals abilities, gender, learning styles/disabilities, and Karin · Effective
examples to 2. Identify at least life in selected age to be involved in the following activities communication
illustrate their one ecosystem ecosystem New Elementary Science for skills
understanding in their · Small groups: place learners into mixed groups Liberia Grade 6 pupil’s Book
of balance environment 3. Food chain to classify food chain. Ask learners to impact of (PEARSON 2014) · Organizational
and destroying animal habitat. Posters skills
interdependen 3. Explain the 4. the environment as a -Secondary Textbooks
ces within the effect of habitat for animals · Whole class: learners discuss the Markers, etc.; Tools:
ecosystem. overpopulation interdependence of animals and plants. megaphones · Quizzes
on the 5. effects of exploration leaflets, etc.:
ecosystem of resources in the · Field trip - visit a nearby stream or pond or an
Internet source: Internet sites: · Test
environment aquarium to discover the ecosystem
Facilitators are encouraged to
4. List plant and utilize internet links to source
6. effects of destruction · Class discussion: discussion on the nature of · Class and
animal additional materials and texts
of habitat on animal viruses Homework
parasites concerning individual topic.
environment
· Home work: assign learners to record the www.owlcation.com/stem · Assignments
5. State
preventive
7. Animal parasites effects of exploration of local resources on the www.dictionary.com
a) Protozoa, fungi, environment, effects of destructing the habitat www.khanacademy.com · Science journal
measures
against viruses and on animal environment or plants and animals www.dison.com
bacteria parasites that cause diseases. · Spelling and
HIV/AIDs www.nature.com
www.sporcle.com vocabulary test on
8. Plant parasite · .Individual work (key vocabulary) www.sciencekids.org lesson Key Terms
6. Discuss human
reproduction a) Saprophytes www.sciencefun.org

Page 66
b) Epiphytes · Science journal: Learners fill out the KW of · Contribution at
c) Symbionts the KWL chart. Discussion Circle.

· Group Activity tasks

· Group and
Individual oral
reports.

· Center activities

· Paper-based
activities.

Page 67
 SEMESTER ONE

GRADE: 6
PERIOD: III
TOPIC: THE LIBERIAN FOREST RESOURCES
PROTECTION OF THE ENVIRONMENT
MATERIALS/ COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Learners will be · State the types 1. Forest resources Inclusive and Differentiated Learning: Primary Text · Patriotism
able to analyze of the Liberian of Liberia: Mixed groups or individuals according to
the national and forest a. Types abilities, gender, learning Darsaw Arthur · Critical thinking
global elements, b. Conservation styles/disabilities, and age to be involved Fischer-Buder Karin
needs, and · State the (Society for in the following activities · Effective
consequences of importance of the the New Elementary Science for communication
nature Liberian forest Conservation · Small groups: place learners in Liberia Grade 6 Pubil’s Book skills
conservation. of Nature in mixed ability groups and assign (PEARSON 2014)
· Discuss the Liberia – tasks to work on water, air and land Maps of forest · Organizational
activities of the SCNL) pollution. Make presentation of their cutlass, hoe, rake skills
Society for the work. Internet source: Internet sites:
Conservation of 2. Global warming: Facilitators are encouraged to Tools:
Nature a. Meaning · Whole class: discuss with the utilize internet links to source · Quizzes
b. Prevention learners the importance of forest, additional materials and texts
· State meaning of activities of the Society for the concerning individual topic. · Test
global warming 3. Environmental Conservation of Nature.
and its effects on Pollution: www.owlcation.com/stem · Class and
Liberia · Learners brainstorm on the term www.dictionary.com
a. Causes Homework
“global warming” www.khanacademy.com
b. Prevention
· State local causes www.dison.com
· Project - Organize learners to carry www.nature.com · Assignments
of water pollution
out cleanup campaign in the school www.sporcle.com
and create awareness on health and · Science journal
www.sciencekids.org
sanitation

Page 68
· State causes of · Center: Debate - organize class www.sciencefun.org · Spelling and
environmental debate on global warming, its vocabulary test on
pollution impact and stating ways in which it lesson Key Terms
can be prevented or reduced. Or
· Design a project “how global warming is affecting · Contribution at
to prevent land Liberia?”
Discussion Circle.
pollution in their
community. · Demonstration: demonstrate
method of purifying water (making · Group Activity
it safe and clean) tasks

· Homework: ask each learner to · Group and

record the names of some animals in Individual oral
Liberia’s forest. reports.
· Name some resources from the
forest and stating their uses. · Center activities

· Listing ways in which soil or land · Paper-based

and water pollution can be activities.
controlled in your community

· Individual work: lesson key

vocabulary)

· Audiovisual: Watch downloaded

YouTube video on pollution.

· Science journal: Write your

observation from the watched video.

Page 69
 SEMESTER TWO

GRADE: 6
PERIOD: IV
TOPIC: THE HUMAN BODY: HEALTH LESSONS
MATERIALS AND COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Express what we Upon completing 1. The Reproductive Inclusive and Differentiated Learning: Primary Text: Expected Competencies
feel about this unit, the System Mixed groups or individuals according to
ourselves and that learners should be a. Organs of the male abilities, gender, learning - Darsaw Arthur, · Effective communication
of others able to: and female styles/disabilities, and age to be Fischer-Buder Karin skills
Appreciating our reproductive system involved in the following activities
bodies and those of 1.Identify the b. Functions of the · Digital Skills
reproductive system · Case study: Allow time for the - New Elementary
others organs of the
learners to read case studies of Science for Liberia
male and · Research & Problem
2. Male and Female two learners. One has decided to Grade 6 Pubil’s Book
Develop a sense of female solving skills
reproductive Sexual Identity abstain but /he has sexual desires (PEARSON 2014)
who one issexually - Posters
systems Knowing yourself Sex and is attracted a classmate.
(male or female) Tools:
drive/desire Sexual Another is willing to try sex -
orientation because he/she feels the desire. - Markers
Understand facts 2.Describe the · Quizzes
Heterosexual -
about sexual structure &
Homosexual · Ask learners to advise each of the
orientation function of - Diagrams of male and · Test
Bisexual learners on what to do. Let them
reproductive female reproductive
Discrimination know that sexual desire is · Class and Homework
organs system
Explain risky
natural. · Assignments
behaviors that HIV/AIDS and Risky
3.Explain ways to behavior · Role play: invite volunteers to act Chart
exposes an · Science journal
prevent out what the two learners in the
individual to What are Risky behaviors Projector
pregnancy case studies can do to make · Spelling and vocabulary
STI/HIV Infection ü Drinking liquor healthy choices. Television test on lesson Key Terms
ü Smoking
· Tell: Explain sexual orientations. Animation
Identify ways of 4.Outline risky ü Taking in narcotic
Invite learners to role play · Contribution at
avoiding risky behaviors that drugs
teasing and bullying other Discussion Circle.
exposes an

Page 70
behaviors and individual to ü Being alone or in learners with a different sexual Internet source: Internet
situations STI/HIV lonely places at orientation. sites: Facilitators are · Group Activity tasks
Infection night encouraged to utilize
Explain the stages · Discussion: From the role play, internet links to source · Group and Individual oral
of puberty in boys State the ü Unprotected sex discuss the need for respect and to additional materials and reports.
and girls impact of fight against discrimination. texts concerning individual
ü Peer pressure
HIV/AIDS on topic. · Center activities
Identify different the body · Home work: feedback from
treatment of girls ü How to avoid risky sexual orientation discussion with
defense http://www.sciencekids.co.nz/experiments · Paper-based activities.
and boys during behavior/situation parents http://www.kidzone.ws/science
system www.owlcation.com/stem
puberty
ü How to get out of · Role play on an individual https://www.sciencea-z.com
Understand risky situations inability to make decision on
different avoiding risky behavior while
Puberty under the influence of alcohol or
circumstances that
lead to teenage drugs.
ü Physical changes and others
sex/or abstinence
seen as a result of
· Brain storming on identifying (*Please pay attention to
puberty
risky behaviors common among proprietary information)
Describe the ü Social changes as a adolescent.
structure & result of puberty. www.owlcation.com/stem
function of · Drawing competition on places www.dictionary.com
reproductive organs ü Emotional changes and things that encourage risky www.khanacademy.com
a result of puberty. behavior.
www.dison.com
Explain facts about
www.nature.com
contraceptive in ü How puberty is · Letter writing: Invite learners to www.sporcle.com
delaying pregnancy experience write a letter to another student in
differently and www.sciencekids.org
grade 4 about how to get out of
why? www.sciencefun.org
risky situations. Invite volunteers
to read their letters and use and
ü Why young people use information to discuss their
choose not to have strategies.
sex

Page 71
 ü Why they choose to · Questions and Answer: on
have sex
· myths and facts about puberty in
ü Why they have sex relation to body changes
even when they do
not want to · puzzle on body changes
(matching physical & social body
Male and Female
changes that occur in boys and
reproduction, contraceptive
that of girls)
and pregnancy

ü physical changes · Small group discussion: peer

group discussion on what causes
ü menstrual cycle stimulation (touching &
hormones)
ü pregnancy
· Drama: Showing difference in
ü contraceptives treatment between boys and girls
at home. Discuss fair treatment,
respect and equality

· Small group discussion: three

groups. Group 1- why teenagers
choose not to have sex, group 2:
why teenagers choose to have
sex, group 3- why they have sex
even when they do not want to.

· Group presentation and

discussion

· Show and Tell: with the use of

visual aids, ask learners to

Page 72
 identify and describe the function
of male and female organs

· Skit on the sexual and

reproductive rights depicting
ability to apply these rights to
prevent pregnancy

· Case study of individuals who

used contraceptive and the
benefits

Page 73
 SEMESTER TWO
GRADE: 6
PERIOD: V
TOPIC: MACHINE AND WORK
MATERIALS/ COMPETENCES
OUTCOMES OBJECTIVES CONTENTS ACTIVITIES RESOURCES ASSESSMENT
Learners will be able to Upon completing this 1. Machine and Inclusive and Primary Text Expected Competencies
relate machine to the unit, the learners work Differentiated Learning: Darsaw Arthur, Fischer-Buder · Effective communication
concept of work should be able to: Mixed groups or individuals Karin
effectiveness a. examples of according to abilities, · Analytical skills
1. Identify simple simple gender, learning New Elemetary Science for
machines in machines styles/disabilities, and age Liberia Tools:
compound to be involved in the
b. simple following activities Grade 6 Pubil’s Book
machines. · Quizzes
problems on (PEARSON 2014)
work, energy, ·
2. Solve work, Small groups: place Simple machines · Test
time, and
time, and speed learners in mixed ability
speed
problems. groups and assign tasks Computer/ DVD Player · Class and Homework
2. Measuring to draw and name some
simple and compound Phone · Assignments
Work (work,
3. Describe one time, and machines.
compound Chart · Science journal
speed.)
machine at · Whole class: Class
work 3. Some Internet source: Internet sites: · Spelling and vocabulary
discussion - on how
Facilitators are encouraged to test on lesson Key Terms
compound pulley as a simple
machines and utilize internet links to source
machine makes work
their uses additional materials and texts · Contribution at
easier, definition of the
concerning individual topic. Discussion Circle.
six simple machines and
giving examples of each
http://www.sciencekids.co.nz/experiments · Group Activity tasks
and discuss work, time
and speed.

Page 74
· Center: Demonstration http://www.kidzone.ws/science · Group and Individual oral
- on how simple www.owlcation.com/stem reports.
machines such as lever https://www.sciencea-z.com
and pulley work www.owlcation.com/stem · Center activities.
www.dictionary.com
· Home work: www.khanacademy.com · Paper-based activities.
Research from named www.dison.com
internet sites on www.nature.com
compound machines and www.sporcle.com
organize for individual www.sciencekids.org
report. www.sciencefun.org

· Individual work:
Learners solve example
problems with work,
force, and speed and
allow learners to solve
problems involving
work, force, time and
speed.

Page 75

GRADE: 6
PERIOD: VI
TOPICS: ELEMENTS, COMPOUNDS AND MOLECULES
MATTER: ITS COMPOSITION AND STRUCTURE
SOUND AND ITS PROPERTIES
OUTCOMES OBJECTIVES
Learners will appreciate Upon completing this unit,
the role of technology the learners should be able
particularly microscopy to:
in understanding the
concept of matter. 1. Discuss matter in relation
to its structure and
composition.
2. Distinguish metals from 3. Energy and its forms
non-metals on the
periodic table.
3. Differentiate between
elements, compounds and 5. Sound:
mixtures.
4. Distinguish regular
vibration from irregular
vibrations.
5. Demonstrate how sound
travels.
SEMESTER TWO
MATERIALS/ COMPETENCES/
CONTENTS ACTIVITIES REFERENCES ASSESSMENT
1. Matter and molecules Inclusive and Differentiated Primary Text Expected
- solution Learning: Competencies
- preparation Mixed groups or individuals Darsaw Arthur, Fischer- · Analytical skills
- separation according to abilities, gender, Buder Karin
learning styles/disabilities, and · Effective
age to be involved in the Communication
2. Element, Compound
following activities. New elementary Science for skills
and Mixture
Liberia Grade 6 pupil’s
· Small Groups Book (PEARSON 2014) Tools:
(Vocabulary): divide class
4. Matter and Energy into three groups. Each Computer/DVD player · Quizzes
Interconversion group copies squares and
dots, from a template Phone · Test
provided by teacher, for
- Transmission different states and Chart · Class and
movement of molecules in
6. Rocks and minerals each of the three states of Internet source: Internet Homework
matter. sites: Facilitators are
encouraged to utilize internet · Assignments
· Pairs: Pairs of learners links to source additional
form a solution, mixture materials and texts · Science journal
and tell how it can be concerning individual topic.
separated
Page 76
6. Explain the function of
the human ear in relation
to sound.
7. Explain how sound
travels through matter.
8. Explain how matter can
· Supply information: “All
be made to produce
energy
· Class is divided into three
· Whole Class: brainstorm
using PPPB (Pose, Pause,
Probe, and Bounce).
Questions: Is this matter?
What is inside? - For each
of several items shown to
class.
matter is made up of atoms;
atoms are always moving”
– add that no one can see
atoms but we can illustrate
how atoms behave in the
three states of matter.
equal groups to represent
element, compound and
mixture
www.owlcation.com/stem · Spelling and
www.dictionary.com vocabulary test on
www.khanacademy.com lesson Key Terms
www.dison.com
www.nature.com · Contribution at
www.sporcle.com Discussion Circle.
www.sciencekids.org
www.sciencefun.org · Group Activity
tasks
· Group and
Individual oral
reports.
· Center activities
· Paper-based
activities.

· Group leaders from Small

Group work will come up
in front of the class;
another member of the
group will stand behind the
persons with the squares in
appropriate representation
with small raised posters
with the words element,
compound, mixture.

· Center: the dotted, labelled

squares will be displayed in
the Center for discussion

Page 77
 · Carry out cutting, crushing,
burning, adding water, etc.
on different objects.
· Learners describe changes
to the object observed
during the activity.

· Changes will be grouped as

“Chemical” or “Physical”
Each term is explained.

· Homework: learners to
read up and define
homogeneous and
heterogeneous solution

· Audiovisual: use phone,

computer or DVD player
watch a You Tube
animation on matter, atoms,
molecules, compounds,
elements and discuss their
relationships to each other.

· Science Journal: record

information about colloid
and plasma in the L portion
of KWL chart

Page 78