BST Unified Schemes of Work for Primary School Osun State. Primary 5 Basic Science and Technology Scheme of work – Schemeofwork
BASIC SCIENCE AND TECHNOLOGY PRIMARY 5 FIRST TERM
STATE OF OSUN SCHEME OF WORK
BASIC SCIENCE
GRADE 5: 1st TERM.
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIAL | TEACHER ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | (1)Environmental changes (a)Erosion (b)describing types of erosion | (1)erosion -definition of erosion -describing erosion | Learners should be able to: 1Explaine the term ‘erosion’ 2.describe types of erosion | 1.photographs,charts and pictures on erosion 2.hoe,cutlasses 3.shovel and spade | 1.shows learners charts, photographs of areas devastated by erosion 2.guides learners to explain the meaning of erosion | 1.look at photographs of erosion sites |
| 2 | (1)environmental changes ©causes of erosion (d)effect of erosion (e)control of erosion | -Causes of erosion -Effects of erosion -Control of erosion | Learners should be able to: 3.list the effect or dangers of erosion; 4. Identify, discuss and implement simple strategies for controlling erosion. | 4.tree seedlings 5.grass etc. | 3.guides learners to: -state the causes and dangers (effects) of erosion. -suggest control measures 4. Arranges for learners to visit and observe erosion sites in the locality. 5. Guide learners to carry out a project on controlling erosion. | 2.visit erosion sites in their Locality. 3. Participate in a project to control erosion at the site. |
| 3 4. | (1)Environmental changes (f)pollution (g)pollutants (h)air pollution -air pollutants -sources -effects -control (i)water pollution -pollutants -sources -effects -control | 2.Definition of pollution and pollutants 3.Air and water pollution -pollutant -sources -effects -control | Learners should be able to; 5.define pollution and pollutants; 6.list some water and air pollutants; 7.list common sources of pollution; 8. Describe the consequences of water pollution on the people and on the environment. 9.describe the roles of the communities, industries and oil exploration in air and water pollution; 10.suggest ways of reducing the risks of pollution | 5.photographs and charts showing polluted water ,industries letting, fumes into the air 7.posters/photographs showing areas affected by oil spillage | 5. Shows pictures of polluted water. 6. Arranges for pupils to visit industrial areas and observe the emission of gases into the air; the release of effluent waste into the rivers etc. 7. Guides discussion on measures of controlling pollution. | 4.Look at pictures of polluted water and describe what they observe 5. Visit industrial areas to observe ways industries polluted air and water. |
| 5 | (ii) Waste and Waste disposal Meaning of Waste Types of waste. | (1)Describing waste (2) Types of Waste: -Refuse – Sewage Etc. | Learners should be able to: (1)Explain what constitute waste; (2) Identify different type’s f waste. | picture /charts of Waste disposal van, bucket, wheelbarrows, drums, shovel, spade etc. | (1)Guides learners in describing the meaning of waste. (2) Explain the type of waste. | (1)Define and explain waste 2. List and describe the type of waste |
| 6. | (ii) Waste and waste Disposal © Waste Disposal (d)Method of disposing solid and liquid waste. | (3) Waste disposal (4) Methods of waste disposal. – liquid – solid | Learners should be able to: (3) Mention method of waste disposal. | (2) Waste dumps – bottles -paper – sticks – Empty cans – water | (3) Leads discussion on proper disposal of wastes. (4) Displays pictures and diagrams of ways of disposing waste. | (3) listen, ask questions and discuss waste. (4) Prepare and develop a compost pit. (5) Prepare Posters that teach proper disposal of household waste. |
| 7. | (ii) Waste and waste disposal (e) re-using waste (recycling) – Ways of recycling waste – Advantages of recycling waste | (5) Re-using waste (recycling) -Ways of recycling waste -advantages of recycling waste. | Learners should be able to: (4) Suggest different ways of recycling waste and the advantages of recycling waste. | -Wood-ash -leaf liters etc. | (5) Guides learners to make compost pit, as a way of disposing or recycling waste. (6) Arranges for a guest to talk on recycling waste. (7) Arranges visit to land fill area where waste are recycled. | (6) Discuss the dangers of disposing waste properly. |
| 8 | (iii) Environmental quality Definition on environmental quality. Description of environmental quality | 1. Environmental quality. – Definition -Description. | Learners should be able to : 1 define and describe environmental quality | 1. Pictures of an attractive surrounding 2. Potted plant | 1. Leads class discussion on environmental quality | 1. Participate on class discussion |
| 9 | (iii) Environmental quality (c) Advantages of a healthy environment (d) Disadvantages of degrading the environment | (2) Advantages of a healthy environment (3) disadvantages of degrading the environment | Learners should be able to : (2) State the advantages of a healthy environment (3) State the disadvantages of degrading the environment | (3) Materials – brooms – rakes – hoes – cutlasses – machetes – baskets | (2) Helps pupils plan, clean and beautify their school environment | (2) Plant flowers to beautify the school surrounding (3) Sweep and clean their school surrounding every day |
| 10 | (iii) Environmental quality (2) Ways of maintaining healthy and beautiful school environment (f) Materials for maintaining healthy environment | 4. Ways of maintaining a healthy environment 5. The materials for maintaining a healthy environment | Learners should be able to : (4) Identify ways of maintaining healthy and beautiful school environment (5) Maintaining healthy environment |
BST Unified Schemes of Work for Primary School Osun State. Primary 5 Basic Science and Technology Scheme of work – Schemeofwork
BASIC SCIENCE AND TECHNOLOGY PRIMARY 5 SECOND TERM
STATE OF OSUN SCHEME OF WORK
BASIC SCIENCE
GRADE 5: 2nd TERM.
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIAL | TEACHER ACTIVITIES | LEARNERS ACTIVITIES |
| 1. 2 | i. The human body (the skeleton) a. Description of the skeleton b. Types of bones: – long bones (femur, humers) – vertebrae (cervical, thoracic ) – Phalanges (toes) | 1. Describing the skeleton 2. Types of bones: – long bones (femur, humerus) – vertebrae (cervical, thoracic ) – Phalanges (toes) | Learners should be able to : i. identify the major bones in the body | 1. Chart or model of human skeleton showing types of bones and joints      2. X-ray film | 1. Using charts or model of human skeleton – describes the major bones | 1. Observe the chart on skeletal system or the model of human skeleton 2. Name the major bones in the body |
| 3 4 | (c) Description of joints (d) Types of Joint: – ball and socket, (shoulder) – hinge joint (elbow, knee) | 3. Describing the joints 4. Types of joints: – ball and socket, (shoulder) – hinge joint (elbow, knee) | Learners should be able to : 2. Identify the major joints in the body; | – describes the major joints | 3. observe and describe what bones are like e.g hard, strong | |
| 5 | (e) Functions of bones and joint | 5. Functions of bones and joints | Learners should be able to : Â 3. State the functions of bones and joints | 2. Guides learners to state the functions of bones and joints | 4.State the function of bones and joints in the human body | |
| 6 | ii. Reproduction in plants a. iii. Definition of reproduction (i) What is flower (ii) Parts of a flower | 1. Defining reproduction 2. Parts of a flower | Learners should be able to : 1. define reproduction 2. Identify and describe a flower 3. Identify parts of a flower | 1. Life flowers e.g hibiscus, cowpea flower pride of backless, rose etc. | 1. Provides flowers e.g hibiscus to guide the pupils to identify parts of a flower 2. Draws a flower and labels its parts 3. Guides the pupils to identify parts of a flower that produce fruit | 1. Bring flowers to the class 2. Identify and name parts of a flower 3. Draw a flower and label its parts 4. Identify parts of a flower that produce fruit |
| 7 8 9 10 | c. i) Definition of pollination (ii) Types of pollination (iii) Process of pollination (iv) Agents of pollination d. (i) Definition of fertilization (ii) Description of fertilization e. Differences between pollination and fertilization f. stages of development from flower to fruits | 3. Pollination – types – process – agents 4. Fertilization 5. Stages of development from flower to fruit | Learners should be able to : 3. Define pollination 4. Explain the meaning of pollination 5. Identify types and agents of pollination 6. Identify parts of a flower that are concerned with pollination and fertilization 7. Describe stages of development from flower to fruit 8. Distinguish between pollination and fertilization | 2. Charts or diagram of a flower, agents of pollination, development from flower to fruit    3. Drawing book   4. Pencil | 4. Guides discussion on pollination/ fertilization  5. Guide discussion on the development of fruit | 5. Draw and label a given flower 6. distinguish between pollination and fertilization and fertilization in flowering plants 7. List the changes that occur at different stages of development from flower to fruit |
BST Unified Schemes of Work for Primary School Osun State. Primary 5 Basic Science and Technology Scheme of work – Schemeofwork
BASIC SCIENCE AND TECHNOLOGY PRIMARY 5 THIRD TERM
STATE OF OSUN SCHEME OF WORK
BASIC SCIENCE
GRADE 5: 3rd TERM.
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIAL | TEACHER ACTIVITIES | LEARNERS ACTIVITIES |
| 1 2 | i. Rocks a. Definition of rocks b. Types of rocks – Igneous – Metamorphous – Sedimentary | 1. Definition rocks 2. Types of rocks: – Igneous -Metamorphous – Sedimentary | Learners should be able to : 1. Define rock; 2. Identify and classify rocks according to colour, hardiness, texture, etc. | 1. Different samples of rocks 2. Charts showing types of rocks and their uses | 1. Guides learners to: – define rocks – classify rocks   – State some important uses of rocks  | 1. Collect, observe and classify rocks on the basis of colour, shape hardness etc.  2. State some important uses of rocks |
| 3 | c. Uses of rocks (construction , beautification) | 3. Uses of rocks | 3. List some important uses of rocks | |||
| 4 | d. Major landmark rocks on Nigeria e.g – Zuma rock in Madalla – Shere rock in Jos – Olumo rock in Abeokuta – Kufena rock in Zaria | 4. Major landmark rocks in Nigeria e.g – Zuma rock in madalla – Shere rock in Jos – Olumo rock in Abeokuta Kufena rock in Zaria | 2. Gives examples of major landmark e.g Rocks in Nigeria | 3. Read about major land mark rocks in Nigeria | ||
| 5 | ii. ACIDS AND BASES a. Description of Acids b. Examples of Acids c. Some physical properties of Acis | 1. Acids: – Meaning – Examples 2. Some physical properties of acids | Learners should be able to : 1. Describe Acids 2. Give examples of Acids 3. List some physical, properties of acids | 1. Lemon 2. Water 3. Blue litmus paper 4. Glass or plastic container | 1. Guides learners to: – describe acids – list examples of acids 2. Demonstrates physical properties of acids and bases by: – Using blue litmus paper on lemon which will furnished 3. Gives names of acids | 1. Describe acids and list examples 2. Carry out teacher directed activities on: – Lemon (acids) – Use of blue litmus paper |
| 6 | d. Types of acids e. Uses of acids | 1. Types of acids 2. Uses of acids | Â Learners should be able to : 1. State types of acids 2. List some uses of acids | – Use of acids especially in soap making | ||
| 7 | f. Description of bases g. Examples of bases h. Some physical properties of bases | 1. Bases: – meaning – examples 2. Some physical properties of bases | Learners should be able to : 1. Describe bases; 2. Give examples of bases; 3. List some physical properties of base | 1. Wood ash 2. Water 3. red litmus paper 4. Glass or plastic container 5. Spatula or wooden spoon | 1. Guides learners to: – describe bases – give examples of bases 2. Demonstrate physical properties of bases by: – using red litmus paper on mixture of wood ash in water which will turn it blue  | 1. Use palm oil and dissolved wood ash to make soap. |
| 8 9 10 | i. Types of Bases j. Uses of Bases k. Differences between acids and bases | 1. Types of bases 8. Uses of bases. 2. Differences between acids and bases      3. Soap making 4. Uses of soap  | Learners should be able to : 1. State types of bases 2. List some uses of bases 3. Distinguish between acids and bases     Learners should be able to : 1. Name local materials used in making soap 2. Identify the active ingredients in the local materials used in making soap 3. Make soap from local materials  Learners should be able to : 4. State the uses of soap |             1. Stove 2. Palm oil 3. Cans and containers 4. Spatula or wooden spoon 5. Dirty hand kerchief | 1. Give names of acids and bases 2. Guides the learners to taste lemon and dissolve ash in water and report their observation    Initiate discussion on uses of acids and bases to include soap making 8. Take safety precaution  | 1. Identify active ingredients used in making soap from palm oil and wood ash       2. State the uses of soap |
