Basic Science and Technology Unified Schemes of Work for Primary School Osun State. BST Scheme of work Primary School 6.

Contents

BST PRIMARY 6 FIRST TERM SCHEME BST SCHEME OF WORK PRIMARY 6 SECOND TERM BST SCHEME OF WORK PRIMARY 6 THIRD TERM

BST PRIMARY 6 FIRST TERM SCHEME

BASIC SCIENCE

GRADE 6 1^ST TERM

LEARNING ABOUT OUR ENVIRONMENT

WEEK	TOPIC	CONTENT	BEHAVIOURAL OBJECTIVES	INSTRUCTIONAL MATERIALS	TEACHER’S ACTIVITIES	LEARNER’S ACTIVITIES
1	The solar system	1. The sky 2. Nature bodies in the sky.	Learner’s should be able to: 1. Identify and name some planets in our solar system	1. Pictures of people in space	Uses chart to guide learner’s to name nature bodies in our solar system – Choose nine learners and arrange them in order of nearness to the sun name, each learner after a planet.	Name natural bodies that can be found in our solar system, sun as star moon, sun and planets.
2.	Component location and importance of solar system	1. The planets and the sun. 2. The solar system	Learners should be able to: 1. Identify the components of the solar system, their location and importance. 2. State the relationship among the earth, sun, moon other planets	1. chart showing the solar system 2 The ball of different sizes 3. Cardboard, Revere, Ruler, Paper	– Throwing an object up into the sky.	Model and the solar system and name the planets.
3.	Earth’s Gravitational pull	1 Gravity and weightless in space	Learners should be able to: 1. Demonstrate that the earth exerts a pull on objects and bodies.	1. Balls, Block Table	Throwing an object up into the sky.	Learners are ask to throw stone, duster etc. vertically and describe what happens
4	The Earth and its movements	1. The sun 2. Effect of the interaction between the sun and the earths.	Learners should be able to: 1. Describe the two important movement of the earth (rotation and revolution) and other effect.	1. Chart of the solar system 2 Light from a torch light	Teachers use globe to demonstrate the rotation of the earth around the sun	Learners were allowed to demonstrate the simple experiment.
5	Revolution of the Earth	1. The rotation of the earth around the sun causes:- I The seasons ii Longer day or longer night	Learners should be able to: Explain that the nine planets rotate round the sun.	Chart of the nine planet surrounding the sun.	– Rotate the world globe round in front of the torch light	Learners allow to rotate the world globe in front of the sun.
6	Eclipses	The effect of the interaction of the sun and the earth.	Learners should able to: 1. Explain the effect of the eclipse of sun and that of the moon.	The torch, obstacle and the world globe	Use simple activity to explain the concert of the eclipses with the aid of torch light and the obstacle in between the sun and the earth.	Learners were allow to rotate the world globe across the light form the torch light and also uses the effect of eclipses.
7	Sources of light for the earth and other planets.	Sources of light for the earth:- – The sun, moon and the stars	Learners should be able to: Identify the major sources of light for the earth and other planets.	Model of the earth, moon and the sun	Guide learners to observe and record changes in the sun, moon and starts.	1. Keep record of moon phases. 2. participation in the class discussion
8	Weather	1 Weather symbols – Sunning day – Raining day – Cloud -Windy day -Hot day	Learners should be able to: 1. Identify and write simple weather symbols. 2. Observe changes in our climate over a period of time.	1. chart slowing the weather symbols. 2. Cardboard paper 3. Coloured pencils 4. Crayons 5. Pictures / newspaper magazine to show the weather changes.	1. Use chart to guide the learners to identify and draw weather symbols. 2. Guides learner to make weather observation.	1. Make a weather chart.
9.	Weathers records	2. Weather record e.g. like: – Temperature -Rainfall – Global warming some causes e.g. Pollution.	Learners should be able to: 1. Use weather records to keep records of climatic changes. 2. Identify some effect of climatic changes on the earth.	Use of the following instrument: – Thermometer for hotness and coldness. – Hygrometer -Hydrometer etc.	Guide learners to: – – Keep weather records – Make weather observation	Compare various image of events that show effect of changes in the climate
10	Weather records	Card to show different data from Monday to Friday	Learners should be able to: – Compare the records and determine the weather situation with appropriate symbol	– Pencil -Cardboard -Thermometer	Teachers prepare a format for a month	learners were allow to record the changes in the note book.
11.	Revision
12.	Examination

Basic Science and Technology Unified Schemes of Work for Primary School Osun State. BST Scheme of work Primary School 6.

BST SCHEME OF WORK PRIMARY 6 SECOND TERM

STATE OF OSUN SCHEME OF WORK

BASIC SCIENCE

GRADE 6 2^ND TERM

LEARNING ABOUT OUR ENVIRONMENT

WEEK	TOPIC	CONTENT	BEHAVIOURAL OBJECTIVES	INSTRUCTIONAL MATERIALS	TEACHERS’ ACTIVITIES	LEARNERS ACTIVITIES
1.	Forces (meaning and types of forces)	1. Meaning of push and pull 2. Example of forces	Learners should be able to: 1. Explain force as a push or pull 2. Give example of forces: gravity, friction, magnets e.t.c.	Nails, stars and pebbles, rough surfaces e.g. wood smooth surfaces and smooth surfaces e. g glass magnets	1. Show the effect of force for learners to observe. 2. Guide pupils’ activity on force e.g. pushing of any materials e.g. book, car, table or pulling of book, table etc.	Play with spring, magnets, batteries, rubber band to demonstrate the existence of forces.
2.	Effect of forces	Application of force that leads to effect of forces	Learners should be able to: 1. Explain the effect of force 2. Give example of effect of force.	Iron bar, fire, hammer, bicycle	1. Teacher riding a bicycle and suddenly apply brake. 2. Beating a red heat iron bar with hammer	Learner allowed to move a stationery object by force, e.g. kick a stationary ball to move
3	Friction forces and effect of friction	1. Meaning of friction 2. Effect of friction	Learners should be able to: 1. Explain what is friction 2. Explain the effect of friction	Vaseline, soap sand paper, rubber band rough surfaces, smooth surfaces.	1. Guides learner to demonstrate friction. 2. Show the effect of friction for pupils to observe	– Pulling of material over rough surfaces –Rub their palm without soapy water then allows them to use soapy water.
4	Types of friction	1. Friction can be grouped into three I. Sliding friction ii. Rolling friction iii. Fluid friction	Learners should be able to: 1. List three types of friction 2. Demonstrate the types of friction	– Ball in contact with solid surfaces e.g. table, floor, spoon, red oil, water, piles or hoses.	Teacher demonstrates the following activities: – Rolling friction: – ball roll in contact with solid surface , where static friction prevent it from sliding but rolling. Fluid friction: – Moving a drum of any liquid or solid object on a fluid, therefore prevent from moving e.g (a) dropping spoon in red oil. (b) Airplane moving through air, (c) water flowing through pipes or hoses	Pupils allowed to demonstrate the activity
5	Reducing friction and uses of friction	1.Advantages of friction and disadvantages of friction	1. Mention ways of reducing friction. Ii Give four uses of friction iii Mention four disadvantages of friction	Soapy water, Vaseline, object on a smooth surfaces, grease, oil.	Teacher demonstrates simple activity on how friction can be reduced with application of grease or oil when moving an object, either pulling or pushing an object on a smooth surfaces	Learners apply the concept to the material provided for the simple experiment to show how frictions are reduced.
6	The human body system (blood circulation)	Circulatory system sees how necessary materials needed further good of the body are distribution round the body e.g oxygen food materials, heat e. t. c.	Learners should be able to: 1. Name some parts of human heart.	Chart showing circulatory system red crayon, cardboard	Teacher explains the flow of materials needed for the good of the body to learners.	Pupils understand the concept of blood circulatory system.
7	Blood Vessels	Uses of blood vessels like: 1. Arteries 2. Veins 3. Capillaries	Learners should be able to: 1. Name three types of blood vessels.	Chart showing the types of blood vessels	Teacher explains the types and uses of blood vessels.	Pupils understand and able to different between blood vessels.
8	Blood circulation	Uses of blood vessels like: 1. Arteries 2. Veins 3. Capillaries	Learners should be able to: 1. State some basic function of human heart. ii Describe in simple term how food and materials are distributed to different parts of the body by the blood	Chart showing the types of blood vessels	Guides and moderate class discussion on blood circulation	Explain blood flow to all parts of the human body using a chart
9	The human body system: reproduction	1. Male reproductive system ii. Female reproductive system	Learners should be able to: 1. Define and explain reproduction ii Name two reproductive systems in human beings.	Chart or model of male and female reproductive organs.	1. Explain the meaning of reproduction in human beings. 2. Uses chart to explain male and female reproductive organs.	1. Explain the meaning of reproductive organ. ii They were able to differentiate between male and female reproductive system
10	The human body system: reproduction	1. Male reproductive system ii Female reproductive system	Learners should be able to: 1. State function of male reproductive system. ii Mention four function of female reproductive system	Chart or model of male and female reproductive organs	Structure of the sperm and ovary on the chart are used to explain the clear differences between male and female reproductive system.	Learners explain the concept and function of reproductive system in male and female.
11.	Revision
12.	Examination

Basic Science and Technology Unified Schemes of Work for Primary School Osun State. BST Scheme of work Primary School 6.

BST SCHEME OF WORK PRIMARY 6 THIRD TERM

STATE OF OSUN SCHEME OF WORK

BASIC SCIENCE

GRADE 6 3^RD TERM

LEARNING ABOUT OUR ENVIRONMENT

WEEK	TOPIC	CONTENT	BEHAVIOURAL OBJECTIVES	INSTRUCTIONAL MATERIAL	TEACHER ACTIVITIES	LEARNERS ACTIVITIES
1.	AIR	1. Air pressure 2. Things that fly in air 3. Why things move in air	Learners should be able to: 1.Explain the meaning of air Ii Explain why thing move in air	1. Water tumbler 2. Cardboard 3. Cell phone 4. Balloons 5. Bicycle tyre 6. Tin 7. Water (cold) 8. Kites	Demonstrate the collapsible can experiment, uses an inverted tumbler filled with water and sealed with nylon or leaf to illustrate and explain air pressure.	Learners are allowed to perform the simple experiment of collapsible can
2	Air	Application – Navigation -Generating electricity – Floatation	1. Explain why boats fixed sails move faster an windy days	Picture of model – As listed above	Guides discussion on the effect of air pressure on boats sailing on the sea	Learners explain the effect of boats with sails compare to the one without sails.
3.	Air presses in all direction	The Air presses in all directions	Learners should be able to: 1. Use a simple experiment to explain air pressure in all directions	Pump bladder or balloon.	Teacher uses simple experiment to show how air presses in all direction with the aids of using balloon or bladder.	Learners understand the concept and they are able to perform activity on bladder or balloon.
4	Air presses an objects	The air presses an object e.g. car, turning of tumbler upside down.	Learners should be able to: Explain how air presses an object.	Glass, card, water	1. Teacher explains how the imbalance in internal and external pressure over inflated tyre explodes. ii Turning of tumbler upside down also explain air presses an objects.	Learners are able to explain how air presses an objects.
5.	Air and propulsion	Air propels light objects when float in it.	Learners should be able to: Explain how air and propulsion occur.	Paper, thread, crossed frame-work.	Teacher explains how to make paper kite as follows – Take a rectangle sheet or paper. – fold the width into two equal halves, then unfold it. – Fold and cut one end -Fold and cut the other ends – Support it with crossed frame work, I.e. brown sticks – Give it a tail to give it weight – Fly it using thread	Learners are one to perform the activity with the aid of using paper or sheet of paper.
6.	Simple Explanation on how birds fly and the application of air pressure	Birds are winged animal, -Their fore limbs are modified into wings -Application air pressure e.g wind mill navigation, sanction	Learners should be able to: 1. Describe how birds fly. ii. Mention function of air pressure.	A bottle of coke or any other soft drink, straw.	1. Teacher makes use of a bottle of coke with straw to suck the liquid content to his mouth through suction pressure. 2. Guide learners in observing birds and explaining their observation	1. Suck liquid (especially water) from bottles with straws. 2. Watch birds flying and record their observation.
7..	Mineral resources (a) Meaning of minerals (b)Types of mineral resources in Nigeria I Solid minerals Ii Liquid minerals (c) Places where they are found in Nigeria	1. Meaning of minerals 2. Types of minerals resources in Nigeria.	Learners should be able to: 1. Explain the meaning of minerals 2 Name some of the mineral resources found in Nigeria and their sources;	1. Samples of minerals ores (or pictures) e.g. tin-ore, crude oil, alum, marble, coal etc. 2.Kerosene 3. Grease	1. Guides learner in explaining the meaning of minerals. 2. Collects samples of minerals e.g tin-ore, coal, iron – ore, crude oil etc for class activities	1. Explain the meaning of minerals 2. Observe the minerals provided and describe their characteristics (colour, shine, smell, hardness, etc)
8 9	(d) Physical characteristics of some major mineral resources. – Coal – Crude oil – Iron ore – Tin etc.	(3) Physical characteristics of some major mineral resources.	Learners should be able to: 3. Identify the mineral resources based on observable characteristics	4. Engine oil 5. Polythene bags 6. Clothing material 7. Vaseline etc.	3. Lead learners to identify minerals 4. Guides class discussion on the uses and importance of minerals;	3. Example crude petroleum and compare it with products such as kerosene, engine oil, Vaseline, wax, grease, polythene bags, clothing materials etc.
10.	(e). Importance of mineral resources	Importance of mineral resources in: – Industries – Transport – Communication – Economy etc.	Learners should be able to: State the importance of mineral resources to Nigeria	Human resources	5. Arranges for a guest talk on the exploratory development and use of mineral resources.	4. Group mineral resources into solid and liquid minerals. 5. State some importance of mineral resources to Nigeria.
11.	Revision
12.	Examination