Primary4 Basic Science Scheme of Work
Primary 4 Basic Science Scheme of Work curriculum is designed to ignite curiosity and foster a deep understanding of the natural world. Through hands-on activities, experiments, and interactive lessons, students will explore fundamental scientific concepts, from the properties of matter to the basics of energy and living organisms. The goal is to cultivate critical thinking, problem-solving skills, and a lifelong love for science, helping young learners become inquisitive and informed citizens.
Primary4 Basic Science Scheme of Work Download
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Download the Lagos State Unified Scheme of Work for Primary4 Basic Science below.
Primary 4 First Term Scheme of Work for Basic Science
| Basic Science Scheme of Work for Primary/Basic 4 | ||
| CLASS | Primary/Basic 4 | |
| SUBJECT | Basic Science | |
| TERM | First Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | Revision of Basic 3 work | |
| 2 | Changes in nature(l) -Meaning of change -Examples of change -Classification of Change. -Difference between Temporary and permanent change | By the end of the lesson, pupils i. explain the concept a change’; ii. observe and describe some examples of changes around them. iii. consider the effects of changes around them give examples of temporary and permanent change; iv. differentiate betneen temporary and permanent change |
| 3 | CHANGES IN PLANTS AND ANIMALS (l) -Changes in plants. -Conditions for changes in plants. | By the end of the lessom pupils should be able to: i. observe and describe changes in plants in their environment; ii. explain the reasons for the changes in plants; iii. itemize the conditions for changes to occur in plants. iv. explain how changes in plants affect the pupil’s life |
| 4 | CHANGES IN PLANT AND ANIMALS (II) -Changes in animals -Animals and their young ones -Reason for changes in animal | By the end of the lesson, pupils should be able to: i. observe and desribe the changes in animal ii. identify the highlight of different animlas and their young ones iii. compare young ones to adult animals iv. give reason for the difference in young and adult animals |
| 5 | CHANGES IN PLANTS AND ANIMALS (Ill) -Life cycle of insects | By the end of the lesson, pupils should be able to: i.identify some insects; ii. describe the life cycle of an insect; iii. draw and label the life cycle of some common insects. iv. compare the various stages of an insect life cycle |
| 6 | OUR WEATHER (l) -Meaning of Weather -Factors affecting weather | By the end of the lesson, pupils should be able to: i. state the meaning of weather; ii. analyze the factors affecting the weather; iii. relate weather conditions to changes in factors affecting the weather. sun, cloud, wind, temperature, etc. |
| 7 | MID-TERM BREAK | |
| 8 | OUR WEATHER (II) -Weather instruments. -Weather symbols. -Weather records -making a weather instruction | By the end of the lesson, pupils should be able to: i. identify and wite simple weather symbols: ii. use vwather symbols to keep records of weather changes; iii. relate weather symbols to changes in their environment iv. improvise simple weather instruments. |
| 9 | OUR WEATHER (II) -Weather instruments. -Weather symbols. -Weather records -making a weather instruction | By the end of the lesson, pupils should be able to i. name the standard measuring instrument and what they are used to measure ii. identify and write simple weather symbols iii. use weather symbol to keep record of weather changes iv. relate weather symbols to changes in their environment v. improvise simple weather instrument |
| 10 | WATER -Differentiating water from other liquids -Evaporation -Condensation -Freezing | By the end of the lesson, pupils should be able to i. explain the concept condensalion” ii. explain the concept “freezing’ iii. differentiate between evaporation, condensation, and freezing |
| 11 | REVISION | |
| 12 | EXAMINATION | |
Primary 4 Second Term Scheme of Work for Basic Science
| CLASS | Primary/Basic 4 | |
| SUBJECT | Basic Science | |
| TERM | Second Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | Rediness Test/ Revision Test for First Term Work | |
| 2 | SOIL -Meaning of soil -Types of soil -Soil Constituent – Uses of soil | By the end of the lesson, pupils should be able to: i. explain the meaning of soil ii. classify different types of soil iii. generate soil constituent iv. explain the importance of soil, agriculture, building etc |
| 3 | SOIL(II) GROWING OF PLANTS -Soil preparation -Planting and nurturing of plants | By the end of the lesson, pupils should be able to: i. explain soil preparation ii. explainhow plants are planted and nurtured |
| 4 | SOIL (Il): GROWING OF PLANTS -Plant preparation. -Planting and nurturing of plants. | By the end of the lesson, pupils should be able to: i. explain soil preparation; ii. write how crops are planted and nurtured. |
| 5 | MIXTURE -Definition of mixture -Examples of common mixtures: cereal and milk, flour and butter. cream and sugar, coffee and cream, and tea. -Examples of other mixtures: Dirt and water, sand, water and gravel, smoke and fog. -Reason for mixtures: fomation of new things and materials | By the end of the lesson, pupils should be able to: i. explain the meaning of mixture; ii. enumerate examples of common mixtures; iii. discuss other examples of mixtures, iv. Explain how mixtures form new things and materials. |
| 6 | TECHNOLOGY(I) -Definition of technology -Importance of technology | By the end of the lesson, pupils should be able to: i. State the meaning of technology; ii. Write out the importance of technology |
| 7 | MID TERM BREAK | |
| 8 | TECHNOLOGY(II) Products of technology | By the end of the lesson, pupils should be able to: i. mention and identify the products of technology; ii. draw some products of technology; iii. give examples of some inventors and the technology they invented. |
| 9 | MEASUREMENT (MEASURING LIQUIDS). -Materials for measuring liquids. -Metric units for measuring liquids: mm -Measurin the volume off uids. -improvise a measuring cylinde | By the end of the lesson, pupils should be able to i. identify materials for measuring liquids; ii. enumerate the metnc units of volume; iii. measure liquids accurately; iv. improvise a measunng cylinder with estimated scales for volumes in metric units. |
| 10 | MEASUREMENT (MEASURING SOLIDS AND TIME) Matenals for measuring solids and time. -Metric units for measuring solids and time -Measuring solids and time. | By the end of the lesson, pupils should be able to: i. identify materials for measuring solids and time; ii. state the metric units of weight and time; iii. measure solids and time accurately; |
| 11 | SHAPE CONSRUCTION WITH PAPER(I) -Concept of shape construction -Materials for shape construction. (paper, metal and wood) Construction of shapes using paper | By the end ofthe lesson, pupils should be able to: i. explain the meaning of shape construction; ii. write out the materials used for shape construction: iii. construct shapes using paper. |
| 12 | REVISION | |
| 13 | EXAMINATION | |
Primary 4 Third Term Scheme of Work for Basic Science
| CLASS | Primary/Basic 4 | |
| SUBJECT | Basic Science | |
| TERM | Third Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | READINESS TEST AND REVISION OF SECOND TERM’S WORK | |
| 2 | SHAPE CONSTRUCTION WITH WOOD OR METAL -Tools used in shape construction such as Cutting tool. -Shape constructions methods: folding, bending | By the end of the lesson, pupils should be able to: i. Identify and state the tools used in shape constructions; ii. describe different shape construction methods. iii. construct an object using metal or wood. |
| 3 | TYPES OF BUILDING -Definition of building Materials needed for building -Types of building special buildings, public building, e.g religious buildings, court house, prison, market etc, | By the end of the lesson, pupils should be able to: i. define the tem building; ii. identify and explain the need for buildings iii. identify and describe different materials used for building,’ iv. classify different types of buildings as related to their purposes. |
| 4 | VEHICLES -Meaning of vehicles -Different types of vehicles -External part of vehicle -Uses and disadvantages of vehicle | By the end of the lesson, pupils should be able to: i. state what a vehicle is; ii. identify different typos of vehicle; iii. show different parts of vehicle(external parts); iv. explain tho uses and disadvantages of a car; v, draw a vehicle and label its extemal |
| 5 | FORMS OF ENERGY -Concept of enery – Forms of energy -Uses of energy -Sources of energy e.g sun, tides, waves, fuel, water | end of the lesson, pupils should be able to: i. explain the term energy; ii. describe the forms of energy; iii. state the uses of energy; iv. outline the sources of energy, v. compare the different forms of energy |
| 6 | FOOD(CLASSES AND USE) -Classes of food -Uses of food – Adequate diet(Balanced Diet) | By the end of the lesson, pupils should be able to: i. name the different classes of food; ii. classify food as related to their uses; iii. discuss adequate diet(balanced diet) |
| 7 | MID TERM BREAK | |
| 8 | Harmful foods -Meaning of hamful foods. -Examples of harmful foods | By end of the lesson, pupils should be able to: i. explain the meaning of harmful foods; ii. state examples of harmful foods; |
| 9 | THE DIGESTIVE SYSTEM -Meaning of digestion -Digesteive organs(mouth, tongue, the stomach, small intestine, large intestine) -Digestion of food | By end of the lesson, pupils should be able to: i. state the meaning of digestion ii. identify the digestive organs iii. show how food is digested iv. relate the importance of digestion to a healthy human |
| 10 | HUMAN BODY(THE MOUTH) -The tongue, the lips | By end of the lesson, pupils should be able to: i. recognize tongue and lips ii. examine the part of the tongue and their uses iii. draw the tongue and lips |
| 11 | REVISION | |
| 12 | EXAMINATION | |