Sallybus Breakup Science

Beaconhouse – Scheme of Work – General Science - Class 4 – AY 2023-24
Beaconhouse School System

Scheme of Work
General Science - Class 4
Academic Year 2023 -2024
Introduction:
As a teacher, using a scheme of work at the beginning of the school year can help you plan and organize your lessons effectively. Here are
some instructions on how to use a scheme of work.
Familiarize Yourself with the Scheme of Work:

Review the scheme of work thoroughly to understand the content, objectives, and sequence of lessons for the entire year. Familiarizing
yourself with the document will give you an overview of what knowledge and skills you need to cover during the year.
Set Learning Outcomes:

Translate the Attainment Targets into Student Learning Outcomes for each lesson. These learning outcomes should cover both knowledge and
skills and are to be designed to be specific, measurable, achievable, relevant, and time-bound (SMART). The learning outcomes will guide your
lesson planning and assessment strategies.
Plan the Yearly Schedule:

Create a yearly calendar or planner based on the scheme of work. Divide the school year into units and allocate the appropriate amount of time
for each. Consider holidays, exams, and other events that might affect the teaching schedule.
Break Down Units into Lessons:

For each unit in the scheme of work, break down the content into individual lessons. Consider the time required for each lesson and the
progression of topics. This will help you maintain a logical flow of learning throughout the year. You may want to refer to the Progression Matrix
for more clarity.
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Gather Teaching Resources:

Identify the resources you'll need for each lesson, such as textbooks, workbooks, multimedia materials, and any other relevant resources.
Collect or create these materials in advance to ensure smooth delivery during the school year.
Differentiate Instruction:
Pay attention to the diverse learning needs and abilities of your students. Modify and adapt the scheme of work to accommodate different
learning styles and provide support for students who may need extra assistance.
Plan Assessment Strategies:

Plan your assessment strategies based on the scheme of work. Determine how you will evaluate student progress and understanding for each
unit and lesson. Use a variety of assessment methods, including formative and summative assessments.
Planning Science Lessons:

For planning science units and lessons select Attainment targets from the cross cutting strand ‘Scientific Enquiry-Thinking and Working
Scientifically along with the Attainment Targets from the Content Strands. This will enable you to plan enquiry based lessons where students
will develop skills, enhance their knowledge and develop scientific attitudes.
The suggested instructional model for planning lessons involving scientific enquiry is the 5 Es Instructional Model. Research shows that the
constructivist ideas embedded in this 5 Es model are powerful in changing the quality of teaching and learning. Although the 5 Es model is
simple to remember, each E is complex and has depth when planning for teaching different units of Science.
Engage: students are engaged in the lesson through a variety of ways (reading/ telling a story, showing a video/picture/ object, posing a
questions, asking for suggestions to solve a problem). Students come up with possible explanations and suggestions regarding how
things will turn out.
Explore: students are provided with resources so that they can carry out the enquiry. Several lines of enquiry can be identified and
followed during the course of a unit of study. Students will collect evidence, analyse and make connections and give reasons.
Explain: students explain their findings in a variety of ways (written, verbal, pictorial, tabular, graphical).
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Elaborate: students apply their learning in other situations (problem solving, application of knowledge and decision making).
Evaluate: teachers and the students evaluate the learning that has taken place.
STEM to ESTEAM challenges:
In order to ensure that our students are future ready and to provide them with holistic learning experiences we would be sharing ESTEAM
challenges in the first term. The A in eSTEAM stands for Arts and E stands for entrepreneurship skills. It is expected that all ESTEAM projects
will be implemented using the Engineering Design Process (EDP) as given in the cycle below.
Ask/
Define/
Empathise
Evaluate/ Ideate/
Improve Imagine
Test Plan
Build/
Create
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How to decode or read codes:

Subject-Class-Strand-Sub-strand-Attainment Target #
Subject – Science = S
Class – 4
Strands- Life Science = LS
Physical Science = PS
Earth Science = ES
Sub-strand – Health, System and Diseases = C
For example:
[S-4-LS-D-02] means the subject Science, class 4, strand Life Science and sub-strand D, Attainment target 2 is under
discussion.
Note:
 Clarifying statements are given in italics with underlining – where explanation of content is required.
Note: As part of our sustainability drive and digital transformation, photocopying/printing is highly discouraged.
Note: Teachers are encouraged to utilize the provided enquiry questions to stimulate student curiosity, critical thinking and drive their
exploration of the topics.
The duration mentioned for each unit is a suggested time-frame. Teachers have the flexibility to give more or less time to a unit ensuring that
they are not too far away from the suggested topics for each term.
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Term 1
August 2023 – October 2023
CROSS-CUTTING STRAND: SCIENTIFIC ENQUIRY- THINKING AND WORKING SCIENTIFICALLY
4TWSa.01 Know that a model presents an object, process or idea in a way that shows some of the important features.
4TWSa.02 Use models, including diagrams, to represent and describe scientific phenomenon and ideas.
4TWSb.01 Ask scientific questions and select appropriate scientific enquiries to use.
4TWSb.02 Know the features of the five main types of scientific enquiry.
4TWSb.03 Make predictions, referring to relevant scientific knowledge and understanding within familiar and unfamiliar contexts.
4TWSb.04 Plan fair test investigations, identifying the independent, dependent and control variables.
4TWSc.01 Sort, group and classify objects, materials and living things through testing, observation and secondary information.
4TWSc.02 Complete a key based on easily observed differences.
4TWSc.03 Choose equipment to carry out an investigation and use it appropriately.
4TWSc.04 Decide when observations and measurements need to be repeated to give more reliable data.
4TWSc.05 Take appropriate accurate measurements.
4TWSc.06 Carry out practical work safely.

4TWSc.07 Use a range of secondary information sources to research and select relevant evidence to answer questions.
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4TWSc. 08 Collect and record observations and/ or measurements in tables and diagrams appropriate to the type of scientific enquiry.
4TWSd.01 Describe the accuracy of predictions, based on results.
4TWSd.02 Describe patterns in results, including identifying any anomalous results.
4TWSd.03 Make a conclusion from results informed by scientific understanding.
4TWSd.04 Suggest how an investigation could be improved and explain any proposed changes.
4 TWSd.05 Present and interpret results using tables, bar charts, dot plots and line graphs.
4TWSe.01 Identify people who use science, including professionally, in their area and describe how they use science.
4TWSe.02 Describe how science is used in their local area.
4TWSe.03 Use science to support points when discussing issues, situations or actions.
4TWSe.04 Identify people who use science, including professionally, in their area and describe how they use science.
4TWSe.05 Discuss how the use of science and technology can have positive and negative effects in their local area.
Introductory Activity - Science is Fun!
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Create a time capsule

Let your students write down their wishes and hopes for the following school year. What do they want
to learn this school year? Then put everything in the time capsule and bury is somewhere safe
beneath the ground. You could also put a fun class picture in it. At the end of the school year, you dig
up the time capsule and let your students reflect on what they’ve learned and if their wishes at the
beginning of the school year came true. You can also try to make the exact same class picture. It’s fun
to see who has changed in one year and who didn’t.
STRAND: LIFE SCIENCE Duration: 2 Weeks

Sub-strand: Plants structure and function
UNIT: Plant parts
Suggested Enquiry Question/s:
 How do you think plants are important to us and other animals? Plants provide food for humans and other animals, what
do plants need to grow healthy leaves, roots stem and fruits?
 What would happen if we didn’t have plants in our environment?
Attainment targets Suggested strategies/ Activities Suggested resources
[S-4-LS-D-01] Recognise the vast diversity of plants Elicit prior knowledge: How do you think plants Reference book chapter Plant
in our environment and their role in providing food for are important to us and other animals? Students parts
humans and other animals. may share about the plants they are familiar with
and discuss plants role in providing food, clothing, https://www.youtube.com/watch?
[S-4-LS-D-02] Recognise that not all plants produce furniture, medicines, oxygen etc. v=hwwQU8DBaY8
flowers (they have other ways of reproduction) and
Use of visual aids: Show visual aids of various
identify parts of a flowering and non-flowering plant
plants, including trees, shrubs, herbs, and
body relating their structure and functions. vegetables. Discuss the differences in their
(Clarification statement: including parts of the plant http://
appearances and structures. beyondpenguins.ehe.osu.edu/
transport system and describe their function. The
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Present information about different types of plants,

use of specific terms (‘xylem’ and ‘phloem’) is not such as flowering plants, non-flowering plants, issue/polar-plants/hands-on-
required. Highlight some unique plants that are commonly lessons-and-activities-about-plants
consumed as food, such as grains (wheat, rice),
[S-4-LS-D-03] Identify the parts of a flower and fruits (apples, bananas), vegetables (carrots, www.stem.org.uk/rx64kj
broccoli), etc.
describe the functions of the parts of a flower.
(Clarification statement: limited to petals, anthers,
Hands on experiences: Gather flowering plants
stigma style, carpel and ovary). that students can examine; check students don’t
have allergies to plants/pollen and that none of the
plants are poisonous.
Flowering plants (including their root system) could
be collected from the school grounds (or bought as
whole plants and removed from their pots). If you
cannot obtain plants, images of familiar flowering
plants can suffice. Share examples of flowers from
indigenous plants.
Question prompts: Can you identify the plants roots,
leaves, stems and flowers?
What is the function of a plant’s roots, leaves, stem
and flowers?
Nature Walks or Garden Visits: Take the students

on a nature walk or visit a garden to observe
various plants in their natural habitats.
Real life experiences: Students may visit a grocery

store and categorize common foods according to
the part of the plant from which they come.
Plant journals/ notebooks: Encourage students to

record their observations, draw and write notes
about different parts of a variety of local plants
around them. Provide students with real plants or
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photographs.
Research and Information Gathering: Students

use secondary research enquiry, sources of
information (e.g. the internet, information books and
knowledgeable experts) can be used to find out the
answer to a question. Students research the
function of the roots, leaves, stems and flowers of a
flowering plant. Based on their research students
draw a diagram of a plant (or make a model); they
label its major parts and describe their functions.
Hands on Experiences: Students carry out

practical activities to understand the function of
roots, stems and leaves. Divide the class into small
groups and provide each group with a plant
specimen.
Instruct students to carefully observe the plant's
roots, stems, and leaves using hand lenses or
magnifying glasses.
Guide students to identify and describe the different
parts of the plant (roots, stems, leaves) and their
structures.
Have students draw and label the plant's parts in
their notebooks, noting any unique features they
observe.
Facilitate a group discussion where students share
their findings and discuss the possible functions of
each part.
Visible Learning: Students share their learning

regarding which plants provide food for both
humans and animals? Students create a simple
collage or drawing showcasing various plant-based
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foods and the animals that benefit from them. They

can also write short essays or poems highlighting
the importance of plants in sustaining life on Earth.
Key Vocabulary: botanist, scented, petal, dissect, stamen, anther, life cycle, filament, sepal, carpel, stigma, style, ovary, ovules, flowering
plants, non-flowering plants, identification key, classification key, conifer, moss, fern, liverworts.
Strand: Life Science Duration: 3 Weeks

Sub-strand: Plants structure and function
UNIT: The Life Cycle of Flowering Plants
Suggested Enquiry Question/s: How can we grow our own food in a sustainable and healthy manner, and what factors we need
to consider so that we cultivate nutritious vegetables/ fruits?
Attainment targets Suggested strategies / Activities Suggested resources
[S-4-LS-D-04] Explain the stages in the life cycle of Graphic Organisers for generating questions: Reference book chapter ‘Life
a flowering plant. Use KWL and ask students to propose questions that Cycle of Flowering Plants’
they would like to answer and, having considered
[S-4-LS-D-05] Explain how flowering plants different types of scientific enquiry, suggest how they https://www.youtube.com/watch?
reproduce by pollination (Including self and cross would answer them. v=hwwQU8DBaY8
pollination), fruit and seed production and seed
Real-Life Examples: Introduce real-life examples of http://study.com/academy/
dispersal.
plants that exhibit interesting or unique ways of lesson/what-is-pollination-in-
pollination, fruit formation, and seed dispersal. plants-definition-types-quiz.html
[S-4-LS-D-06] Describe seed germination and know Such as Pollination in Fig plants:
that seeds require water and an appropriate Fig Structure: The fig fruit is actually an inverted
temperature to germinate. inflorescence called a "syconium." Inside the
syconium, numerous tiny flowers are found.
[S-4-LS-D-07] Describe the structure of a seed and
sequence of a seed germinating. Mutualistic Relationship: Each species of fig plant
has a specific species of wasp that exclusively
[S-4-LS-D-08] Compare and contrast the structure of pollinates it. This mutualistic relationship is essential
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for both the fig plant and the wasp's survival.

a chickpea and maize seed.
Female Wasp Entry: The female wasp enters the
[S-4-LS-D-09] Explain the requirements of plants for syconium through a small natural opening called the
life and growth (air, light, water, nutrients from soil "ostiole." To do this, the wasp often has to lose its
and room to grow). wings and antennae, which makes it difficult for the
fav wasp to leave the fig.
[S-4-LS-D-10] Identify professionals/ scientists that
use plants and describe their work. Pollination: Inside the syconium, the female wasp
lays her eggs in some of the flowers. While doing
this, the wasp also collects pollen from the male
flowers. This process effectively pollinates the female
flowers with the wasp's pollen.
Examples for seed dispersal include coconut seed

dispersal through water channels, Sumbal tree seeds
and dandelions through wind.
Such examples may spark curiosity and increase

engagement among students.
Outdoor exploration: Take students for nature walk.

Observing pollen grains and other plant parts
(ovules) with the help of a magnifying glass.
Students may take photographs of different plant
parts to create an online album/ photo montage.
Students may write poems on their plants.
Group Discussions: Encourage group discussions

and peer-to-peer interactions where students can
share their observations, thoughts, and questions
about the topic.
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Digital technologies: Students use plant

identifications applications to identify plants in the
school, neighborhood or a nearby park in the area
such as
Hands-on Activities: Students can dissect real

flowers to observe and identify the different parts.
They can also explore different types of flowers and
compare their structures.
Visual aids: Show simulations or diagrams

comparing flowers of different plants. Students can
record their observations, highlighting similarities and
differences.
Peer review: Students label the different parts of a

seed (e.g., seed coat, embryo, cotyledon) and
illustrate the sequence of seed germination using
arrows or numbers. Review their diagrams together,
discussing each part and its role in the germination
process.
Comparison Chart: Create a comparison chart for

chickpea and maize seeds, highlighting their
similarities and differences in structure, size, and
shape. This helps students understand the diversity
of seeds and plants.
Games and Simulations: Use interactive online

games on plant life cycles or design your own games
using www.kahoot.com.
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Design challenge: ‘How can you build a model of

one of the methods of seed dispersal?’
Students can examine, make and/or use models of

different types of seed to demonstrate dispersal
methods; paper helicopters, hook-and-loop fasteners
(e.g. Velcro®), floating balls, and parachutes
following the Engineering Design Process.
Making Learning Visible: Students may show their

understanding by labelling a blank diagram of
a life cycle diagram of a flowering plant with captions
for each stage.
Students can make and/or annotate a diagram of the
stages of the process of seed germination.
Pollination Play: Divide the class into groups and

assign each group a specific type of pollination (self
or cross-pollination). Each group can prepare a short
skit or role-play to demonstrate the process of
pollination. Encourage them to use creative props
and act out the roles of different plant parts (e.g.,
petals, stamens, pistils) and pollinators (e.g., bees,
butterflies, wind) involved in the process.
Classroom Gardening: If possible, create a small

classroom garden where students can plant seeds
and witness the different stages of a plant's life cycle
first-hand.
Plant Care Responsibilities: Assign plant care

responsibilities to students within the classroom. This
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fosters a sense of ownership and responsibility for

plants, and students can observe the impact of
providing or neglecting the essential requirements for
plant growth.
Guest Speaker: Invite botanists, florists, gardeners

to your classroom to talk about plants and flowers and
pollinators.
Key Vocabulary: life cycle, reproduce, reproduction, pollen, pollinated, pollination, gliders, parachutes, pollinators, nectar, fertilization,
embryo, seed coat, food store, explosion, drop and roll, Velcro, seed dispersal, seed production, germinated, germination rate temperature,
data, anomalous, life cycle
Strand: Physical Science Duration: 3 Weeks

Sub-strand: Composition of matter
UNIT: States of matter
Suggested Enquiry Question/s: Questions: Why is knowing properties of matter important for engineers?
How can we effectively make water clean and safe for drinking through water filtration and boiling methods?
Attainment targets Suggested strategies/ Activities Suggested resources
[S-4-PS-A-01 Describe the three states of Hands on Experiences: Provide students with a plastic Reference book chapter
matter; solid, liquids and gases. bag and 2 biscuits. Next ask them to crush the biscuit into ‘States of matter’
little pieces while it is still in the bag. Can you pour the
[S-4-PS-A-02] Explain that substances can be biscuit into a bowl? What things can you usually pour out? https://
gaseous at room temperature and know the Is the biscuit a solid or a liquid? www.generationgenius.com/
videolessons/particle-nature-of-
names of some common gases (Clarification
Give students a solid (e.g. a stone) and a liquid (e.g. water). matter-video-for-kids/
statement: Nitrogen, Oxygen, Carbon Dioxide,
Provide Students with a selection of empty containers of
Hydrogen). different shapes (e.g. food containers). Ask Students to put https://
the solid into the different containers and observe what www.generationgenius.com/
[S-4-PS-A-03] State that the ability of a solid to happens. Repeat with the liquid. videolessons/properties-of-
dissolve and the ability of a liquid to act as a What happens if you hold the solid (or liquid) in your hands matter-video-for-kids/
solvent are properties of solids and liquids. rather than keep it in the container?
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How are solids and liquids different? https://

[S-4-PS-A-04] Describe the main properties of What are the properties of solids and liquids? www.generationgenius.com/
water and synthesize its distinctive behaviors in Discuss students’ observations and use them to establish particles-of-matter-lesson-for-
comparison to other substances. the properties of solids and liquids. kids/
Visible thinking: Students can draw a diagram of a cube https://www.getepic.com/

[S-4-PS-A-05] Describe the process of
(to represent a solid) and a container of water (to represent app/read/52696
evaporation and condensation, using the particle
liquids) and label them with their respective key features.
model and relating the processes to changes in
temperature. Interactive Activities: Engage students in interactive Resources: A range of solid
activities to reinforce their learning: Quiz: Conduct a fun and liquid samples, a selection
[S-4-PS-A-06] Explain the term solution and quiz to test their knowledge of the common gases and their of containers, hoops.
provide an example. properties.
[S-4-PS-A-07] Explain the term insoluble and Group Discussion: Divide the students into small groups
provide an example. and have them discuss various situations where they might
encounter these common gases in their daily lives.
[S-4-PS-A-08] Recognise that dissolving is a
Entry ticket: Activate their prior knowledge and curiosity
reversible process and investigate how to
about water. For example:
separate a solute and solvent after a solution is
What are some of the ways you use water every day?
formed. Can you think of any changes that happen to water when it
is heated or cooled?
[S-4-PS-A-09] Evaluate the factors that
contribute to water contamination/ pollution, Real Life Examples:
propose effective methods to maintain water Students observe and test a wide range of samples of
cleanliness and safety. solids (e.g. stones, objects made from wood, plastic, metal)
and liquids (e.g. water, milk, cooking oil). They record their
observations and group and classify the samples by placing
them in the ‘solids’ hoop or the ‘liquids’ hoop on the floor.
Photographs can be used as an alternative if a range of
solids and liquids cannot be sourced.
Elicit prior through questioning:

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What do we think the particle model of a gas will look like?

Students, individually or in pairs, draw what they think on
paper and then present their thinking with their reasoning.
Use of visual aids: Introduce the concept of the global

water crisis and how many people around the world lack
access to clean drinking water. Show images or videos of
communities facing water scarcity and its impact on their
lives.
Real-Life Stories: Share real-life stories of communities

that have improved access to clean drinking water through
conservation efforts or the support of organizations and
government initiatives.
Research and information gathering: Students explore a

few ways that can help make water clean and suitable for
drinking (water filtration and boiling).
Design challenge –Promoting empathy: Design a Choice

Board for students listing various ways in which students
may showcase their learning and run a campaign. Choices
may include designing and advertising campaigns through
print medium or social media, awareness walks; poster
competitions and hold talks inviting specialist etc.
Students may plan projects to reduce the use of all kinds of

disposable plastic bottles for drinking water and soft drinks
at home and in their school. Students may suggest
alternative working solutions to resolve the issue of access
to clean drinking water.
Key vocabulary: solid, liquid, gas, invisible, mass, volume, compressed, particles, hydrogen, oxygen nitrogen, carbon dioxide, rigid
structure, melting, freezing, particles, space, expand, steam, water vapour, droplets, condensation, evaporation, heating, cooling, boiling,
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dissolving, solute, solvent, solution, mixtures, suspension, insoluble, reversible.
Term 1
October - November - December
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2023
STRAND: PHYSICAL SCIENCE Weeks 4

Sub-strand: Sound
Unit: Sound
Suggested Enquiry Question/s: How do we make different sounds? Where do sounds come from? How do we use sound waves to
communicate? How we can see sound waves?
Attainment targets/ SLOs Suggested strategies/ activities Suggested resources
[S-4-PS-D-01] Recognise what sound energy is and Hands- on Investigations:
how sound travels. In pairs, students stretch some plastic film over a Collection of musical instruments
bowl and hold it in place with a rubber band. The or their pictures and sound
[S-4-PS-F-01] Investigate how sound is produced by plastic film should be stretched quite tightly like the
recordings.
vibrating objects. skin of a drum. Sprinkle some rice (or dried beans)
on top. Ask Students to tap the side of the bowl with Resources for activities: Tuning
[S-4-PS-F-02] Describe sounds in terms of how high a spoon. forks, musical instruments, plastic
or low pitch and loud or quiet volume. cups, string, rice, table tennis ball
[S-4-PS-F-03] Investigate how to change the volume Discuss their observations. Explain that energy is
transferred from the spoon to the bowl when they
and pitch of sounds.
tap and this is then transferred to the rice, but some Resources for activities: stringed
[S-4-PS-F-04] Identify sound waves properties and of it is also transferred to the surrounding musical instrument, other objects
how sound waves are displayed on an oscilloscope environment in the form of sound. to make sounds.
machine.
Sound Exploration Stations: Set up different
"sound exploration stations" in the classroom where
students can experiment with various objects to
change the volume and pitch of sounds. Provide
items like rubber bands, glasses filled with water,
and strings of different lengths. Students can pluck,
stretch, or tap these objects to create different
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sounds and observe how altering the materials and

techniques affects the volume and pitch.
Class Discussions and Analogies: Compare

sound waves to ripples in water or demonstrate how
a tuning fork's vibrations are similar to a jumping
spring. Encourage students to ask questions, share
their thoughts, and relate personal experiences to
enhance their understanding of sound energy and
its production.
Making Models: Students make simple cup

telephones with string. They investigate how the
tightness of the string affects the ability to hear
sound.
Why can you not hear the other person when the
string is held or slack?
What happens when the string is pulled tight?
Hands on Investigations:
Tell students that musical instruments produce
sound in different ways. Give Students a selection
of instruments (e.g. violin, guitar piano, trumpet,
clarinet, drum). Ask them how they could investigate
the way in which each instrument makes vibrations
and then sort them into groups.
How does each different instrument produce

vibrations?
1. Violin: strings can be plucked, or the bow
scraped against them
2. Guitar: strings are plucked
3. Piano: strings are hit with a small hammer (this
can be seen if the piano is opened up)
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4. Trumpet: vibrations are made by the player’s

mouth and then travel through instrument
5. Clarinet: vibrations are made in the reed and
then travel through the instrument
6. Drum: the skin is hit with a drumstick (rice
placed on the drum skin can be seen to vibrate).
Hands on investigations:
Play some sounds on a stringed musical instrument
(if an instrument is not available a video recording
can be used). Play a high note and a low note
(using open strings). You may invite the music
teacher for this lesson.
Can you hear the difference between the two
sounds?
What is the difference between them?
What do you know about the strings that made the
different sounds?
Explain that high and low describe the pitch of the

sound. The high note is produced by a thinner string
than the low note.
Is there another way to make a high and a low
note? (i.e. by changing the length of the string).
What patterns are there in producing higher-pitched
and lower-pitched sounds? Are there any
exceptions?
Once students understand pitch, introduce the idea

of volume.
How can I change the volume of the sound?
What patterns are there in producing louder or
quieter sounds? Are there any exceptions to this
pattern?
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Ask students to speak in different pitches and

volumes whilst placing their fingers on their neck to
sense the vibrations. They describe the sounds as
high or low (pitch), loud or quiet (volume).
Give Students ranking scales for pitch and volume

and illustrate how they can use them to compare
the pitch and volume of different sounds. For
example,
Pitch
1 2 3 4 5 6
where 1 is low pitch and 10 is high pitch
Volume
1 2 3 4 5 6
where 1 is quiet and 10 is loud
Hands on Investigation: How can you use

disturbance in water to gather evidence about wave
pattern?
Introduce the KLEWS chart
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Half fill a tray with water and place it on a flat

surface. Students use a ruler and/or a water
dropper and make different wave patterns in water.
Students draw their wave patterns and explain them
with the help of evidence that they have gathered.
Use of visual aids: Use visual aids, diagrams, or
models to help students visualize and understand
the concept of sound waves and patterns of sound
waves.
Oscilloscope Demonstration and Sound Wave

Analysis:
Organize a demonstration using an actual or virtual
oscilloscope machine to display sound waves
visually. Start by producing various sounds, like
clapping hands, tapping objects, or playing musical
instruments. Show the corresponding sound wave
patterns on the oscilloscope screen. Ask students to
explain how the pattern changes with change in
sound. Questions for discussion: "What are the
properties of sound waves?", "How are sound
waves displayed on an oscilloscope?", "Why are
oscilloscopes important in studying sound?"
STEM challenge: Engineers come up with ways to

transmit messages in different situations. How can
you make a method of communication using only
sound?
PROJECT: Students create musical instruments

that can producing different pitches and volumes of
sound from the resources available (e.g. glass
bottles, tin cans, metal spoons, plastic and/or
cardboard boxes, a variety of elastic bands). Since
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this activity gives Students an opportunity to use

their new knowledge of pitch and volume, do not
give Students any more information to start with and
let them choose which equipment to use.
Students might fill cans with different amounts of

water and then strike them with a metal spoon; they
could make string instruments using elastic bands
stretched over a box.
Ask students to evaluate their instruments:

Have they managed to meet the criteria of
producing different pitches and volumes?
How could they improve their instruments?
What different materials could be used to make
them?
Explore how the students designed their musical

instruments so that different vibrations are created
which produce different sounds; remind them that it
is the nature of the vibration that affects the volume
and pitch of the sound that is heard.
Key Vocabulary: vibrate, sound energy, vibrations, vibrating, volume, air particles, percussion instruments, pitch, high pitch, low pitch, wind
instruments, column of air, waves, cycle, wavelength, frequency, oscilloscope, low point, high point, crest, trough
23
STRAND: EARTH SCIENCE Duration: 4 Weeks

Sub-strand: The Earth in space
UNIT: Earth in space
Suggested Enquiry Questions: What objects are in our Solar System? How do all the objects in the Solar System move? Where do seasons
come from? How can the Sun tell you the seasons? Why do the stars change with the seasons?
Attainment targets Suggested strategies/ Activities Suggested Resources
[4-S-ES-A-01] Describe the orbit of the Earth around KWL Charts: At the beginning of the inquiry, have Reference Book ‘The Earth in
the Sun (limited to slight ellipse, anticlockwise students fill out a KWL (Know-Want to Know- space’
direction and the duration). Learned) chart. In the "Know" section, they can list
what they already know about satellites and moons. Slide shows; videos &
[4-S-ES-A-02] Describe how the tilt of the Earth can In the "Want to know" section, they can jot down simulations
create different seasons over the year in different questions they have. After the inquiry, they can fill in
places. the "Learned" section with new information. This https://
technique helps you understand their prior www.generationgenius.com/
[4-S-ES-A-03] Know that a satellite is an object in knowledge and track their learning progress. videolessons/earths-orbit-and-
space that orbits a larger object and a moon is a rotation-video-for-kids/
natural satellite that orbits a planet. Using models: Explain that the Solar System is
made up of a star, the Sun, in the centre with a https://spaceplace.nasa.gov/
collection of planets, moons, dwarf planets and seasons/en/#:~:text=The
asteroids going around it. All the objects in the Solar %20Short%20Answer
System ‘orbit’ the Sun, this means that they go %3A,winter%20in%20the
around the Sun. Model this by walking around an %20Northern%20Hemisphere
object several times.
https://www.youtube.com/
Ask a student to stand in the middle of a large watch?v=kUml1E4HBu0
space and hold up a picture of the Sun. Another
student, holding a picture of the Earth, walks around https://www.nasa.gov/
the Sun in an anticlockwise direction. Explain that audience/forstudents/k-4/
the Earth’s orbit is slightly elliptical (i.e. like a slightly stories/nasa-knows/what-is-a-
24
squashed circle). You can mark this out with small satellite-k4.html
plastic cones for the studnet to follow.
What do you notice about the distance between the https://
Earth and the Sun as it orbits? www.generationgenius.com/
How long do you think it takes the Earth to orbit the videolessons/sun-and-other-
Sun? stars-video-for-kids/
Give students the opportunity to be the Sun and/or
the Earth to reinforce the anticlockwise, slight http://sciencenetlinks.com/
elliptical nature of its orbit. lessons/the-four-seasons/
Storytelling and Analogies: Craft a simple and

relatable story that uses analogies to explain Earth's
orbit. For instance, compare Earth's orbit to a child
holding hands with a parent and twirling around in a
park, demonstrating how the parent (Sun) pulls the
child (Earth) in a circular path. Analogies make
complex concepts more understandable for young
students.
Concept Mapping: Assign students the task of

creating concept maps to showcase their
understanding of Earth's orbit. Provide them with
the main concepts (ellipse, anticlockwise direction,
duration) and have them connect these concepts
with explanations, diagrams, and relevant
keywords. Reviewing their concept maps will give
you assessment data in other words reveal their
comprehension levels and any misconceptions.
Use of diagrams: Students draw a labelled

diagram of the Earth orbiting the Sun; they use
arrows to show the direction of the orbit. Remind
them of the anticlockwise rotation of the Earth from
previous learning which can also be indicated on
25
their diagram.
Discussion Qs: What are the seasons like? What
causes seasons? How are seasons different in
different parts of the world?
Which places on Earth have seasons?
What are spring, summer, autumn and winter like?
Making Connections: Teachers may make links

with sighting of the new moon and celebrating the
festival of Eid amongst Muslims and the Chinese
lunar calendar.
KWL Charts: At the beginning of the inquiry, have

students fill out a KWL (Know-Want to know-
Learned) chart. In the "Know" section, they can list
what they already know about satellites and moons.
In the "Want to know" section, they can jot down
questions they have. After the inquiry, they can fill in
the "Learned" section with new information. This
technique helps you understand their prior
knowledge and track their learning progress.
Research and Information Gathering:

Encourage students to research and gather
information to answer their inquiry questions.
Provide them with a variety of materials such as
books, articles, videos, and images related to
satellites and moons.
Exit Tickets: At the end of the hands-on activity,

distribute exit tickets to students. On the exit ticket,
ask them to draw a simple diagram of Earth's orbit
around the Sun and label its key features. This
quick assessment will give you insight into their
26
comprehension and identify any misconceptions

that need to be addressed.
Model making- STEM Project: Moon in a box

(Refer to BOCC)
Key Vocabulary: orbits, rotates, rotation, revolves, seasons, satellite, ellipse, elliptical, natural satellite, moon, artificial satellite, space junk;
solar system; comets; asteroids; northern hemisphere, southern hemisphere.
27

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Beaconhouse – Scheme of Work – General Science - Class 4 – AY 2023-24

Beaconhouse School System

Familiarize Yourself with the Scheme of Work:

Set Learning Outcomes:

Plan the Yearly Schedule:

Break Down Units into Lessons:

Gather Teaching Resources:

Plan Assessment Strategies:

Planning Science Lessons:

STEM to ESTEAM challenges:

How to decode or read codes:

August 2023 – October 2023

CROSS-CUTTING STRAND: SCIENTIFIC ENQUIRY- THINKING AND WORKING SCIENTIFICALLY

4TWSc.02 Complete a key based on easily observed differences.

4TWSc.03 Choose equipment to carry out an investigation and use it appropriately.

4TWSc.05 Take appropriate accurate measurements.

4TWSc.06 Carry out practical work safely.

4TWSd.01 Describe the accuracy of predictions, based on results.

4TWSd.02 Describe patterns in results, including identifying any anomalous results.

4TWSd.03 Make a conclusion from results informed by scientific understanding.

4TWSe.02 Describe how science is used in their local area.

Introductory Activity - Science is Fun!

Create a time capsule

STRAND: LIFE SCIENCE Duration: 2 Weeks

Present information about different types of plants,

Nature Walks or Garden Visits: Take the students

Real life experiences: Students may visit a grocery

Plant journals/ notebooks: Encourage students to

Research and Information Gathering: Students

Hands on Experiences: Students carry out

Visible Learning: Students share their learning

foods and the animals that benefit from them. They

Strand: Life Science Duration: 3 Weeks

for both the fig plant and the wasp's survival.

Examples for seed dispersal include coconut seed

Such examples may spark curiosity and increase

Outdoor exploration: Take students for nature walk.

Group Discussions: Encourage group discussions

Digital technologies: Students use plant

Hands-on Activities: Students can dissect real

Visual aids: Show simulations or diagrams

Peer review: Students label the different parts of a

Comparison Chart: Create a comparison chart for

Games and Simulations: Use interactive online

Design challenge: ‘How can you build a model of

Students can examine, make and/or use models of

Making Learning Visible: Students may show their

Pollination Play: Divide the class into groups and

Classroom Gardening: If possible, create a small

Plant Care Responsibilities: Assign plant care

fosters a sense of ownership and responsibility for

Guest Speaker: Invite botanists, florists, gardeners

Strand: Physical Science Duration: 3 Weeks

How are solids and liquids different? https://

Visible thinking: Students can draw a diagram of a cube https://www.getepic.com/

Elicit prior through questioning:

What do we think the particle model of a gas will look like?

Use of visual aids: Introduce the concept of the global

Real-Life Stories: Share real-life stories of communities