| Objectives | Students will be able to: (1) define gravity as a pulling force; (2) give examples of friction; (3) conduct a ramp experiment. |
|---|---|
| Materials | Toy cars, ramps (books), different surfaces (carpet, sandpaper, smooth wood), rulers. |
| Key vocabulary | force, gravity, friction, pull, surface |
| Engage (starter) | (10 min) Drop a pencil. “Why did it fall? Gravity pulls everything down.” |
| Develop (main) | (35 min) 1. Discuss gravity. 2. Introduce friction: rub hands together (heat). 3. Ramp experiment: roll car on smooth surface vs carpet; measure distance. 4. Record results. 5. Conclusion: “More friction means the car goes ___.” |
| Plenary (close) | (10 min) Compare results; discuss real‑life examples (brakes, shoes). |
| Assessment | Experiment recorded; conclusion correct. |
| Teacher notes | Connect to safety (non‑slip floors). |
| Objectives | Students will be able to: (1) explain north and south poles; (2) demonstrate attraction and repulsion; (3) create a magnet maze. |
|---|---|
| Materials | Bar magnets, iron filings (in sealed bag), paper, maze template, paper clips. |
| Key vocabulary | magnet, pole, attract, repel, magnetic field |
| Engage (starter) | (10 min) Show two magnets: bring N and S together – snap! N and N – they push apart. “Why?” |
| Develop (main) | (35 min) 1. Like poles repel, unlike attract. 2. Show iron filings in a bag over a magnet to see field lines. 3. Children design a maze on paper; place a paper clip on top, move with a magnet underneath. 4. Draw the maze. 5. Write: “Magnets ___ when like poles face.” |
| Plenary (close) | (10 min) Maze race. |
| Assessment | Maze works; explanation correct. |
| Teacher notes | Use for fun and learning. |
| Objectives | Students will be able to: (1) explain that light travels in straight lines; (2) investigate how shadow size changes with distance; (3) create a shadow puppet play. |
|---|---|
| Materials | Torches, opaque objects, screen (white sheet), puppet sticks. |
| Key vocabulary | light, shadow, straight line, opaque, translucent, transparent |
| Engage (starter) | (10 min) Recall shadows. “Today we test: does distance change shadow size?” |
| Develop (main) | (35 min) 1. Experiment: move torch closer/further from object; measure shadow height. 2. Record. 3. Discuss: closer light = bigger shadow. 4. Make simple shadow puppets. 5. Perform a short story. |
| Plenary (close) | (10 min) Puppet show. |
| Assessment | Recorded data; participation in show. |
| Teacher notes | Link to art and drama. |
| Objectives | Students will be able to: (1) explain that sound travels in waves; (2) demonstrate that sound needs a medium (can’t travel in vacuum); (3) make a string telephone. |
|---|---|
| Materials | String, cups, tuning fork, water basin. |
| Key vocabulary | sound, wave, vibration, medium, telephone |
| Engage (starter) | (10 min) Strike tuning fork, touch water – ripples! “Sound makes waves.” |
| Develop (main) | (35 min) 1. Discuss sound waves travel through air, liquids, solids. 2. Demo: can’t travel in vacuum (concept only, no vacuum chamber). 3. Make string telephones: two cups connected by string, speak and listen. 4. Draw how sound travels. 5. Write: “Sound travels as ___.” |
| Plenary (close) | (10 min) Telephone conversations. |
| Assessment | Telephone works; drawing shows waves. |
| Teacher notes | Fun with science. |
| Objectives | Students will be able to: (1) consolidate term learning; (2) present a favourite experiment or model; (3) celebrate Science. |
|---|---|
| Materials | Expo materials, display boards, certificates. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Set up expo stations. |
| Develop (main) | (35 min) 1. Each child/group presents a project from the term (water cycle bag, magnet maze, string telephone, etc.). 2. Half present, half visit, then swap. 3. Peer evaluation. 4. Write reflection. 5. Award “Young Scientist” badges. |
| Plenary (close) | (10 min) Closing ceremony; sing a science song. |
| Assessment | Project quality and reflection. |
| Teacher notes | Invite parents/other classes. |