© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
Scheme-of-Work
Chapter 1: The Life Cycles of Animals
(Theme: Biology)
Total teaching time: 10 periods (5 hours)
Section in
Teaching
Specific Instructional
Textbook
Time
Objectives
How Do
2 periods Pupils should:
Animals
(1 hour) know how and why
Reproduce?
animals reproduce
Cambridge Primary Learning Objectives
Content
Scientific Enquiry
(Topic not
Collect evidence in a
covered in
variety of contexts.
Cambridge
(Ep1)
Primary syllabus.)
Skills
Process Skills
21st Century Skills
Contrasting
Communicate
Communicating clearly
Environmental
Analysing
literacy
Vocabulary
Life cycle
Resources
Textbook pages
3—4
Workbook
Activity 1
Reason effectively
Make judgements
and decisions
Workbook
Worksheet 3
URLs 1.1—1.3
What Are the
Life Cycles of
Some
Animals?
6 periods Pupils should:
(3 hours) understand life cycles of
animals
be able to identify the
different stages in the
life cycles of animals
(Topic not
covered
in Cambridge
Primary syllabus.)
Collect evidence in a
variety of contexts.
(Ep1)
Comparing
Organising
Use systems
thinking
Analysing
Reason effectively
Make relevant
observations and
comparisons in a
variety of contexts.
(Eo1)
Observing
Manage projects
Classifying
Collaborate with
others
Communicating
Comparing
Inferring
Cocoon
Larva
Metamorphosis
Moult
Nymph
Pupa
2 periods Pupils should:
(1 hour) understand effect of
(Topic not
covered
Collect evidence in a
variety of contexts.
Observing
URLs 1.4—1.9
Apply technology
effectively
Comparing
Be self-directed
learners
Workbook
Activities 2—4
Workbook
Worksheet 2
Environmental
literacy
Consolidation
Worksheet 2
Be self-directed
learners
Why Do
Young Grow
Consolidation
Worksheet 1
Textbook pages
5—11
Genes
Heredity
Textbook pages
12—15
Page 1 of 15
© 2012 Alston Publishing House Pte Ltd
Up to Look
Like Their
Parents?
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
genes in animal
development
in Cambridge
Primary syllabus.)
(Ep1)
Make relevant
observations and
comparisons in a
variety of contexts.
(Eo1)
Organising
Health literacy
Analysing
Make judgements
and decisions
Inferring
Environmental
literacy
Trait
Workbook
Activities 5—6
Workbook
Worksheet 1
Consolidation
Worksheet 3
Fun and Games
Exam Practice
Page 2 of 15
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
Scheme-of-Work
Chapter 2: Introducing Habitats
(Theme: Biology)
Total teaching time: 14 periods (7 hours)
Section in
Teaching
Specific Instructional
Textbook
Time
Objectives
What Is a
2 periods Pupils should:
Habitat?
(1 hour) understand what a
habitat is and how it
relates to organisms
know some types of
habitats
Cambridge Primary Learning Objectives
Content
Scientific Enquiry
(Topic not covered
Collect evidence in a
in Cambridge
variety of contexts.
Primary syllabus.)
(Ep1)
Skills
Process Skills
21st Century Skills
Observing
Use systems
Comparing
thinking
Contrasting
Apply technology
effectively
Vocabulary
Organism
Habitat
Population
Community
Resources
Textbook page
21—22
Workbook
Activity 1
Workbook
Worksheet 1
URLs 2.1—2.3
What Are the
Environment
al Factors of a
Habitat?
What Are
Some
Common
Habitats?
6 periods Pupils should:
(3 hours) know that
environmental factors
include living and nonliving factors
be able to describe
how the factors affect
the survival of
organisms in a habitat
4 periods Pupils should:
(2 hours) understand the
features of some
common habitats and
what organisms live in
Can identify
similarities and
differences
between local
environments and
know about some
of the ways in
which these affect
the animals and
plants that are
found there (2Be1)
Investigate how
different animals
are found in
different habitats
(4Be1)
Collect evidence in a
variety of contexts.
(Ep1)
Analysing
Inferring
Communicating
Make relevant
observations and
comparisons in a
variety of contexts.
(Eo1)
Collect evidence in a
variety of contexts.
(Ep1)
Make relevant
Observing
Classifying
Analysing
Inferring
Environmental
literacy
Use systems
thinking
Be self-directed
learners
Communicate
clearly
Apply technology
effectively
Reason effectively
Be self-directed
learners
Global awareness
Environmental
literacy
Living factors
Physical factors
Environment
Consolidation
Worksheet 1
Textbook pages
23—27
Workbook
Activities 2—3
Workbook
Worksheet 2
Microhabitat
Consolidation
Worksheet 2
Textbook pages
28—35
Workbook
Activities 4—5
Page 3 of 15
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
there
observations and
comparisons in a
variety of contexts.
(Eo1)
Apply technology
effectively
Workbook
Worksheets 3—
4
URLs 2.4—2.7
What Is an
Identification
Key?
2 periods Pupils should:
(1 hour) be able to identify
organisms by using the
identification key
Can use simple
identification keys
(4Be2)
Make relevant
observations and
comparisons in a
variety of contexts.
(Eo1)
Organising
Analysing
Observing
Classifying
Use systems
thinking
Solve problems
Make judgements
and decisions Apply
technology
effectively
Be self-directed
learners
Identification
key
Consolidation
Worksheet 3
Textbook pages
36—37
Workbook
Activity 6
URL 2.8
Consolidation
Worksheet 4
Fun and Games
Exam Practice
Page 4 of 15
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
Scheme-of-Work
Chapter 3: Heat and Temperature
(Theme: Physics)
Total teaching time: 12 periods (6 hours)
Section in
Teaching
Specific Instructional
Textbook
Time
Objectives
What Is Heat?
2 periods Pupils should:
(1 hour) know that heat is a
form of energy
be able to list some
common sources and
uses of heat
What Is
Temperature?
How Does Heat
Travel?
4 periods Pupils should:
(2 hours) know that
temperature is a
measurement of the
degree of hotness of
an object
be able to measure
temperature using
thermometer
understand the
differences between
heat and temperature
2 periods Pupils should:
(1 hour) know that heat travels
from a hotter to a
colder place or object
until both objects
reach the same
temperature
be able to relate the
Cambridge Primary Learning Objectives
Content
Scientific Enquiry
(Topic not
Collect evidence in
covered in
a variety of
Cambridge
contexts. (Ep1)
Primary syllabus.)
(Topic not
covered in
Cambridge
Primary syllabus.)
Choose apparatus
and decide what to
measure. (Ep5)
Measure
temperature, time,
force and length.
(Eo2)
(Topic not
covered in
Cambridge
Primary syllabus.)
Collect evidence in
a variety of
contexts. (Ep1)
Link evidence to
scientific
knowledge and
understanding in
Skills
Process Skills
21st Century Skills
Observing
Think creatively
Measuring
Collaborate with
Hypothesising
others
Comparing
Be self-directed
Communicating learners
Analysing
Communicate
Predicting
clearly
Apply technology
effectively
Analysing
Be self-directed
Inferring
learners
Observing
Make judgements
Measuring
and decisions
Comparing
Solve problems
Vocabulary
Heat
Source
Resources
Textbook pages
43—44
Workbook Activity
1
URL 3.1
Degrees Celsius
Temperature
Thermometer
Textbook pages
45—49
Workbook
Worksheet 1
Consolidation
Worksheet 1
Observing
Predicting
Inferring
Use systems
thinking
Textbook pages
49—50
Workbook
Worksheet 3
URL 3.2
Page 5 of 15
© 2012 Alston Publishing House Pte Ltd
What Happens
When an
Object Gains or
Loses Heat?
What Are Good
and Poor
Conductors of
Heat?
change in temperature
of an object to the
gain or loss of heat by
the object
2 periods Pupils should:
(1 hour) understand the effects
of heat gain or loss
include expansion or
contraction of objects,
and change in state of
matter
2 periods Pupils should:
(1 hour) understand the
properties of good and
poor conductors
identify good and poor
conductors of heat
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
some contexts.
(Eo7)
(Topic not
covered in
Cambridge
Primary syllabus.)
Make relevant
observations and
comparisons in a
variety of contexts.
(Eo1)
Consolidation
Worksheet 2
Analysing
Inferring
Solve problems
Use systems
thinking
Reason effectively
Contract
Expand
Workbook
Activities 2—3
Explain what the
evidence shows
and whether it
supports
prediction.
Communicate this
clearly to others.
(Eo6)
(Topic not
covered in
Cambridge
Primary syllabus.)
Link evidence to
scientific
knowledge and
understanding in
some contexts.
(Eo7)
Collect evidence in
a variety of
contexts. (Ep1)
Design a fair test
and plan how to
collect sufficient
evidence. (Ep4)
Make relevant
observations and
Textbook pages
51—52
Consolidation
Worksheet 3
Analysing
Inferring
Communicating
Organising
Use systems
thinking
Communicate
clearly
Environmental
literacy
Good conductor
Poor conductor
Textbook pages
53—55
Workbook
Activities 4—5
Workbook
Worksheets 2, 4
Consolidation
Worksheet 4
Page 6 of 15
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
comparisons in a
variety of contexts.
(Eo1)
Fun and Games
Exam Practice
Present results in
drawings, bar
charts and tables.
(Eo4)
Explain what the
evidence shows
and whether it
supports
prediction.
Communicate this
clearly to others.
(Eo6)
Link evidence to
scientific
knowledge and
understanding in
some contexts.
(Eo7)
Page 7 of 15
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
Scheme-of-Work
Chapter 4: Solids, Liquids and Gases
(Theme: Chemistry)
Total teaching time: 14 periods (7 hours)
Section in
Teaching
Specific Instructional
Textbook
Time
Objectives
What Is
6 periods
Pupils should:
know that matter is
Matter?
(3 hours)
anything that has
mass and occupies
space
be able to classify
matter and nonmatter
What Is
Matter Made
of?
2 periods
(1 hour)
What Are
Solids,
Liquids and
Gases?
6 periods
(3 hours)
Cambridge Primary Learning Objectives
Content
Scientific Enquiry
Know that matter Collect evidence in a
can be solid,
variety of contexts to
liquid or gas
answer questions or
(4Cs1)
test ideas. (Ep1)
Suggest questions
that can be tested
and make predictions
to communicate
these questions.
(Ep3)
Skills
Process Skills
21st Century Skills
Observing
Use systems
Classifying
thinking
Communicating Solve problems
Inferring
Make judgements
and decisions
Reason effectively
Mass
Matter
Non-matter
Volume
Resources
Textbook pages
61—68
Workbook
Activities 1—5
Workbook
Worksheets 1—
4
Pupils should:
know that all matter
are made up of
particles
(Topic not
covered
in Cambridge
Primary syllabus.)
Collect evidence in a
variety of contexts to
answer questions or
test ideas. (Ep1)
Inferring
Pupils should:
know that matter can
be solid, liquid or gas
understand the
properties of the
different states of
matter
Know how
particles behave
in solids, liquids
and gases (4So2)
Collect evidence in a
variety of contexts to
answer questions or
test ideas. (Ep1)
Observing
Organising
Analysing
Inferring
Classifying
Suggest questions
that can be tested
and make predictions
to communicate
these questions.
(Ep3)
Vocabulary
Think creatively
Use systems
thinking
Reason effectively
Use systems
thinking
Collaborate with
others
Make judgements
and decisions
Particles
Definite
Flow
Gases
Liquids
Solids
Consolidation
Worksheet 1
Textbook page
69
Consolidation
Worksheet 2
Textbook pages
70—75
Workbook
Activities 6—7
URL 4.1—4.2
Consolidation
Worksheet 3
Fun and Games
Page 8 of 15
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
Identify simple
trends and patterns
in results and suggest
explanations for
some of these. (Eo5)
Exam Practice
Choose apparatus
and decide what to
measure.
(Ep5)
Page 9 of 15
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
Scheme-of-Work
Chapter 5: States of Matter: Melting and Freezing
(Theme: Chemistry)
Total teaching time: 10 periods (5 hours)
Section in
Teaching
Specific Instructional
Textbook
Time
Objectives
What
2 periods Pupils should:
Happens
(1 hour) know that changes
When
occur when materials
Materials Are
are heated or cooled
Heated or
Cooled?
What Are
2 periods Pupils should:
Permanent
(1 hour) know that changes can
and
be permanent or
Temporary
temporary
Changes?
know the differences
and examples of
permanent and
temporary changes
What
Happens
When Solids
and Liquids
Are Heated or
Cooled?
6 periods Pupils should:
(3 hours) understand state of
matter can be changed
when heated or cooled
understand melting and
freezing process
Cambridge Primary Learning Objectives
Content
Scientific Enquiry
Investigate how
Collect evidence in
materials change
a variety of
when they are
contexts. (Ep1)
heated and
cooled. (4Cs2)
Skills
Process Skills
21st Century Skills
Observing
Reason effectively
Inferring
Solve problems
Communicating Communicate clearly
(Topic not
covered in
Cambridge
Primary syllabus.)
Analysing
Observing
Know that
melting is when a
solid turns into a
liquid and is the
reverse of
freezing. (4Cs3)
Collect evidence in
a variety of
contexts. (Ep1)
Make relevant
observations and
comparisons in a
variety of contexts.
(Eo1)
Collect evidence in
a variety of
contexts. (Ep1)
Make relevant
observations and
comparisons in a
variety of contexts.
(Eo1)
Reason effectively
Communicate clearly
Vocabulary
Resources
Textbook page 81
URL 5.1
Permanent
Substance
Temporary
Textbook pages
82—84
Workbook
Activity 1
URLs 5.2—5.3
Observing
Measuring
Comparing
Predicting
Organising
Analysing
Communicate clearly
Environmental
literacy
Use systems thinking
Apply technology
effectively
Be self-directed
learners
Freezing
Freezing point
Melting
Melting point
States
Textbook pages
85—89
Workbook
Activities 2—3
Workbook
Worksheets 1—2
URLs 5.4—5.5
Link evidence to
scientific
knowledge and
understanding in
Consolidation
Worksheet 1
Page 10 of 15
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
some contexts.
(Eo7)
Fun and Games
Exam Practice
Page 11 of 15
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
Scheme-of-Work
Chapter 6: Magnets
(Theme: Physics)
Total teaching time: 18 periods (9 hours)
Section in
Teaching
Specific Instructional
Textbook
Time
Objectives
What Is a
4 periods Pupils should:
know what a magnet is
Magnet?
(2 hours)
be able to differentiate
magnetic and nonmagnetic materials
know that there are
different types of
magnets
What Are the
Properties of
Magnets?
8 periods Pupils should:
understand the
(4 hours) properties of magnets
Cambridge Primary Learning Objectives
Content
Scientific Enquiry
Know that
Collect evidence in
magnets attract
a variety of
some metals, but contexts. (Ep1)
not others
(4Pm5)
Make relevant
observations and
comparisons in a
variety of contexts.
(Eo1)
Explain the forces
between magnets
and know that
magnets can
attract or repel
each other
(4Pm4)
Test an idea or
prediction based on
scientific
knowledge and
understanding.
(Ep2)
Identify simple
trends and patterns
in results and
suggest
explanations for
some of these.
(Eo5)
Process Skills
Organising
Analysing
Observing
Classifying
Communicating
Inferring
Skills
21st Century Skills
Use systems thinking
Solve problems
Vocabulary
Lodestone
Resources
Textbook pages
95—97
Workbook
Activity 1
URLs 6.1—6.4
Organising
Analysing
Observing
Inferring
Predicting
Communicating
Be self-directed
learners
Solve problems
Use systems thinking
Communicate clearly
Collaborate with
others
Attract
Like poles
Magnetism
North pole
Repel
South pole
Unlike poles
Consolidation
Worksheet 1
Textbook pages
98—104
Workbook
Activities 2—4
URL 6.5
Consolidation
Worksheet 2
Page 12 of 15
© 2012 Alston Publishing House Pte Ltd
How Are
Magnets
Made?
4 periods Pupils should:
know some ways in
(2 hours) which magnets can be
made
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
(Topic not
covered in
Cambridge
Primary syllabus.)
Test an idea or
prediction based on
scientific
knowledge and
understanding.
(Ep2)
Observing
Comparing
Analysing
Inferring
Solve problems
Electrical
method
Electromagnet
‘Stroke’
method
‘Touch’
method
Textbook pages
105—108
URLs 6.6—6.9
Consolidation
Worksheet 3
Identify simple
trends and patterns
in results and
suggest
explanations for
some of these.
(Eo5)
What Are the
Uses of
Magnets?
2 periods
(1 hour)
Pupils should:
be able to list the
objects that use
magnets
(Topic not
covered in
Cambridge
Primary syllabus.)
Link evidence to
scientific
knowledge and
understanding in
some contexts.
(Eo7)
Collect evidence in
a variety of
contexts. (Ep1)
Link evidence to
scientific
knowledge and
understanding in
some contexts.
(Eo7)
Observing
Classifying
Communicating
Analysing
Communicate clearly
Apply technology
effectively
Environmental
literacy
Textbook pages
109—111
Workbook
Activity 5
URL 6.10
Consolidation
Worksheet 4
Fun and Games
Exam Practice
Page 13 of 15
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
Scheme-of-Work
Chapter 7: Sound
(Theme: Physics)
Total teaching time: 14 periods (7 hours)
Section in
Teaching
Specific Instructional
Textbook
Time
Objectives
What Is
6 periods Pupils should:
(3 hours) know that sound is
Sound?
produced by vibration
know that the volume of
sound can be measured
How Do We
Hear?
What Is Pitch
of Sound?
4 periods
(2 hours)
4 periods
(2 hours)
Pupils should:
know that sound can
travel through solids,
liquids and gases
know that sound can be
absorbed by materials
Pupils should:
know that sound can be
high or low
understand how pitch
Cambridge Primary Learning Objectives
Content
Scientific Enquiry
Sounds are made Collect evidence in
when objects,
a variety of
materials or air
contexts to answer
vibrate (4Ps1)
questions and test
ideas. (Ep1)
Sound travels
through different
materials to the
ear (4Ps2)
Some materials
are effective in
preventing
sounds from
travelling through
them (4Ps3)
Pitch describes
how high or how
low a sound is
and high and low
Suggest questions
that can be tested
and make
predictions to
communicate these
questions. (Ep3)
Collect evidence in
a variety of
contexts to answer
questions and test
ideas. (Ep1)
Identify simple
trends and patterns
in results and
suggest
explanations for
some of these.
(Eo5)
Collect evidence in
a variety of
contexts to answer
questions and test
Skills
Process Skills
21st Century Skills
Analysing
Communicate clearly
Observing
Think creatively
Communicating Be self-directed
Inferring
learners
Predicting
Collaborate with
others
Vocabulary
Decibel
Loudness
Vibration
Volume
Resources
Textbook pages
117—121
Workbook
Activity 1
URLs 7.1—7.3
Consolidation
Worksheet 1
Comparing
Inferring
Observing
Reason effectively
Solve problems
Absorb
Textbook pages
122—125
Workbook
Activities 2—3
Workbook
Worksheets 1—2
URL 7.4
Comparing
Observing
Organising
Be self-directed
learners
Reason effectively
Length
Pitch
Thickness
Tension
Consolidation
Worksheet 2
Textbook pages
126—131
Workbook
Page 14 of 15
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 4 Scheme-of-Work
can be changed in
musical instruments
sounds can be
loud or soft
(4Ps4)
Pitch can be
changed in
musical
instruments in a
range of ways
(4Ps5)
ideas. (Ep1)
Activity 4
Suggest questions
that can be tested
and make
predictions to
communicate these
questions.
(Ep3)
Workbook
Worksheet 3
Explain what the
evidence shows
and whether it
supports
predictions. (Eo6)
Fun and Games
URLs 7.5—7.6
Consolidation
Worksheet 3
Exam Practice
Page 15 of 15