© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
Scheme-of-Work
Chapter 1: My Body
(Theme: Biology)
Total teaching time: 2 periods (1 hour)
Section in
Teaching Time
Textbook
What Are the
Parts of My
Body?
Specific Instructional Objectives
1 period (0.5 hours)
Pupils should:
know that humans have bodies with similar
parts
be able to locate and name the external
parts of the human body
Cambridge Primary
Learning Objectives
Content
Scientific
Enquiry
Recognise
the
similarities
between
one
another
(1Bh1)
Recognise
and name
the main
external
parts of the
body
(1Bh2)
How
Can I
Keep
Clean?
1
perio
d
(0.5
hour
s)
Pupils
should:
recognis
e the
importa
nce of
keeping
the
body
clean
know
(Topic not
covered in
Cambridge
Primary
syllabus.)
Suggest
ideas and
follow
instruction
s. (1Eo2)
Observi
ng
Commu
nicating
Health
literacy
Germ
s
Textboo
k pages
10—12
Workbo
ok
Activity
6
URL 1.1
Try to
answer
questions
by
collecting
evidence
through
observatio
n. (1Ep1)
Make
compariso
ns. (1Eo4)
Skills
Process
Skills
Analysi
ng
Commu
nicating
Compar
ing
21st
Centur
y Skills
Reason
effecti
vely
Vocab
ulary
Resourc
es
Belly
Limbs
Simila
r
Trunk
Textboo
k pages
1—9
Workbo
ok
Activitie
s 1—5
Consoli
dation
Worksh
eet 1
© 2012 Alston Publishing House Pte Ltd
the
correct
way of
washing
their
hands
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
Consoli
dation
Worksh
eet 2
Fun and
Games
Scheme-of-Work
Chapter 2: All About Senses!
(Theme: Biology)
Total teaching time: 10 periods (5 hours)
Section in
Teaching Time
Textbook
How Do We
Learn About
the World
Around Us?
2 periods (1 hour)
Specific
Instructional Objectives
Pupils should:
be able to locate and name the five senses
be able to relate the sense organ to the sense it is
associated with
Cambridge Primary
Learning Objectives
Conten
Scientific
t
Enquiry
(Topic
not
covered
in
Cambri
dge
Primary
syllabus
.)
(Topic not
covered in
Cambridge
Primary
syllabus.)
Skills
Process
Skills
Observi
ng
21st
Centur
y Skills
Use
system
s
thinkin
g
Vocabu
lary
Resource
s
Sense
Textbook
page 16
© 2012 Alston Publishing House Pte Ltd
What
Are
Our
Senses
?
6
Pupils
peri should:
ods explore
(3
how
hour
senses
s)
enable
humans
to be
aware of
the
world
around
them
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
Explore
how
human
senses
enable
humans
to be
aware
of the
world
around
them
(1Bh4)
Use
senses
to
explore
and talk
about
differen
t
materia
ls
(1Cp1)
Why Are Our
Senses
Important to
Us?
How Can We
Protect Our
Senses?
2 periods
(1 hour)
Try to
answer
questions
by
collecting
evidence
through
observatio
n. (1Ep1)
Make
predictions
. (1Ep3)
Observi
ng
Compar
ing
Commu
nicating
Inferrin
g
Reason
effecti
vely
Comm
unicat
e
clearly
Hear
Odour
See
Sense
organ
Smell
Taste
Tastebu
d
Touch
Textbook
pages
17—23
Workboo
k
Activities
1—7
URLs
2.1—2.2
Consolid
ation
Workshe
et 1
Pupils should:
appreciate the importance of senses
(Topic
not
covered
in
Cambri
dge
Primary
syllabus
.)
(Topic not
covered in
Cambridge
Primary
syllabus.)
Observi
ng
Comm
unicat
e
clearly
Health
literac
y
Textbook
pages
24—29
Workboo
k
Activities
8—9
URL 2.3
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
Consolid
ation
Workshe
ets 2—3
Fun and
Games
Scheme-of-Work
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
Chapter 3: Healthy Eating
(Theme: Biology)
Total teaching time: 4 periods (2 hours)
Section in
Teaching Time
Textbook
Why Do We
Need Food
and Water?
1 period (0.5 hours)
Specific Instructional Objectives
Pupils should:
be able to recognise that we need to eat and
drink to stay alive
Cambridge Primary
Learning Objectives
Content
Scientific
Enquiry
(Topic
not
covered
in
Cambri
dge
Primary
syllabus
.)
Try to
answer
questions
by
collecting
evidence
through
observatio
n. (1Ep1)
Explore
and
observe in
order to
collect
evidence
to answer
questions.
(1Eo1)
What
Types
of
Foods
Are
There?
1
perio
d
(0.5
hour
s)
Pupils
should:
be able
to
recogni
se that
there
(Topic
not
covered
in
Cambri
dge
Primary
syllabus
Ask
questions
and
contribute
to
discussions
about how
to seek
Inferrin
g
Analysi
ng
Classifyi
ng
Apply
techno
logy
effecti
vely
Be
selfdirecte
Textbo
ok
page 34
Workbo
ok
Activity
2
Skills
Process
Skills
Organis
ing
21st
Centur
y Skills
Think
creativ
ely
Vocabula
ry
Resourc
es
Energy
Grow
Textboo
k pages
32—33
Workbo
ok
Activity
1
© 2012 Alston Publishing House Pte Ltd
are
differe
nt
types
of
foods
How Do We
Eat Healthily?
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
.)
1 period (0.5 hours)
answers.
(1Ep2)
Try to
answer
questions
by
collecting
evidence
through
observatio
n. (1Ep1)
d
learner
s
URL 3.1
Consoli
dation
Worksh
eet 1
Pupils should:
be able to recognise that we need a balanced
diet to grow healthily
Know
about
the
need
for a
healthy
diet
includin
g the
right
types of
food
and
water
(1Bh3)
Try to
answer
questions
by
collecting
evidence
through
observatio
n. (1Ep1)
Ask
questions
and
contribute
to
discussions
about how
to seek
answers.
(1Ep2)
Model and
communic
ate ideas in
order to
Compar
ing
Analysi
ng
Be
selfdirecte
d
learner
s
Balanced
diet
Healthy
Overweig
ht
Textbo
ok
pages
35—36
Workbo
ok
Activitie
s 3—4
URLs
3.2—
3.3
Consoli
dation
Worksh
eet 2
© 2012 Alston Publishing House Pte Ltd
What Are
Some Healthy
Food Choices?
1 period (0.5 hours)
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
Pupils should:
be able to give examples of food and drinks
that are healthy
be able to identify healthy choices from a
variety of food and drinks
(Topic
not
covered
in
Cambri
dge
Primary
syllabus
.)
share,
explain and
develop
them.
(1Eo6)
Try to
answer
questions
by
collecting
evidence
through
observatio
n. (1Ep1)
Ask
questions
and
contribute
to
discussions
about how
to seek
answers.
(1Ep2)
Model and
communic
ate ideas in
order to
share,
explain and
develop
them.
(1Eo6)
Compar
ing
Analysi
ng
Comm
unicat
e
clearly
Health
literac
y
Textbo
ok
pages
37—39
Workbo
ok
Activitie
s 5—6
Consoli
dation
Worksh
eet 3
Fun and
Games
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
Scheme-of-Work
Chapter 4: Animals
(Theme: Biology)
Total teaching time: 17 periods (8.5 hours)
Section in
Teaching
Specific Instructional
Textbook
Time
Objectives
What Are the
Parts of An
Animal?
How Do
Animals’ Senses
Compare with
Ours?
2 periods Pupils should:
(1 hour) be able to locate
and name the main
external parts of an
animal’s body
be able to
recognise how
humans and other
animals are similar
and different
2 periods Pupils should:
(1 hour) explore how
senses enable
animals to be
aware of their
Cambridge Primary Learning Objectives
Content
Scientific Enquiry
Recognise and
name the main
external parts of
the body (1Bh2)
Explore and observe in
order to collect evidence
to answer questions.
(1Eo1)
Recognise the
similarities and
differences
between one
another (1Bh1)
Explore how
human senses
enable humans
and other animals
to be aware of
Skills
Process Skills
21st Century
Skills
Observing
Communicate
Comparing
clearly
Analysing
Reason
Contrasting
effectively
Inferring
Collaborate
Communicating with others
Vocabulary
Escape
Protect
Shelter
Resources
Textbook pages
42—44
Workbook Activities
1—2
Consolidation
Worksheet 1
Try to answer questions
by collecting evidence
through observation.
(1Ep1)
Observing
Comparing
Communicating
Manage
projects
Collaborate
with others
Apply
Textbook pages
44—47
Workbook Activity 3
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
surroundings
What Are Some
Characteristics
of Animals?
How Are
Animals
Different from
One Another?
6 periods Pupils should:
(3 hours) be able to
recognise the
characteristics of
animals
7 periods Pupils should:
(3.5
be able to list ways
hours)
in which animals
differ
the world around
them (1Bh4)
(Topic not
covered in
Cambridge
Primary syllabus.)
Recognise the
similarities and
differences
between one
another (1Bh1)
Explore and observe in
order to collect evidence
(measurements and
observations) to answer
questions. (1Eo1)
Make comparisons.
(1Eo4)
Explore and observe in
order to collect evidence
(measurements and
observations) to answer
questions. (1Eo1)
Make comparisons.
(1Eo4)
Try to answer questions
by collecting evidence
through observation.
(1Ep1)
Explore and observe in
order to collect evidence
to answer questions.
(1Eo1)
Make comparisons.
(1Eo4)
technology
effectively
Be selfdirected
learners
Observing
Comparing
Analysing
Analysing
Classifying
Observing
Communicating
URLs 4.1—4.3
Consolidation
Worksheet 2
Global
awareness
Critical
thinking
Environmental
literacy
Exist
Make
judgements
and decisions
Communicate
clearly
Apply
technology
effectively
Be selfdirected
learners
Variety
Textbook pages
48—50
URLs 4.4—4.7
Consolidation
Worksheet 3
Textbook pages
51—57
Workbook Activities
4—8
URLs 4.8—4.18
Consolidation
Worksheet 4
Fun and Games
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
Scheme-of-Work
Chapter 5: Plants
(Theme: Biology)
Total teaching time: 17 periods (8.5 hours)
Section in
Teaching
Specific Instructional
Textbook
Time
Objectives
What Are
Plants?
What Parts
Do Plants
Have?
1 period
(0.5 hours)
5 periods
(2.5 hours)
Pupils should:
know that plants are
living things
Pupils should:
be able to identify and
name the major parts
of a plant, looking at
real plants and models
Cambridge Primary Learning Objectives
Content
Scientific Enquiry
Know that plants
are living things
(1Bp1)
Name the major
parts of a plant,
looking at real
plants and
models (1Bp4)
Skills
Process Skills
Explore and observe in
order to collect
evidence to answer
questions. (1Eo1)
Observing
Comparing
Analysing
Try to answer
questions by collecting
evidence through
observation. (1Ep1)
Observing
Organising
Analysing
Explore and observe in
order to collect
evidence to answer
questions. (1Eo1)
Vocabulary
Resources
st
21 Century
Skills
Communicate
clearly
Be self-directed
learners
Apply
technology
effectively
Global
awareness
Manage
projects
Woody
Stink
Texture
Textbook pages
60—61
Consolidation
Worksheet 1
Textbook pages
62—66
Workbook
Activities 1—4
URL 5.1
Consolidation
Worksheet 2
© 2012 Alston Publishing House Pte Ltd
What Are
Some
Characteristic
s of Plants?
How Are
Plants and
Animals
Similar?
5 periods
(2.5 hours)
1 period
(0.5 hours)
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
Pupils should:
be able to recognise
that plants need light
and water to grow
be able to explore how
seeds grow into
flowering plants
Know that plants
need light and
water to grow
(1Bp5)
Try to answer
questions by collecting
evidence through
observation. (1Ep1)
Explore how
seeds grow into
flowering plants
(1Bp6)
Explore and observe in
order to collect
evidence to answer
questions. (1Eo1)
Pupils should:
be able to recognise
the similarities
between animals and
plants
be able to name the
characteristics of living
things
(Topic not
covered in
Cambridge
Primary syllabus.)
Try to answer
questions by collecting
evidence through
observation. (1Ep1)
Observing
Contrasting
Analysing
Organising
Observing
Comparing
Contrasting
Reason
effectively
Make
judgements and
decisions
Use systems
thinking
Be self-directed
learners
Communicate
clearly
Solve problems
Make
judgements and
decisions
Textbook pages
67—70
Workbook
Activities 5—7
URLs 5.2—5.4
Characteristic
Textbook pages
70—71
URLs 5.5—5.7
Decide what to do to
try to answer a science
question. (1Ep4)
Consolidation
Worksheet 3
Explore and observe in
order to collect
evidence to answer
questions. (1Eo1)
What Are
Some Types
of Plants?
5 periods
(2.5 hours)
Pupils should:
be able to recognise
that there is a variety
of plants
(Topic not
covered in
Cambridge
Primary syllabus.)
Make comparisons.
(1Eo4)
Ask questions and
contribute to
discussions about how
to seek answers.
(1Ep2)
Explore and observe in
order to collect
evidence
Organising
Communicating
Manage
projects
Solve problems
Think creatively
Reason
effectively
Communicate
clearly
Collaborate
Wonder
Textbook pages
72—76
Workbook
Activity 8
URLs 5.8—5.9
Consolidation
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
(measurements and
observations) to
answer questions.
(1Eo1)
with others
Apply
technology
effectively
Be self- directed
learners
Model and
communicate ideas in
order to share, explain
and develop them.
(1Eo6)
Worksheet 4
Fun and Games
Scheme-of-Work
Chapter 6: Materials Around Us
(Theme: Chemistry)
Total teaching time: 18 periods (9 hours)
Section in
Teaching
Specific Instructional
Textbook
Time
Objectives
What Are
Living and
Non-living
Things?
Where Do
Materials
Come From?
4 periods
(2 hours)
Pupils should:
know that there
are living things
and things that
have never been
alive
recognise and
name common
materials
identify materials
that occur naturally
and materials that
are man-made
Cambridge Primary Learning Objectives
Content
Scientific Enquiry
Recognise and
name
common
materials
(1Cp3)
Make comparisons. (1Eo4)
Skills
Process Skills
Observing
Analysing
Vocabulary
Resources
21st Century
Skills
Creative
thinking
Man-made
material
Natural material
Non-living thing
Textbook pages
80—84
Workbook Activities
1—3
URLs 6.1— 6.3
Consolidation
Worksheets 1—2
© 2012 Alston Publishing House Pte Ltd
How Do We
Describe
Materials?
6 periods
(3 hours)
Pupils should:
use senses to
explore and talk
about different
materials
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
Use senses to
explore and
talk about
different
materials
(1Cp1)
Explore and observe in
order to collect evidence
(measurements and
observations) to answer
questions. (1Eo1)
Observing
Comparing
Be selfdirected
learners
Make comparisons. (1Eo4)
How Can We
Group
Objects by
Their
Properties?
What Are the
Properties of
Some
Common
Materials?
4 periods
(2 hours)
4 periods
(2 hours)
Pupils should:
identify the
properties of
different materials
Sort objects into
groups based on
their properties
Pupils should:
Recognise that
materials are
chosen for specific
purposes on the
basis of their
properties
Decide if a material
is suitable for a
particular purpose
Identify the
characteristics
of different
materials
(1Cp2)
Sort objects
into groups
based on the
properties of
their materials
(1Cp4)
(Topic not
covered in
Cambridge
Primary
syllabus.)
Flexible
Opaque
Property
Stiff
Transparent
Waterproof
Textbook pages
85—88
Workbook Activities
4—5
URL 6.4
Explore and observe in
order to collect evidence
(measurements and
observations) to answer
questions. (1Eo1)
Observing
Analysing
Comparing
Ask questions and
contribute to discussions
about how to seek
answers. (1Ep2)
Observing
Analysing
Comparing
Make
judgements
and decisions
Consolidation
Worksheet 3
Textbook page 89
Workbook Activity 6
Consolidation
Worksheet 4
Reason
effectively
Textbook pages
90—93
Workbook Activities
7—8
Make predictions. (1Ep3)
URL 6.5
Consolidation
Worksheet 5
Fun and Games
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
Scheme-of-Work
Chapter 7: Forces
(Theme: Physics)
Total teaching time: 12 periods (6 hours)
Section in
Teaching
Specific Instructional
Textbook
Time
Objectives
What Makes
Things Move?
4 periods Pupils should:
(2 hours) be able to explore and
describe the movement
of familiar things
-
be able to observe and
describe different ways
of moving our body
Cambridge Primary Learning Objectives
Content
Scientific Enquiry
Explore, talk
about and
describe the
movement of
familiar things
(1Pf1)
Try to answer
questions by
collecting evidence
through observation.
(1Ep1)
Skills
Process Skills
Observing
Analysing
Communicating
Vocabulary
Resources
st
21 Century
Skills
Use systems
thinking
Make
judgements and
decisions
Force
Move
Textbook pages
96—98
Workbook Activity 1
© 2012 Alston Publishing House Pte Ltd
What Is a
Force?
What Can
Forces Do?
What Are
Some Natural
Forces?
2 periods Pupils should:
(1 hour) be able to recognise
that pushes and pulls
are forces
4 periods Pupils should:
(2 hours) be able to recognise
that forces can cause
things to start or stop
moving, speed up, slow
down or change
direction
2 periods Pupils should:
(1 hour) be able to understand
that forces are present
in nature as well
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
Can recognise
that both pushes
and pulls are
forces (1Pf2)
Can recognise
that when things
speed up, slow
down or change
direction there is
a cause (1Pf3)
Try to answer
questions by
collecting evidence
through observation.
(1Ep1)
Make comparisons.
(1Eo4)
Try to answer
questions by
collecting evidence
through observation.
(1Ep1)
Observing
Analysing
Classifying
(Topic not
covered in
Cambridge
Primary syllabus.)
Pull
Push
Textbook pages
99—100
Workbook Activity 2
Consolidation
Worksheet 1
Observing
Comparing
Inferring
Explore and observe
in order to collect
evidence to answer
questions. (1Eo1)
Make comparisons.
(1Eo4)
Explore and observe
in order to collect
evidence to answer
questions. (1Eo1)
Use systems
thinking
Use systems
thinking
Make
judgements and
decisions
Apply
technology
effectively
Textbook pages
101—105
Workbook Activities
3—5
URLs 7.1—7.3
Consolidation
Worksheet 2
Observing
Inferring
Apply
technology
effectively
Work
independently
Communicate
clearly
Gravity
Still
Wind
Textbook pages
106—109
URLs 7.4—7.6
Consolidation
Worksheet 3
Fun and Games
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
Scheme-of-Work
Chapter 8: Sound
(Theme: Physics)
Total teaching time: 12 periods (6 hours)
Section in
Teaching
Specific
Textbook
Time
Instructional Objectives
Where Do
Sounds Come
From?
4 periods
(2 hours)
Pupils should:
know that we hear
when a sound enters
our ears
be able to identify
sources of sound
Cambridge Primary Learning
Objectives
Content
Scientific Enquiry
Know that we
hear when
sound enters
our ears
(1Ps2)
Identify many
sources of
sound (1Ps1)
Try to answer
questions by
collecting
evidence through
observation
(1Ep1)
Skills
Process Skills
Observing
Analysing
21st Century
Skills
Be selfdirected
learners
Vocabulary
Sound source
Resources
Textbook pages
112—114
Workbook Activities
1—4
URL 8.1
Consolidation
Worksheet 1
© 2012 Alston Publishing House Pte Ltd
What Types
of Sounds Are
There?
How Are
Sounds Useful
to Us?
What Sounds
Do Musical
Instruments
Make?
4 periods
(2 hours)
4 periods
(2 hours)
Pupils should:
describe sounds using a
range of appropriate
vocabulary
recognise that as sound
travels from a source, it
becomes fainter
Pupils should:
recognise that we use
hearing to sense danger
as well as to
communicate and to
hear pleasant sounds
be able to identify
different ways in which
simple musical
instruments make
sounds
Science SMART Teacher’s Guide Grade 1 Scheme-of-Work
Recognise that
as sound
travels from a
source it
becomes
fainter (1Ps3)
(Topic not
covered in
Cambridge
Primary
syllabus.)
Explore and
observe in order
to collect
evidence
(measurement
and observations)
to answer
questions. (1Eo1)
(Topic not
covered in
Cambridge
Primary syllabus.)
Classifying
Observing
Communicating
Communicate
clearly
Noise
Textbook pages 115—
118
Workbook Activities
5—6
URLs 8.2—8.4
Communicating
Communicate
clearly
Think
creatively
Communicate
Musical
instrument
Pluck
Siren
Consolidation
Worksheet 2
Textbook pages 119—
123
Workbook Activity 7
URL 8.5
Consolidation
Worksheets 3—4
Fun and Games