Science Syllabus Key Stage 2

Science in the National Curriculum
Key Stage 2 (Grade: 4, 5 and 6)

Science in the National Curriculum - Key Stage 2
National Institute of Education

Ghaazee Building
Ameer Ahmed Magu
Male’, 20125
Maldives
http://www.nie.edu.mv
Developed by
Aminath Ismail National Institute of Education
Aminath Mohamed National Institute of Education
Gulfishan Shafeeu National Institute of Education
Layout by
Mohamed Shakeel National Institute of Education
Cover Designed by
Abdulla Zaki National Institute of Education
Copyright © 2015 by National Institute of Education

All rights reserved.
ISBN: 978-99915-0-738-5
Acknowledgements
The publisher wishes to acknowledge the many friends, colleagues and advisors who have helped in
the development of the Science Syllabus.
The publisher is grateful for the immense work done by the Science panel members who have contrib-
uted their time and effort to revise and finalize the contents of the Science Syllabus. In particular, we
wish to thank:
Aminath Nasheedha Iskandar School

Aminath Shiyama Maldives National University
Fathimath shadiya Maldives National University
Ibrahim Mohamed Ministry of Environment and Energy
Ibrahim Muzah Dharmavantha School
Ihsan Ahmed Educational Supervision and Quality Improvement Division
Ismail Mashroof Hiriya School
Aminath Shazlee Maldives National University
Shifaz Mohamed Dharmavantha School
Contents
Introduction 6
Rationale 6
Environment, Science and Technology 6
Science in the National Curriculum 8
The Vision 8
The Principles 8
The Key competencies 8
Structure of the syllabus statement 9
Outcomes/Indicators (definition) 10
Planning, Teaching and Assessing Science 11
The Planning Stage 11
Teaching and Learning Science 13
Assessment Practices 15
Scope and Sequence 16
Outcomes and Indicators Grade Four 27
Outcomes and Indicators Grade Five 41
Outcomes and Indicators Grade Six 56
Planning, Teaching and Assessment Examples 73
Glossary 76
Foreword
May Almighty Allah bestow His blessings and mercy upon Muhammad, His messenger (PBUH), who
personified his life as a curriculum throughout his life through the exemplary conduct and behaviours.
May Almighty Allah also grant blessings and mercy upon his companions and household.
The year 1979 was an insightful year as the government of Maldives strategized to mainstream the
primary school education. This led to the development of the first syllabi for grades 1 to 5 in the
Maldives in 1980, following the revision of the syllabi in 1982. The crafting and implementation of the
1st National Curriculum for primary grades 1-5 was done in 1984. An effort was then made to revise
the curriculum in 1997 and was completed by year 2000.
The 2nd revision of the 1st curriculum commenced in 2006, during which it was realised that
enormous changes were needed to the curriculum. A decision for curriculum reform was made to
address the needs and demands of the country, and bring rise to the development of the 2nd national
curriculum framework.
The 2nd national curriculum is developed based on the changes that have taken place in the society,
from practices of the past to the current needs, with a vision for a better tomorrow. It aims to build
a knowledgeable future generation, highly skilled to cater the needs of the 21st century, with a focus
on nurturing attitudes and values. The curriculum also intends to inculcate the main competencies
outlined, such as practicing Islam. Other competencies include self-management, critical thinking,
creative thinking, human relations, healthy life styles, sustainable practices and ICT literacy. The
curriculum also intends to produce students who possess the 21st century skills, and are healthy both
physically and also spiritually, to be responsible towards the progression of the Maldivian society.
Science plays a key role in our life. In an ever changing global world, the importance of science cannot
be undermined. Science opens the minds of children and provides a rich context to develop critical
thinking and make informed decisions.
Key Stage 1 Science is focused on enabling the student to acquire knowledge, skills and attitudes so as
to develop an informed and critical understanding of, environment, science and technological issues.
Science teaching intends to cultivate humane and responsible attitudes and an appreciation of the
world in accordance with Islamic principles and values.
The curriculum envisions the use of variety of teaching learning approaches where students are
engaged in meaningful learning experiences.
I hereby take this opportunity to extend my sincere gratitude and heartfelt appreciation to each
and every individual for the tireless effort, commitment and dedication in developing the National
Curriculum Framework and this syllabus. I pray that the Almighty Allah bless them for their
commitment and contribution.
Last but not least, it is my sincere hope that this syllabus be beneficial for the students and teachers in
the Republic of Maldives.
Adam Shareef Umar

Minister of State for Education
Ministry of Education
Introduction
Rationale
The aim of science education in Maldives is to develop scientific literacy. Scientific and technological
literacy is an evolving combination of the science-related attitudes, skills, and knowledge students
need to develop inquiry, problem-solving, and decision-making abilities to become lifelong learners;
and to maintain a sense of wonder about the world around them.
To develop scientific and technological literacy, students require diverse learning experiences which
provide opportunity to explore, analyze, evaluate, synthesize, appreciate, and understand the
interrelationships among science, technology, society, and the environment that will affect their
personal lives, their careers, and their futures.
Environment, Science and Technology

The purpose of this key learning area is for students to explore the natural world and its phenomena
through systematic and organized inquiry. It provides the opportunity for students to question,
investigate, predict and explain the events of the Earth and the universe.
The aims of Environment, Science and Technology are to:

yy enable the student to acquire knowledge, skills and attitudes so as to develop an informed and
critical understanding of environment, science and technological issues
yy reinforce and stimulate curiosity and imagination about local and wider environments
yy enable the student to play a responsible role as an individual, as a family member and as a
member of local, regional, national and global communities
yy foster an understanding of, and concern for, the total interdependence of all humans, all living
things and the Earth on which they live
yy foster a sense of responsibility for the long-term care of the environment and a commitment
to promote the sustainable use of the Earth’s resources through personal life-style and
participation in collective environmental decision-making
yy cultivate humane and responsible attitudes and an appreciation of the world in accordance with
beliefs and values.
6 Science in the National Curriculum Key Stage 2

Science in the National Curriculum
Along with the other subjects in the National Curriculum, Science curriculum contributes to the
development of the student in all aspects. It aims to achieve the vision along with the eight principles
identified, incorporating the key competencies and also relating to effective pedagogical approaches
emphasized in the National Curriculum.
The Vision
The Science curriculum is structured in such a way that it paves the road to achieve the vision of the
National Curriculum.
The National Curriculum envisions the development of:

yy successful individuals who are motivated to learn and explore; who are inquisitive and eager to
seek, use and create knowledge.
yy confident and competent individuals who have a firm belief in Islam, a strong sense of self and
cultural identity, and believe in their own capabilities; and
yy responsible and productive contributors to their own family, their local community and the
global society.
Science learning experiences assist students to develop and understand scientific concepts along with
process skills and the pedagogical approaches emphasize students to participate in practical hands-
on experiences, exploring the world around them through posing questions, predicting and finding
answers to these gives the student the grounds to develop themselves as successful learners who are
eager to learn and explore.
Science provides ample opportunities for students to develop their scientific concepts along with
necessary skills and values that would build their self confidence and esteem. Students will be given
opportunities to relate learning beyond their classroom, such as visiting and studying various field
sites, opportunities to get engaged with local community members in various disciplines, opportunities
to participate in various school/community organized tasks. Engagement and involvement in these
ensure that students acquire the knowledge, skills and values to be competent citizens.
A blend of the above mentioned experiences ensure that students are fully equipped as active
participants in the scientific and technological society to keep pace with the rapid changes in life style
and its impact on self, environment and the globe.
The Principles
The National Curriculum identifies eight fundamental principles that need to be taken into account
when designing and implementing learning and other school activities. These principles are taken into
account in designing the Science curriculum.
The teaching and learning of Science highly emphasizes linking Science and Islam. Essentially, science
provides the understanding of natural and other phenomena, events and objects through the study
of inquiry, based on experiments and investigations. Facts, figures and theories contribute to the
understanding of various scientific concepts. Linking these to Islam strengthens the faith of students.
Similarly, in-depth understanding of scientific concepts and processes ensures that students develop
holistically, and relating these concepts and processes to their real life context ensuring relevance to
students and preparing them for life.
Science in the National Curriculum Key Stage 2 7

The Key Competencies
The eight key competencies outlined in the National Curriculum encompasses knowledge, skills, values
and attitudes and dispositions to be explicitly taught in various key learning areas and through various
school activities.
The Science curriculum provides a rich context in which these key competencies can be developed.
The strands in the syllabus involve a lot of opportunities for students to explore their surroundings,
ask questions, use high order thinking to analyse and solve issues. In addition, the curriculum allows
students to design and invent new things based on their prior knowledge and using their creative
thinking. It asks students to understand abstract concepts which require high level of cognition.
The key competency, using sustainable practices is very much part and parcel of the environment,
science and technology curriculum. This curriculum encompasses many of the aspects highlighted in
the key competency. Students are expected to explore how human activities impact the environment
and identify ways to take care of the environment. In addition, many opportunities are provided for
students to understand issues from both developmental as well as environmental perspectives so that
students are encouraged to develop stewardship towards the environment.
At the same time, the science curriculum provides many opportunities for students to relate with the
technological advancement in various fields and learn about how science has contributed to these
advancements. In addition, student need to use technology in their learning and identify best sources
to gather information; question the authenticity of the information gathered and also analyses,
synthesizes and evaluate the information.
Moreover, students are required to carry out several investigations throughout the years and these
investigations give ample opportunities for students to develop the key competency, understanding
and managing self as they have to be carried out in a systematic and organised manner. As well as
investigations and many other activities would be required to do in a group. Hence, there would be
many opportunities for students to develop the key competency, relating to people.

Structure of the Syllabus Statement
The Strands
A strand is a broad area of concepts specifically linked with each other. In this curriculum the strand
refers to general areas that students need to know. The Science syllabus is comprised of 6 strands.
They are:
Strand 1: Life and Living

Life and living looks into the biology of humans and that of other living things. Students develop an
understanding of the diversity of life and the interdependence of life. It also explores the impact of
environment on life and the effects of human intervention on the environment.
Strand 2: Earth and Beyond

Earth and beyond is the study of Earth’s processes and features. It looks into understanding
patterns in nature and natural cycles. It also includes a detailed study of various parts of the solar
system and the universe. In addition to this, it looks into the relationships of Earth’s systems and
their effects on living things. Students gain an understanding of the uniqueness of the planet Earth,
and the importance of protecting and preserving resources of Earth and its environment.
Strand 3: Matter and Materials

Matter and materials is the study of matter. It looks into the composition and properties of matter.
It explores the changes matter undergoes and the energy involved. This strand also includes the
study of a wide range of materials and substances which people use. The study also involves the
use and management of materials and the influence of these uses on the environment. They
explore how uses are determined by the properties and structures of materials.
Strand 4: Energy and Change

Energy and change is the study of a range of concepts associated with energy and change. It
explores various forms of energy and considers how these are applied and managed to meet
various needs. This strand also includes the concepts of force, work and power. Students develop
understanding of the social implications of energy use including the effects of use of natural
resources, and the Law of conservation of energy. It also explores a range of alternative energy
sources and the implications of their use.
Strand 5: Science and Technology

This strand looks into ways of building inquiry and investigation skills through their study of science.
This strand would be integrated in all the content strands.
It stresses on the importance of integrating technological aspects in all the strands such that
students develop understanding of the different technological advancement in various fields. They
also need to appreciate how science has contributed to these advancements. Students need to be
given opportunities to acquire skills in designing and making products. Emphasis is given on using
technology wisely throughout the science curriculum.
Strand 6: Working Scientifically

This strand looks into the ways of creating students’ natural curiosity and sense of wonder about
their world, as they participate in experiences that enable them to explore, predict, clarify their
ideas, ask questions, test explanations and conduct their own research. They come to appreciate
the complexities of the world as they compare their current ideas and beliefs with those of
scientists, and construct new understanding based on scientific thinking. They learn that scientists
work in many different ways, including experimental and ecological studies.

This strand gives ample opportunities for students to participate in discussions so that they open their
minds to new ideas, inculcate intellectual honesty and skills in critically evaluating data and preparing
persuasive arguments. As students conduct scientific inquiries, they learn to question, problem solve,
draw logical, evidence based conclusions, articulate ideas and work in ways that are ethical, fair and
respectful. They work individually and in teams, engaging in critical and creative thinking to solve
problems and clarify ideas.
Outcomes
Outcomes are statements of knowledge, understanding, skills and values expected to be achieved by
most students at the end of a given stage.
All outcomes are of equal importance. The presentation of the outcomes does not imply a sequence of
teaching and learning activities.
Indicators
An indicator is an example of the behavior that students may display as they work towards
the achievement of syllabus outcomes. Indicators reflect and describe aspects of knowledge,
understanding, skills and values.
An indicator may describe part or all aspects of an outcome.
Outcomes and indicators together assist teachers in identifying student’s current achievement and in
planning future learning experiences.

Planning, Teaching and Assessing Science
The Planning Stage

Careful and systematic planning is essential for the success of Science teaching. To begin with, in order
to ensure that children receive a rich learning experience, it is important that Science teachers become
familiar with the outcomes and indicators at each level and have an understanding of how these are
translated and implemented in the classroom. The following are some key features to consider in
planning science education:
Content selection
It is important to note that children should experience a broad and balanced programme.
Teachers should draw content from the four content areas as shown below:
Life and Living
Earth and Beyond
Matter and Materials
Energy and Change
In situations, where the selected topic or theme can incorporate other content areas, it is
advisable to do so.
For example, teachers may select our surrounding as a unit topic, where the
outcomes from the content areas of Life and Living and Earth and Beyond can
be taken together
In selecting a theme or topic teachers should consider the student needs, their local
environment and familiarity. It should also ensure continuity and progression in student’s
learning. For the smooth transition from each level requires the teachers to be aware of
the students past learning experiences.
It is encouraged to use a thematic approach in teaching science. However, it may require
teaching some concepts separately.
In general, effective planning thus require the teachers to initially identify the big ideas/concepts
behind each of the outcomes and identify ways to collate outcomes and indicators together to ensure
that students receive meaningful learning.
Development of Skills and Values

The science curriculum highly encourages teacher to teach every content strand taught along with
the scientific processes. Thus, the strands ‘Science and technology’ and ‘Scientific Enquiry’ need to be
integrated with the content strands in order to maximize the learning of skills and values.
Literacy and numeracy

Numeracy is about students having the confidence to choose and use mathematics skills they learn at
school in everyday life, as well as the classroom and literacy is essential to a student’s ability to learn
and succeed in school and beyond.
Literacy capabilities need to be explicitly built as students’ progress throughout the years in all the
key learning areas. Teaching and learning in environment, Science and Technology, students may need
to write science reports after undertaking investigations or experiments. This requires specialised
text and language structures, vocabulary and graphics that are specific to constructing knowledge

in Science and that may not be learnt in other areas of learning. If these literacy demands are not
addressed in teaching and learning, it would hinder student learning in science.
In this regard, every classroom teacher needs to address numeracy skills explicitly in all the curriculum
areas. In science class when students interpret a graph, in woodwork when they confidently measure
a piece of wood, or in cooking when a student halves a recipe without being given specific instructions
on what to do. So every classroom teacher has a role to play in helping students develop numeracy
skills.
Consequently all the teachers need to ensure that literacy and numeracy teaching and learning
becomes part of their daily routine.
Integration
The use of well-planned integrated approaches, both within Science and between Science and other
curricular areas plays an important role in the teaching/learning of Science at all levels.
Systematically planned integrated topics can provide contexts in which knowledge and skills may be
developed in a range of areas. In this regard, the environments of the child, particularly those of a
local nature, provide ideal contexts and an effective ground for the integration of learning.
Likewise, many elements from the Social studies, Mathematics and Language curricula may be
explored in parallel with Science, and much of the work involved will contribute to the development
of the child’s oral language, literacy, numeracy and communication skills. Science is best when
approached in a holistic manner with younger children as this respects the wholeness of their view of
the world.
As children grow older they begin to recognise that there are different ways or modes of looking at
the world and of organising human knowledge. So teaching strategies may vary to include a holistic
approach, some cross-curricular integration and a subject-centred focus. Such an approach utilises
teaching and learning time efficiently and acknowledges that the social, emotional, attitudinal and
moral development of the child is interwoven with the acquisition of knowledge and skills. It needs to
be understood that each subjective offers a distinctive perspective on the world and equips children
with a particular range of skills; however these divisions must not reverse the effective implementation
of an integrated curriculum.
Recommended Time
The following table shows the allocated time for teaching science to kS -2 (grades 4, 5 and 6) students:
Key stage 2 Contact Time/Weeks Minimum Contact Time/Year
Key Stage 2 (Grade 4, 5 and 6) 180 min (4 periods/week) 109hrs (146 periods of 45 min)

Teaching and Learning Science
Science deals with the development of knowledge and understanding, skills and values related to
the physical and biological aspects of the world. Through various classroom and outside classroom
activities, students should be given the opportunity to foster these knowledge, skills and values. The
activities should therefore be arranged in a manner that arouses interest and curiosity, creates a love
for science, provides room for creativity and imagination, offers opportunity to reflect critically and
make sense and meaning of their experiences.
In order to make sense of the world around them, students need to be active learners.
Teachers act as facilitators in providing a learning experience that allows for students to
construct their own learning.
Thus the role of the teacher in such teaching would include:
yy creating a classroom environment to support and challenge the learning and teaching of science
yy designing effective learning experiences that help students to achieve designated outcomes
yy stimulating and managing classroom discourse in support of student learning
yy learning about, and then using, student’s motivations, interests, abilities and learning styles to
improve learning and teaching
yy analyzing student learning, the scientific tasks and activities involved, and the learning
environment to make ongoing instructional decisions
yy selecting teaching strategies from a wide repertoire.
Effective science learning and teaching take place in a variety of situations. Instructional settings and
strategies should create an environment which reflects a constructive, active view of the learning
process. Learning occurs not by passive absorption, but rather as students actively construct their own
meaning and assimilate new information to develop new understandings in terms of knowledge, skills
and values and attitudes.
In addition to the above, the science curriculum emphasizes the need to get involved in practical
activities such as field outings, projects, experiments and investigations. One of the main purposes of
these is to provide a rich context for students to develop working scientifically.
Working scientifically
The Science syllabus identifies a range of practical skills that need to be acquired by the students.
Some of these fundamental skills include:
a) Observing
b) Classifying
d) Recognising patterns
e) Estimating and measuring
f) Questioning
g) Making and testing
h) Predicting
i) Investigating and experimenting
J) Recording and communicating
k) Designing and making
Likewise, the development of scientific literacy in students is a function of the kinds of tasks they
engage in, the discussions in which they participate, and the settings in which these activities occur.
Students’ disposition towards science is also shaped by these factors.

Consequently, the aim of developing scientific literacy requires careful attention to all of these facets
of curriculum and instruction. Learning experiences in science education should vary and include
opportunities for group and individual work, discussion among students, as well as between teacher
and students, and hands-on/minds-on activities that allow students to construct and evaluate
explanations for the phenomena under investigation. Such investigations, and the evaluation of the
evidence accumulated, provide opportunities for students to develop their understanding of the
nature of science and the nature and status of scientific knowledge.
Environmental awareness and care
The curriculum area of science is specifically founded on the student’s relationship and interaction
with the world around them. The environment, in its broadest sense, is the context for learning,
and student’s classroom experience will be deepened and extended by direct experience of their
surroundings. The locality will provide the starting points for environmental education, and as
student’s knowledge and understanding grow and develop they will encompass other places and direct
pupils to other global dimensions.
One of the key aims of Science education should be to inculcate the necessary skills and values to
understand local and global environmental vulnerabilities and be informed decision makers in deciding
responsible actions in maintaining and protecting the environment.

Assessment Practices
Assessment is an integral part of teaching and learning. Assessment is the ongoing systematic process
of gathering and using evidence of student learning to make informed decisions regarding student
achievement. Thus, the main purpose of assessment is to improve student learning.
Three major types of assessment used in conjunction can be used to support student achievement
Assessment for learning (formative assessment)

It is used for purposes of greater achievement. Classroom assessment should provide opportunities
for students to become actively involved in their learning and achievement. In this type of
assessment students know what they need to do in order to be successful and know what is
considered as ‘good work’.
Assessment for learning is criterion referenced where students compare their work with a criterion.
The criteria are based on the outcomes and indicators mentioned in the Science Syllabi.
In addition to this, students, peers and teachers provide appropriate and ongoing feedback. Through
feedback students identify their strengths and areas for improvement. This helps students to
redirect their efforts and energy in making plans on ways to improve learning.
As for teachers, this provides the opportunity to change instruction in accordance with students
needs.
Assessment as learning (formative assessment)

Assessment as learning is student driven whereby students are actively involved in their own
learning. This is done through continuous self assessments whereby students identify areas to
improve. Students are required to reflect and critically evaluate their work.
Assessment of learning (summative assessment)

This is usually addressed through summative assessment. This includes topic assessment at the end
of a topic and term exams. (Note: for the foundation and key stage one there will be NO term exams
or tests). However, students’ summative assessment can be done to check the level of understanding.
The information gathered through the summative process should be used formatively to enhance
student progress.
In order to gather evidence of student learning the following are some of the methods that
can be used:
yy Informal assessment- student and teachers make judgments about their learning based on
discussions.
yy Formal assessment- students and teachers make judgments based on success criteria that are
shared by students and the teacher before the learning task is carried out.
yy Observation – use of checklists, rating scales and rubrics
yy Self and peer assessment
yy Quizzes
yy Tests
yy Sample student work
yy Projects
yy Reports
yy Journals/Logs
yy Performance reviews
yy Portofolios

Life and Living
Sub Strand Grade 1 Grade 2 Grade 3
� Characteristics of living things and � Characteristics of living things � Characteristics of living things
distinguish living from non-living using basic scientific vocabulary.
� Needs of living things.
� Variety of living things with � Classification of living things � Classifies living things and uses
different characteristics. based on their characteristics. simple keys in classification
Living things, their Structure and Function
� Care for themselves, other, plants � Care for themselves plants and � Care for themselves plants and
and other animals. other animals in their locality other animals in their locality
� Characteristics of five senses � Characteristics of five senses in � Animals with amplified senses
humans
� Importance of senses to humans � Use of some devices which could
� Compares the senses with other enhance the senses in humans.
animals.
� living things have different � Relationship between the � External structures of different
external body parts /structures different external features / plants and animals in relation to
for different functions structures to their survival. their survival needs.
� Main internal body parts and � Main organs of the body and their
Scope and Sequence
ways to care for it. uses.

� Organs that make up the digestive
systems.
� Different habitats within an � Different habitats of living things. � Study various environments to
environment. identify how living things meet
� How basic needs of living things
their basic needs.
� How basic needs of living things are met.
are met.
� Sources of food and food groups � Healthy eating practices in � Healthy eating practices in
Interdependence of life
relation to food groups. relation to food pyramid.
� Living things produce young ones � Differences among same kinds of � Differences among same kinds of
Reproduction and change
plants and animals. plants and animals.

� Similarities and differences
between them.
� Changes that living things � Relates how living things change � How living things change as they
undergo as they grow and as they grow grow and develop.
become older.
16
Life and Living
Grade 4 Grade 5 Grade 6 Sub Strand
� Characteristics of living things
with the scientific terms
� Living things can be classified � Variety of living things � Identify relationships among
in to plants, animals, fungi and living things using classification
� Classification methods to identify
bacteria.(diversity) systems (diversity)
their relationships (diversity)
Living things, their Structure and Function

� Living things have common � Living things have common � All living things are made up of
characteristics. characteristics. basic units of life called cells.
� Living things can be multi cellular � Cells can differ depending on the
or unicellular. organism.
� Multi cellular organisms have

specialized structures and systems
to perform basic functions of
life.-
� Multi cellular organisms consist of � Living things have different body

systems which perform different parts for different functions.
functions.
� Malfunctioning of body parts or
organs can affect life processes.
Scope and Sequence

� Living things have structural � Living things have different � Living things have different
features and adaptations that external features /structures external features /structures
help them to survive in their which help them to survive. which help them to survive.
environment.
� Micro-organisms are everywhere; � Some diseases are caused by � Common microorganisms can
some can cause diseases/Illnesses microorganisms cause diseases.
while others are useful.
� Controlled by adopting behaviors
that prevent the spread of
disease.
� Variety of habitats � Variety of habitats � Individuals and groups of
Interdependence of life
organisms interact with each
� Basic needs of living things � Basic needs of living things
other and their environment to
interaction with each other and interaction with each other and
full fill their basic needs. E.g.,
the environment. the environment.
feeding relationship (food chain)
between living things.
� Human activities and natural � Human activities can have various

disasters can have various impacts impacts on populations living in
on habitats. different habitats.
� Importance of healthy food � Importance of healthy food � Importance of healthy food

choices and the use of foods in choices and interprets data in choices and interprets data in
living things. relation to food to make informed relation to food to make informed
decisions. decisions.
� Living things have life cycles � Living things undergo changes as � Living things undergo changes as
Reproduction and change
and as the organism grows they they grow and develop. they grow and develop.
change.
� Variations between parents and � Reproduction is necessary for the � Reproduction is necessary for the
their offspring, and variations inheritance of characteristics and inheritance of characteristics.
within the same species. the continuation of a species.
17
Earth and Beyond
� Features of their immediate � Features of the Earth (from � Major land and water forms on
environment globes, maps and other means) Earth and recognizes that large
in relation to natural and built proportion of the Earth is ocean.
environments
� Features of the Sun and its effects � Composition and features of the � Features of the Sun, Earth and
on humans and the environment. Sun and the Earth. Moon and makes comparison
Earth, Solar System and Universe as dynamic systems
between Sun, Moon and the

Earth.
� Describes familiar events/ � Natural features and phenomena � Characteristics that make the
phenomena that occur in their and its relation to humans. Earth a suitable environment for
environment. life to exist.
� Phases of the Moon. � Phases of the Moon and

importance of Moon in our lives.
� Natural phenomenon’s in relation � Process of water cycle. � Processes of water cycle and its
to day and night. importance to life.
� Local weather patterns and
� Local weather and how it affects weather experienced at various � Elements of weather and features
us. parts of the world. of seasons.
� Impact of weather on society and � Impact of weather on society and

the environment. the environment.
Scope and Sequence
� Changes that occur in Earth are � Changes occur to the Earth and � Life on Earth has changed over
cyclical. some of the changes are cyclical. time.
� Changes in the locality occur over � reasoning out the changes in their � Reasoning out the changes in the
Events on Earth and beyond occur on
different scales of time and space
time. locality locality and how it impacts life.
� Physical properties of soil and � Physical properties of soil. � Composition of soil from various
how soil is used by living things. locations.
� Natural things found in soil and � Living things depend on soil for
how they are used by living various purposes.
things.
� Use of Earth’s environment and � Earth’s environment is used by � Earth’s environment is used by
the importance of conserving the living things. living things for various purposes.
Living things use the resources of the Earth, solar system and
resources.
� Impacts of the overuse of
resources.
� Earth’s resources can be

universe to meet their needs
classified into renewable and

non- renewable
� Physical properties of water and � Physical properties of air and � Physical properties of air and
relates to some of its uses. water. water within the environment
� Essential component of the Earth
System
� Environment can become polluted � Types of pollution and ways to � sense of responsibility for taking
and necessary measures. minimize. care of and improving the
environment
18
Earth and Beyond
� Describes the features of the � Describes the layers of the � Explores the features of the Earth
Earth especially the Earth’s atmosphere and its features especially how landforms are
structure focusing on the layers. created.
� Earth materials such as rocks, � Types of fossils and fossil

minerals and soil. formation of fossils
Earth, Solar System and Universe as dynamic systems

� Process of erosion and deposition � Types of weathering and how � Process of weathering and
can cause changes to the Earth’s weathering causes changes to the erosion
surface Earth’s surface
� Features of local weather system � Differences between weather and � Factors that influence weather
climate and climate systems
� Weather patterns and seasons.
� Greenhouse gases � Causes and their effects on

climate change on living things
� Greenhouse effect and its impact
and the environment.
� Disasters and how it impacts � Natural disasters that are likely to � Human made disasters and
humans and the environment. occur in the Maldives identifies some preventive
measures
Scope and Sequence

� Rotation and revolution of the � Occurrence of tides and seasons � Phases of the moon
Earth.
� Formation of solar and lunar
eclipse.
� Earth’s surface change over time. � Scales of time in which different � Short and long term impacts
Events on Earth and beyond occur on

different scales of time and space
changes take place of human activities on the
environment
� Human impact on the changes to
landscapes
� Soil is formed over years � Properties of soil. � Soil profile and Soil layers are
formed over Soil formation in
� Composition/ characteristic of
Maldives
soil.
� Relationship between soil and � Ways to enrich and preserve the � Compost and uses of composting
other living things. soil. as a means to sustainably enrich
the soil.
� Use of Earth’s resources by living � Earths available resources are � Natural resources are affected by
things. limited and that living things human activities and managing
Living things use the resources of the Earth, solar system and
depend on them. resources sustainably

� Ways to reduce over usage of
resources. � Renewable and non-renewable
resources.
� Air is an important resource � Properties of air. � Importance of ozone layer to
sustain life on Earth , causes of

� Characteristics of air. � Air pressure and its impact on our
ozone layer depletion and its
lives.
effects.
� Water as an important resource � Ways to manage and preserve � Availability of water and the
water. impact of human activities on the
� Ways to safeguard drinking water
quality of water
� Physical properties of water. � Properties of water that make it

an essential component of the
� Water cycle
Earth System.
� Factors which contribute to � Ways through which waste can be � Local environmental issues and
pollution and ways to minimize managed ways of addressing the issues.
pollution.
19
Matter materials
� Objects are made of particular � Materials can be changed by � Uses of materials are determined
material different means by their properties and some
things can be changed.
� Links between materials and their � Change can happen faster or
Properties of materials
properties slowly and their causes

Scope and Sequence
� Grouping objects according � Grouping objects according � Grouping objects according

Materials
and their
to their uses, properties and to their uses, properties and to their uses, properties and
uses
material types material types material types

Compounds and
Mixtures ,
Elements
Physical and
Chemical
Changes
20
Matter materials
� Properties of materials (flexibility, � Physical properties of materials � Properties such as
solubility, and luster) and their such as heat and electrical biodegradability and solubility
uses. conductivity
� Properties of materials relate to
Properties of materials
� Properties of materials and their their usage.
uses
� Matter as everything that has

mass and occupies space.
Scope and Sequence

� Measuring of physical � Measuring of physical properties � Measuring a range of physical
properties (volume, mass, and (volume and mass) quantities using appropriate
temperature). methods and apparatus.
� Using appropriate equipment
accurately
Materials
and their
uses
� Common mixtures � Types of mixtures. � Pure substances, mixtures and
Compounds and
compounds.
Mixtures ,
� Pure substances and mixtures
Elements
� Ways to separate mixtures. � Importance of mixtures and � Chromatography and simple
separating techniques. distillation and their importance
� Materials can change in different � Physical changes � Physical and chemical changes.
Physical and
conditions
Chemical
Changes
21
Energy and Change
Energy and its � Humans get the energy resources � Various effects of energy in our � Various effects of energy and its
impact they need from the environment lives. impacts on our lives.
� How the sun affects the
environment.
� Various ways to use energy wisely � Ways on how energy is used at � Different ways in which energy
Energy and
its impact
at home and school. home and different ways energy can be used wisely.
can be used wisely.
Types of Energy, energy
sources and receivers
Scope and Sequence
� Safety measures in using a variety � Use of electricity at home and the � Electric circuits and circuit
of electrical appliances. safety measures taken in using components.
Electricity
electrical appliances.
� Different magnets and their � effects of magnets on different � Relationship between magnets
Magnets
effects on different materials. materials and compass.

� Classification of magnetic and
non-magnetic material.
� Natural and artificial sounds in � Making sounds and identifying � Sound is a form of energy which
Energy
the environment that it is a form of energy. travels as vibrations from a

Sound
source.
� Sound - a form of energy.
� Different colours in the � Relationship between light and � Light can be split into many
Energy
environment materials different colours.

Light
� Different sources of light
� Push and pull can cause some � Motion of objects and ways to � Various effects of forces on
objects to move. change the motion of an object. movement of objects.
Force and Motion
22
Energy and Change
Energy and its

impact
Energy and
its impact
� Forms of energy � Energy sources and how energy is � Energy transformations
Types of Energy, energy

sources and receivers
transformed.
� renewable and non-renewable � potential and kinetic energy

� The impacts of using both types � Factors that affect them.
� Sources of heat and heat transfer � Sound energy how sound travels � Light energy and properties of
light
Scope and Sequence

� Simple circuits � Parallel and series circuits � The power plant utilized for
energy production. (e.g. power
Electricity
stations in islands)
� Conservation of energy and its

importance.
� Magnets, and their applications � Properties of magnets and its � Magnets and magnetic field
Magnets
applications.
Energy
Sound
Energy
Light
� Effects of forces (including � Friction and air resistance � Simple machines and their usage
magnetic) on the motion and in everyday lives
Force and Motion
shape of objects.
� Effect of friction � Levers as simple machines.
� Measuring forces using force � Balanced and unbalanced forces. � Gravitational force
meters
23
Science and technology
� Use of science and how scientists � Scientific method-way scientists � Contributions to science
Scope and Sequence
work. work
Science as a human
endeavour
� Scientific knowledge used to � Scientific knowledge used to � Impacts and contributions of

understand events/phenomenon understand events/phenomenon science.
� Contribution of science to quality � Contribution of science to quality
of life. of life.
� Formulating ideas and � Implements designs and � Implements designs and

making
Design
implementing designs. communicating of findings communicating of findings

science and
� Follow scientific methods to make � Applies the knowledge gained to � Applies the knowledge gained to
wisely
Using
informed decisions make informed decisions solve real life problems
� Observational skills and � Observational skills and � Observational skills and
Observation and
communication
communicates their observations communicates their observations communicates their observations

in various means and methods. in various means and methods. in various means and methods.
Scope and Sequence
� Conducts investigations by � Conducts investigations with � Conducts simple investigations

Investigations
observing, questioning, recording teacher guidance. with guidance.

data and suggesting possible
explanations with guidance.
� Take care of themselves, others � Take care of themselves, others � Take care of themselves, others
responsibility
and respects others viewpoints. and respects others viewpoints. and respects others viewpoints.
Safety and
24
Science and technology
� Use of science and how scientists � Scientific method-way scientists � Contributions to science
Scope and Sequence

work. work
Science as a human
endeavour
� Scientific knowledge used to � Scientific knowledge used to � Impacts and contributions of
understand events/phenomenon understand events/phenomenon science.
� Contribution of science to quality � Contribution of science to quality
of life. of life.
� Formulating ideas and � Implements designs and � Implements designs and
making
and
Design
implementing designs. communicating of findings communicating of findings
wisely
science
Using
� Follow scientific methods to make � Applies the knowledge gained to � Applies the knowledge gained to
informed decisions make informed decisions solve real life problems
� Observational skills and � Makes observations to provide � Makes observations to provide
Observation and
communication
communicates their observations supporting evidence supporting evidence
in various means and methods.
Scope and Sequence

� Conducts simple investigations � Conducts simple investigations � Conducts simple investigations
Investigations
with guidance.
� Take care of themselves, others � Take care of themselves, others � Take care of themselves, others responsibility
and respects others viewpoints. and respects others viewpoints. and respects others viewpoints. Safety and
25
GRADE 4
Outcomes and Indicators
Grade 4
Strand: Life and Living
Sub-strand: Livings things- their structure and functions

Outcome Indicators
LL1.2 Recognise that there are a variety of This is evident when the student:
living things and most of them can
be classified in to plants, animals, a. Classifies some broad groups of living things into
fungi and bacteria. (diversity) plants, animals, fungi, bacteria)
b. Observes and make simple drawing of organisms
from four groups of living things.
c. Researches on the diversity of living things in a
selected habitat (e.g. woods, mangroves, beach).
Outcome Indicators
LL1.3 Observes and explains the This is evident when the student:
characteristics of life common
to minute organisms. a. Observes and describes minute organisms, such as
shrimp, algae, and aphids etc. that are found in the
environment.
b. Observes and describes the characteristics of living
things which are common to minute organisms
Outcome Indicators
LL1.6 Explain that living things This is evident when the student:
have structural features and
adaptations that help them to a. Identifies different structures of birds and explain
survive in their environment the relationship between structure and function,
(e.g. relate the shape of birds’ beaks to the food they
eat, temperature regulations and type of skin etc.).
b. Describes examples of adaptations to structures and
behaviours (e.g., flippers, webbed feet, night-time
vision, wide wings, camouflage coloring, migration,
and hibernation) that have enabled living things to
adapt to their environments in the long term).
c. Studies how animals use mimicry and camouflage
(e.g. mimic octopus, beach crab)
d. Identifies different parts of a plant and their
functions,( e.g. a trunk or stem for strength and for
water to move up, a flower is coloured or scented to
attract insects)

Grade 4
Outcome Indicators
LL1.7 Recognises that micro-organisms This is evident when the student:

are everywhere, some can
cause diseases/Illnesses a. Identifies that micro-organisms are found
while others are useful everywhere.
b. Identifies that some micro-organisms can cause
common illness.
c. Identifies some useful applications of
microorganisms (e.g. making yogurt, making bread)
Sub-strand: Interdependence of life

Outcome Indicators
LL.2.1 Explores a variety of habitats- This is evident when the student:

beach and reef and identify ways
in which individuals and groups a. Researches the different plants and animals that
of organisms interact with each exist in beach and reef.
other and their environment. b. Identifies the components of an animal habitat.
(Include: food, water, living space, cover/shelter)
c. Identifies the factors that affect the survival of
an organism (e.g., physical characteristics of the
environment, availability of food, types of other
organisms present etc.).
d. Investigates and describes a variety of local habitats
and their associated populations of plants and
animals.
e. Illustrates ways that plants and animals depend on
each other
f. Investigates the importance of plants to the
environment.
g. Respects living things and care for their
environment.
Outcome Indicators
LL2.4 Explore healthy food choices This is evident when the student:
and explain how food is
used by living things. a. Recognises the various ways in which food is used
by plants and animals. (e.g., growth, support and
repair, provides energy etc.)
b. Identifies the six essential nutrients needed for a
balanced diet and locates the different nutrients by
the food groups.

Grade 4
c. Plans healthy meals and snacks that emphasize the
principles of food pyramid using local foods.
d. Identifies and applies an understanding of a healthy,
balanced diet with a variety of daily choices.
e. Identifies benefits of daily water intake
f. Explains how human health may be affected by food
choices made.
Sub-strand: Reproduction and Change

Outcome Indicators
LL3.1 Recognises that living things This is evident when the student:
have life cycles and as the
organism grows they change. a. Describes how humans grow and change as they get
older based on personal experiences.
b. Identifies that there are similarities in the growth
of living things that can be recognized as basic
stages (e.g: stages in life cycles, babies , toddlers,
teenagers, adult)
c. Observes and compare the life cycles of animals
over a period of time(e.g., butterfly, grasshopper,
cockroach, chicken, frog)
Outcome Indicators
LL3.2 Recognises that there are This is evident when the student:
variations between parents and
their offspring, and there are a. Observes the similarities and differences between
variations within the same species. offspring and their parents, (e.g., kittens are similar
to cats and children have similarities to their parents
and siblings)
b. Collects and organises data about the observable
features of humans in different countries, (e.g. eye
colour, size, height etc.)
c. Investigates to compare different features of a
selected plant species.

Grade 4
Strand: Earth and Beyond
Sub-strand: Earth, Solar system and universe as dynamic systems

Outcome Indicators
EB1.1 Describes the features of the Earth This is evident when the student:
especially the Earth’s structure.
a. Discusses the structure of the Earth and identifies
the layers of the Earth.
b. Recognises that the Earth’s crust is made of rocks

and soil.
Outcome Indicators
EB1.3 Explores how the process of This is evident when the student:
erosion and deposition can cause
changes to the Earth’s surface and a. Describes how erosional and depositional processes
identify ways to reduce erosion. (e.g., waves, wind, rivers and glaciers) can cause
changes to the Earth’s surface.
b. Observes and identifies erosion, accretion and
deposition.
c. Identifies ways how human activities lead to erosion
and deposition of Earth’s materials (e.g., clearing of
land, planting vegetation, paving land, construction
of new buildings).
d. Identifies ways beach erosion can be minimised
(e.g., planting of trees, building retaining walls)
Outcome Indicators
EB1.4 Explores the local weather system. This is evident when the student:
a. Identifies features that accompany different weather

phenomenon.
b. Recognizes local features/components of weather
systems (e.g. cloud cover, temperature, wind speed)
using weather charts.
Outcome Indicators
EB1.6 Describes disasters and This is evident when the student:

how it impacts humans
and the environment. a. Identifies different types of disasters such fire, flood,
earthquakes, tsunamis and storm surge.
b. Describes some causes and effects of disasters.
c. Identifies measures to reduce the impact of
disasters.

Grade 4
Outcome Indicators
EB1.7 Describes rotation and This is evident when the student:

revolution of the Earth.
a. Explains revolution in relation to the Earth’s
movement.
b. Shows using models how rotation of the Earth
produces day and night.
c. Appreciates the phenomena of Earth’s rotation and
revolution.
Sub-strand: Events on Earth and beyond occur on different scales of time and
space
Outcome Indicators
EB2.1 Recognises that Earth’s This is evident when the student:

surface change over time.
a. Identifies some agents ( wind, moving water, waves)
can cause changes to the Earth surface over time
(e.g. changing of landscape)
b. Observes changes to Earth surface (e.g., beach area,
mangroves) that has occurred over time.
Outcome Indicators
EB2.2 Relates to the fact that soil This is evident when the student:
is formed over years and
investigates the composition/ a. Recognises that soil is formed over years.
characteristic of soil. b. Describes the various components of the soil
sample.
c. Observes and describes the differences between
sand, clay, humus and other soil components.
d. Experiments to find out that soil can be separated
into different components.

Grade 4
Outcome Indicators
EB2.3 Explores the relationship between This is evident when the student:
soil and other living things.
a. Studies the relationship between living things and
soil (e.g., earthworms live in soil, the roots use soil
as an anchor).
b. Identifies ways in which the components of various
soils enable the soil to provide shelter/homes and
or nutrients for different kinds of living things (e.g.,
microorganisms feed on decaying matter on the
soil).
Sub-strand: Living things use the resources of the Earth, solar system and
Outcome Indicators
EB3.1 Explores how living things This is evident when the student:
use Earth’s resources.
a. Investigates the ways that the Earth’s resources are
used by living things.
b. Identifies that natural resources can be living or non
-living things.
c. Recognizes ways to reduce the wastage and over
usage of resources.
Outcome Indicators
EB3.2 Identifies that air is an important This is evident when the student:
resource and explores the
characteristics of air. a. Identifies that air is an important resource (e.g.
air is needed for breathing, oxygen is used for
combustion).
b. Recognises that the Earth is surrounded by a layer of
air called the atmosphere.
c. Recognises that air is a mixture of gases.
d. Investigates that air takes up space and has mass.

Grade 4
Outcome Indicators
EB3.3 Explores water as an important This is evident when the student:

resource and discusses ways
to safeguard drinking water a. Appreciates water as precious resource and realises
that potable water is limited.
b. Identifies the kind of threats to drinking water (e.g.,
no proper sanitary facilities- leads to seeping of
microorganisms to wells)
c. Discusses different ways local communities can
collect and protect water (e.g., chlorinating water
and filtering)
Outcome Indicators
EB3.5 Identifies factors which This is evident when the student:

contribute to pollution (air,
land and water) and discusses a. Identifies pollutants that affect our environment (air,
ways to minimize pollution. water and land)
b. Recognises the need to keep our environment (e.g.
beach areas, harbor, roads, ferry terminals etc.)
clean.
c. Investigates factors contributing to the pollution
of a selected environment (local beach, mangrove,
and landfill) and identifies ways to conserve the
environment.
d. Creates a plan to keep a selected environment clean
(e.g. beach area, harbour, ferry terminals etc.)
e. Advocates the importance of keeping the
environment clean.

Grade 4
Strand: Matter & Materials
Sub-strand: Properties of Materials

Outcome Indicators
MM1.1 Investigates various properties This is evident when the student:

of materials such as flexibility,
solubility, and luster and a. Recognizes that there can be different types of
explores their uses. material and they have different uses depending
on their properties (e.g. paper can be hard or soft/
heavy or light/thick or thin and that tissue is used for
wiping face while thick paper is used for writing on)
b. Investigates the properties (e.g. flexibility, hardness,
solubility, luster) of a range of everyday materials
such as fabric, metals, plastic and glass.
c. Designs a product using everyday materials based
on a particular property of a material (e.g. hardness,
flexibility, texture)
Outcome Indicators
MM1.3 Measures physical properties such This is evident when the student:
as volume, mass, and temperature
using appropriate equipment. a. Recognises that all objects and substances have
physical properties that can be measured.
b. Measures mass (balances in grams or kilograms) of
objects.
c. Measures volumes of liquids in milliliters and liters.
d. Measures the temperature of various substances
using a thermometer.

Grade 4
Sub-strand: Mixtures, Compounds and Elements

Outcome Indicators
MM2.1 Explores and identifies common This is evident when the student:
mixtures and distinguishes pure
substances from mixtures. a. Observes and describes how mixtures are made.
b. Identifies materials such as pure substances (e.g.
water, sugar, salt) or mixtures (e.g. salt and pepper,
mixed dry beans).
c. Classifies pure and mixtures they find around their
home or school.
Outcome Indicators
MM2.2 Explores and identifies ways This is evident when the student:
to separate mixtures according
to their physical property. a. Describes ways to separate the components of a
mixture based on their physical properties (e.g.,
sorting, magnets, screening)
b. Investigates and separates a variety of mixtures.
Sub-strand: Physical and Chemical Changes

Outcome Indicators
MM3.1 Explores and identifies This is evident when the student:

that materials can change
in different conditions. a. Recognises the cause of a change in a variety of
materials (e.g. Clothes on the line dry out in the sun/
Ice-cream melted because it got too hot)
b. Compares the ways that different materials change
(e.g. eggs go hard when boiled, onions go soft when
cooked)
c. Compares the differences in the extent to which
things dissolve in water (e.g. sugar disappears when
you dissolve in water whereas chalk and sand would
not dissolve)
d. Identifies that some changes do not result in a new
substance being formed (e.g. breaking glass, cutting
paper) whereas other changes bring about a change
(e.g. baking a cake, burning paper)
e. Investigates simple changes that occur in materials
in everyday life (e.g. rusting, discolouration in
materials, ice melting)

Grade 4
Strand: Energy and Change
Sub-strand: Types of energy, energy sources and receivers

Outcome Indicators
EC1.1 Explores and investigates This is evident when the student:

forms of energy and compare
various forms of energy such a. Identifies a variety of forms of energy: sound, heat,
as heat, sound and light light, present in their home and classroom and gives
examples from everyday life of how these types of
energy are used. (e.g. electricity is used for cooking,
watching television, listening to radio)
Outcome Indicators
EC1.3 Explores and identifies sources This is evident when the student:
of heat and classifies different
ways heat gets transferred a. Recognises variety of sources of heat (e.g. solar
energy, heat from burning of biomass, burning of
fossil fuels, friction in mechanical movement).
b. Measures and records temperature using
thermometer.
c. Experiments with a range of materials to identify
that heat get transferred. (Note: technical terms of
heat transfer is not required at this level)
Sub-strand: Electricity
Outcome Indicators:
EC2.1 Draws and constructs simple This is evident when the student:
circuits and explain how it works.
a. Constructs a simple circuit and draws the circuit.
b. Observes and identifies that electricity will only
travel around a circuit that is complete. (That means
it has no gaps)
Sub-strand: Magnets
Outcome Indicators
EC3.1 Investigates magnets, how they This is evident when the student:
affect other magnets and common
objects and identifies that magnets a. Explores that magnets have poles and investigate
have useful applications. how these poles work.
b. Examines and classify objects and materials as
magnetic and non-magnetic.
c. Investigates that magnets attract certain materials
through other materials such as water, glass and
plastic.

Grade 4
d. Studies on how magnets are used in daily life (e.g. in
refrigerator, , clippings)
e. Designs and make a/an object/device/toy (e.g. a
fishing game using a magnet)
Sub-strand: Force and Motion

Outcome Indicators
EC4.1 Describes the effects of forces This is evident when the student:
(including magnetic) on the
motion and shape of objects. a. Identifies that when something moves or changes
shape it is due to a force or forces acting on it.
b. Recognizes that objects at rest will not move unless
a force is applied to them.
c. Observes and records various examples of push and
pull from everyday life.
Outcome Indicators
EC4.2 Explores and investigates the This is evident when the student:
effect of friction experienced
in everyday life. a. Identifies and explains friction as an opposing force
which slows down the motion.
b. Explores floating and sinking using different objects
in water.
c. Explores and identifies the usefulness of force of
friction.
d. Investigate helpful and harmful effects of friction.
Outcome Indicators
EC4.3 Explores and identifies how force This is evident when the student:
meters are used to measures forces.
a. Measures forces between objects in Newtons
b. Identifies objects change their shape (stretched or
compressed) when a force exerted on them.
c. Investigates how the shape of the spring changes
using different forces.

Grade 4
Strand: Science and Technology
Sub-strand: Science as a human endeavor

Outcome Indicators
ST1.1 Explores the use of science This is evident when the student:
in everyday life and identifies
a. Recognises that scientists work in a particular
how scientists work. manner to find out how phenomenon’s’ occur (e.g.
experimenting, planning, testing hypothesis etc.)
b. Identifies that scientific knowledge is applied in ev-
eryday activities (e.g. greasing for various lubrication
purposes-reducing friction).
Outcome Indicators
ST1.2 Explores that scientific This is evident when the student:

knowledge is used to understand
a. Recognises that most of everyday events can be ex-
events/phenomenon and it plained through the knowledge of science (e.g. food
contributes to quality of life. gives them energy, vehicles need fuel)
b. Recognizes that scientific ideas help us to improve
the quality and sustainability of life. (e.g. vaccines,
water quality, sanitation mechanism, etc.)
Sub-strand: Design and Making

Outcome Indicators
ST2.1 Formulates ideas and implement This is evident when the student:
their own designs.
a. Explains how everyday materials and objects work.
b. Identifies characteristics of different objects and give
reasons for the preferences.
c. Designs and make a plan to create a new or revised
product.
d. Selects and uses variety of materials to make a
product.
e. Evaluates own work and the work of others to make
modifications.
Sub-strand: Using Science Wisely

Outcome Indicators:
ST3.1 Uses the knowledge gained to This is evident when the student:
make informed decisions
a. Identifies the changes that take place in some ob-
jects (e.g. through observations of different objects).
b. Recognises that some objects change over a time.
c. Relates everyday activities to their scientific knowl-
edge where appropriate (e.g. the clothes on a
clothes line dry from the heat of the sun).

Grade 4
Strand: Working Scientifically
Sub-strand: Observation, Questions & Hypothesis

Outcome Indicators
WS1.1 Uses observations to This is evident when the student:

provide supporting evidence
for event/phenomena. a. Uses appropriate tools in making observations.
b. Uses appropriate vocabulary to explain events/
phenomena.
c. Describes observations through various means. (E.g.
sketches, drawings, tables etc.)
Sub-strand: Investigations
Outcome Indicators
WS2.1 Conducts simple investigations This is evident when the student:
a. Formulates investigative questions

b. Identifies variables in an investigation.
c. Plans simple procedures in carrying out simple
investigations
d. Collects data using appropriate tools.
e. Uses appropriate units in measurement.
f. Organizes data in appropriate ways.
Sub-strand: Safety & Taking responsibility
Outcome Indicators
WS3.1 Take care of themselves, others This is evident when the student:
and respects others viewpoints.
a. Follows safety procedures given by the teacher (e.g.
wear goggles while heating)
b. Demonstrates responsibility when doing practicals.
c. Listens and respects others viewpoints.
d. Discusses ways to reduce consumptions.
e. Demonstrates the understanding about why we need
to look after environment

GRADE 5
Grade 5

Outcome Indicators
LL1.2 Explore a variety of living things This is evident when the student:
and uses simple classification
methods to infer the relatedness or a. Observes and describes the diversity of living things
divergence of organisms.(diversity) within the local environment. (Include: fungi, plants,
animals).
b. Distinguishes between vertebrates and
invertebrates.
c. Describes traits common to all invertebrates.
d. Observes and compares the main traits of insects
and spiders.
e. Describes what classifying tells us about the
relatedness among the animals placed within a
group.
f. Recognises the diversity of living things their
importance to the environment and appreciates the
creations of Allah (SWT)
Outcome Indicators
LL1.3 Observes to infer that some living This is evident when the student:
organisms are unicellular.
a. Observes and make sketches (scientific drawings) of
a variety of single celled organisms and cells.
b. Describe the observable behaviors of single celled
organisms
c. Recognises that most single celled organisms have
needs similar to those of multicellular organisms.
d. Appreciates that single cell also shows all the
characteristics of life.
Outcome Indicators
LL1.5 Describe that multicellular This is evident when the student:

organisms consist of systems which
perform different functions a. Identifies the organs that make up the skeletal
system and respiratory system.
b. Identifies the functions of root system in plants.
c. Recognises that body systems are made up of
different organs and perform specific functions.

Grade 5
d. Identifies the functions of various systems in
humans (e.g. respiratory system, skeletal system)
e. Shows curiosity in exploring their own body and
questioning about the structure or function of the
body.
Outcome Indicators
LL1.6 Explore the relationship This is evident when the student:

between the different external
features /structures to the a. Recognises that body features or structures are
survival of organisms. adapted to enhance organism’s survival and it can
be structural or behavioural. (e.g. cope with physical
factors, obtain food, escape predators, reproduce by
finding and attracting mates or dispersing seeds)
b. Studies various observable structural features
of plants that grow in different environmental
conditions (e.g. beach – thick leaves, root system in
mangroves)
Outcome Indicators
LL1.7 Explores microorganisms and This is evident when the student:

identify that diseases can be
caused by some microorganisms. a. Identifies some illnesses and the organism causing
the illness. (e.g. rubella, flu, chicken pox and some
conditions e.g. boils, tooth decay) are caused by
micro-organisms
b. Discusses ways to protect the body from common
illnesses.

Outcome Indicators
LL2.1 Explores a variety of habitats and This is evident when the student:
identify ways in which individuals
and groups of organisms interact a. Recognises that each plant and animal depends on a
with each other and their specific habitat to meet its needs.
environment. b. Compares the needs of a variety of living things and
identify how the needs of animals change with the
habitat. (e.g. some living organisms live in water
and some on land, some eat plants and some eat
other animals)
c. Identifies how living things depend on one another
(e.g. trees produce the oxygen that other living
things breathe; plants such as tomatoes and apple
trees and animals such as cows and fish provide food
for humans and for other animals)

Grade 5
d. Investigates organisms in coral reefs and
communicate its importance.
e. Investigates how living things are dependent on
the non-living environment, (e.g. . using air for
breathing, water for drinking, nutrients from soil for
plant growth)
Outcome Indicators
LL2.3 Explore the impact on various This is evident when the student:
habitats caused by human
activities and natural disasters. a. Studies the impacts of human activity on a familiar
habitat.
b. Researches on a local endangered organism and
identify the reasons for it to become endangered.
Outcome Indicators
LL2.4 Explore healthy food choices This is evident when the student:
and interprets data to make
informed decisions. a. Calculates the body mass index and describes how
eating habits and physical activity levels can affect a
person’s weight and health.
b. Utilizes the basic information on food labels to make
decisions about the nutritional value of various
foods.
c. Evaluates a daily menu and suggest changes to align
more closely with food pyramid.

Outcome Indicators
LL3.1 Identifies the major changes This is evident when the student:
living things undergo as
they grow and develop. a. Describes seasonal changes in the life of a tree. (e.g.
appearance of fruits: mango, water melon during
the season).
b. Describes observable changes at different stages
of development in familiar living things. (e.g. seed
growing into a seedling and further development,
egg hatch into a chick and develop further )
c. Identifies the bodily changes that occur during
puberty (e.g. height, growth of body hair, deepening
voice, menstruation)
d. Discusses ways to address personal hygiene during
puberty.

Grade 5
Outcome Indicators
LL3.2 Explain that reproduction is This is evident when the student:

necessary for the inheritance
of characteristics and the a. Recognises that reproduction is necessary for the
continuation of a species. survival of any species and continuation of species.
b. Investigates some characteristics found in animals
and plants, such as eye color, height, leaf shape,
seed type that are passed from one generation to
another.

Grade 5

Outcome Indicators
EB1.1 Describes the layers of the This is evident when the student:
atmosphere and its features.
a. Studies the features of the atmosphere.
b. Describes the layers of the atmosphere.
c. Discusses the protective role of the atmosphere.
Outcome Indicators
EB1.2 Explores earth materials such This is evident when the student:
as rocks, minerals and soil.
a. Recognises that the earth materials are composed of
rocks and soil.
b. Studies different rocks and minerals (e.g. limestone,
pumice, quartz, calcium carbonate, feldspar)
c. Describes ways in which soil is formed from rocks
and sand.
Outcome Indicators
EB1.3 Explores the types of weathering This is evident when the student:
and how weathering causes
changes to the Earth’s surface. a. Describes different types of weathering and
identifies that it can occur at different rates.
b. Observes sites where weathering occurs and relates
to the types of weathering (e.g. boulder rocks
change the colour, surface changes).
Outcome Indicators
EB1.4 Explores the difference between This is evident when the student:
weather and climate, and
relate changes in weather a. Distinguishes between weather and climate.
to different seasons. b. Studies different weather patterns and associates
them with different seasons.
Outcome Indicators
EB1.5 Explores the greenhouse This is evident when the student:

effect and its impact.
a. Identifies the greenhouse gases that exist naturally
in the environment.
b. Explains greenhouse effect.
c. Identifies the factors that contribute to the increase
of greenhouse gases and its impact on lives.
d. Discusses ways to reduce greenhouse gases.

Grade 5
Outcome Indicators
EB1.6 Recognises natural disasters that This is evident when the student:
are likely to occur in the Maldives
and identifies preventive measures. a. Identifies some natural disasters that are likely to
happen in the Maldives (e.g., flood, tsunami, sea
swell, tornado and tidal surge, coastal erosion)
b. Researches on a selected natural disaster and
discusses the cause, impacts and likely preventive
measures that could be taken.
c. Discusses some environmental hazards and its
impacts on humans and the environment ( e.g.,
water pollution).
Outcome Indicators
EB1.7 Explains the occurrence This is evident when the student:

of tides and seasons.
a. Discusses the features of the seasons of the world.
b. Identifies that the seasons are caused by the Earth’s
tilt.
c. Explains the formation of spring and neap tides.
space
Outcome Indicators
EB2.1 Compares the scales of time This is evident when the student:
in which different changes
take place and describes the a. Identifies that some changes are regular and others
impact of changes to landscapes are irregular and these occur at different time scales
caused by human activities. (e.g., regular: seasons/day-night, irregular: volcanic
eruptions, beach erosion).
b. Determines positive and negative effects of human
alteration of landscape (e.g., cutting down the
forest for housing, reclaiming mangroves/swamps,
reclamation of land, creation of parks).
c. Collects data to study the changes that has taken
place for a selected area over the years.
Outcome Indicators
EB2.2 Investigates properties of This is evident when the student:

different soil samples
a. Investigates soil characteristics and properties
especially permeability, porosity, texture and colour.
b. Analyses soil samples in relation to plant growth.

Grade 5
Outcome Indicators
EB2.3 Explores ways to enrich This is evident when the student:

and preserve the soil.
a. Relates importance of recycling organic materials in
the soil to keep the soil fertile (e.g., keeping leaves
on the ground).
b. Identifies some of the artificial fertilizers used to
enrich soil.
c. Discusses advantages/disadvantages of using natural
and artificial fertilizers.
d. Appreciates the importance of soil.
Outcome Indicators
EB3.1 Identifies Earths available This is evident when the student:

resources are limited and that
living things depend on them. a. Recognises that Earth’s available resources are
limited.
b. Classifies resources as renewable and
non- renewable.
c. Selects a range of resource (e.g. fossil fuels, trees
etc.) and discusses how we depend on them.
d. Identifies one’s own needs and wants and relates to
the needs of the whole community.
e. Identifies ways to reduce ecological footprint and
advocates the importance of reducing consumption.
f. Appreciates that all the resources are created by
Allah for the benefit of living things.
Outcome Indicators
EB3.2 Investigates properties of This is evident when the student:

air such as air pressure.
a. Recognises that air has mass and exerts pressure.
b. Investigates the effects of air pressure.
c. Explores the impacts of air pressure on our lives
(e.g. inflating tires, blowing up a balloon, drinking
from a straw).

Grade 5
Outcome Indicators
EB3.3 Describes ways to manage This is evident when the student:

and preserve water.
a. Surveys to find out the availability of water / its
sources within their locality.
b. Describes ways how people manage water in their
community especially focusing on rainwater harvest.
c. Studies some ways water can be conserved (e.g.,
conducts a water usage audit and takes necessary
actions to minimise water wastage)
Outcome Indicators
EB3.4 Investigates the physical This is evident when the student:

properties of water.
a. Explains the terms freezing, melting, evaporation
and condensation.
b. Describes and illustrate the water cycle using the
physical properties of water.
c. Demonstrates that water acts as a good solvent.
Outcome Indicators
EB3.5 Explore ways through which This is evident when the student:
waste can be managed
a. Discusses the need to reduce the amount of waste
produced.
b. Identifies some of the ways to reduce the amount of
solid waste produced in the island.
c. Identifies good practices of waste management
done within the community and elsewhere.

Grade 5
Sub-strand: Properties of Materials

Outcome Indicators
MM1.1 Explores and investigates This is evident when the student:

physical properties of materials
such as heat and electrical a. Identifies some common metals especially familiar
conductivity and identifies metals like gold, silver, aluminium, copper and
that properties of materials makes connections between their uses and
and their uses are linked. properties (e.g. gold and silver are shiny and used
for jewellery/ copper and aluminium are used in
saucepan because they heat up quickly)
b. Investigates properties (e.g. magnetic/light weight)
of some common materials such as steel and
aluminium.
c. Investigates the properties such as heat and electric
conductivity of some materials and relates to their
everyday uses.
Outcome Indicators
MM1.3 Measures physical properties This is evident when the student:

such as volume and mass using
appropriate equipment accurately. a. Measures and compares the masses of objects using
appropriate instruments.
b. Measures and compares the volumes (the amount
of space an object occupies) of objects using a
graduated cylinder.
Sub-strand: Mixtures, compounds and elements

Outcome Indicators
MM2.1 Explores and identifies This is evident when the student:

different types of mixtures.
a. Identifies four different types of mixtures as
solution, suspension, emulsions and colloids.
b. Analyzes the differences between different types of
mixtures.
c. Differentiates solutes, solvent and solution
Outcome Indicators
MM2.2 Investigates to separate mixtures This is evident when the student:

and recognizes the significance
of mixtures and separating a. Discusses various methods for separating mixtures.
techniques to our lives. b. Investigates simple separating techniques to
separate mixtures (e.g. filtration, evaporation,
decanting, sorting, sieving)

Grade 5
c. Recognises that separations of mixtures provide
valuable or important substances on which we
depend. (e.g. extraction oil/milk from coconut)
d. Describes real life applications of mixtures.
Sub-strand: Physical and Chemical Change

Indicators
Outcome
This is evident when the student:
MM3.1 Explores physical changes
in the state of matter. a. Investigates and recognizes water can change from a
liquid (melt), as the result of temperature changes.
b. Measures and compares the temperature of water
when it exists as a solid to its temperature when it
exists as a liquid.
c. Describes the changes in the physical properties
of water (i.e. shape and volume) when frozen or
melted.
d. Investigates the effect of heat energy on various
materials (i.e. change in temperature, melting,
evaporation)

Grade 5
Sub Strand: Types of Energy, Energy Sources and Receivers

Outcome Indicators
EC1.1 Explores and identify energy This is evident when the student:
sources and describes how
energy is transformed. a. Identifies different types of energy sources.
b. Researches about energy and where it comes from
and presents a report on energy sources.
c. Describes how energy is stored and transformed in a
given device or system (e.g. battery operated device)
Outcome Indicators
EC1.2 Classifies energy types as This is evident when the student:

renewable and non-renewable
and understands the impacts a. Differentiates that energy sources are either
of using both types. renewable or non-renewable
b. Identifies both immediate and long term impacts in
using renewable and non-renewable energy.
c. Discusses practices designed to conserve energy.
Outcome Indicators
EC1.3 Explores and identifies that sound This is evident when the student:
is a form of energy and investigates
how sound travels through various a. Explores how different sounds may be made by
making a variety of materials vibrate (e.g. skin of
materials (air, water and solids).
drum, plastic ruler on table).
b. Investigates what happens to the sound produced
when length, thickness, diameter and type of
materials are varied.
c. Designs and make simple instruments to produce
variety of sounds.
d. Appreciate the importance of hearing.
Sub Strand: Electricity

Outcome Indicators
EC2.1 Observe and investigate that This is evident when the student:
parallel and series circuits have
different characteristics. a. Represents simple circuits using schematic diagrams.
b. Identifies series and parallel circuits using diagrams.
c. Explains and compare the effects of series and
parallel circuits on brightness of bulb.
d. Designs a model for circuits in the home on paper
and on a circuit board (using light bulbs and
switches).

Grade 5
Sub Strand: Magnets

Outcome Indicators

properties of magnets and
identifies important applications a. Investigates the properties of magnets such as North
including magnetic compass. and South poles, transfer of magnetic properties.
b. Observes the effect of magnets and the strength of
various magnets.
c. Explores how a compass works.
d. Studies various ways magnets are used in daily life
(e.g. used in doors, cabinets, pencil cases)
Sub Strand: Force and Motion

Outcome Indicators

friction, including air resistance
as a force that slows moving a. Identifies that when objects are pushed or pulled an
objects and may prevent objects opposing push or pull can be felt.
from starting to move. b. Identifies the direction in which forces act.
c. Investigates and explains the force of air resistance
as an opposing force.
d. Recognise the force of air resistance of a free falling
object.
Outcome Indicators
EC4.3 Investigates the relationship This is evident when the student:

between forces and motion, in
balanced and unbalanced forces. a. Investigates that an unbalanced force is needed to
move an object or change its direction.
b. Uses spring scales to measure forces.
c. Designs their own experiment to predict and test
about balanced and unbalanced forces.

Grade 5

Outcome Indicators
ST1.1 Explores how scientists work This is evident when the student:
a. Describes the procedures scientists follow in their

work (e.g. investigations, experimenting, and
research.)
b. Explores occupations related to science (e.g.
laboratory technicians, meteorological officers,
fisheries technology, agriculturalist etc.).
Outcome Indicators
ST1.2 Explores that scientific This is evident when the student:

knowledge is used to understand
events/phenomenon and a. Recognises that scientific ideas help to explain how
things work (e.g. products and tools used by humans
contributes to quality of life.
for various purposes).
b. Recognises that people use scientific ideas to solve
problems faced in daily life (e.g. food preservation
techniques, sewerage systems, new medicinal
drugs).

Outcome Indicators
ST2.1 Implements their own designs This is evident when the student:
and communicates their findings
a. Investigates a range of materials to make a usable
product.
b. Recognizes the importance of new designs to create
interest among people.
c. Presents a design proposal of a workable/usable
product.
d. Creates a product to solve an everyday problem
using a variety of materials. (E.g. making a storage
container).
e. Evaluates the effectiveness of the product, process
and the plan.
Sub-strand: Using science wisely

Outcome Indicators
ST3.1 Applies the knowledge gained This is evident when the student:
to make informed decisions
a. Identifies and explains events and phenomenon
using their scientific knowledge (e.g. germination of
seeds, spreading of germs).

Grade 5

Outcome Indicators
WS1.1 Uses observations to provide This is evident when the student:

supporting evidence for
a. Uses appropriate tools in making observations.
event/phenomena.
b. Uses appropriate vocabulary to explains events/
phenomena
c. Describes observations by various means. (E.g.
sketches, drawings, tables etc.)
Outcome Indicators
a. Formulates investigative questions

c. Plans procedures in carrying out simple
investigations
e. Recognises the need to take accurate
measurements.
f. Uses appropriate units in measurements
g. Organizes data in appropriate ways.
h. Proposes ways to improve the investigation.
i. Analyses data to make conclusions.

Outcome Indicators
WS3.1 Take care of themselves, others This is evident when the student:
and respects others viewpoints.
a. Follows safety procedures given by the teacher (e.g.
wear goggles while heating).
b. Demonstrates responsibility when doing practicals
d. Develops a plan to reduce consumption in various
aspects of life (e.g. energy, food, and clothing).
e. Advocates the need to take care of the environment.

GRADE 6
Grade 6

Outcome Indicators
LL1.1 Experiments to explore the This is evident when the student:

characteristics of living things and
describes the characteristics of living a. Distinguishes between living from non living
things using scientific vocabulary. things using scientific vocabulary (excrete,
reproduce,sensitive etc).
b. Experiments to show that livingthings can grow
while non living cannot.
c. Recognises that some living things may not display
all the characteristics of life. (e.g. movement – plants
do not move from place to place/ excretion in plants)
d. Observes and reasons out that minute organisms
are living things.
e. Classifies the characteristics of living things in to
their needs and what they do (need: water, food and
air. do: Grow, respond and reproduce)
Outcome Indicators
LL1.2 Construct simple classification This is evident when the student:

systems and uses present
classification systems to infer a. Develops a system to classify common objects or
the relatedness or divergence of living things into groups and subgroups.
organisms. b. Classifies plants into two broad groups: flowering
and non-flowering.
c. Identifies living things using an existing classification
key, and explain the rationale used. (e.g.
identification of vertebrates and flowering plant or
non-flowering plant)
d. Creates and analyses their own chart or diagram for
classifying living things and describe the role (use) of
a common classification system.
e. Identify the five kingdoms commonly used for the
classification of living things, and provide examples
of organisms from each to illustrate the diversity of
living things.
f. Recognises the diversity of living things their
importance to the environment and appreciates the
creations of Allah(SWT)

Grade 6
Outcome Indicators
LL1.3 Explain that living organisms are This is evident when the student:
composed of cells (single-celled
to multi-cellular) and differentiate a. Recognises the cell as the basic unit of all living
between plant cells and animal cells things.
b. Calculates the magnification of cell specimens under
microscope.
c. Observes and differentiates between plant cells and
animals cells.
d. Observes and make sketches (scientific drawings) of
a variety of single celled organisms and cells.
e. Observes and make sketches(scientific drawings) of
a variety of cells present in multi cellular organisms
(e.g. onion cell, leaf cell, cheek cells)
f. Compares the structure of cells in a variety of multi-
cellular organisms, such as cells in onions cells;
muscle cells, nerve cell.
g. Studies and describes that some organisms are
composed of a collection of similar cells to perform
a similar function.
h. Appreciates the perfectness of Allah’s creations
(e.g. single cell can portray all characteristics of life)
Outcome Indicators
LL1.4 Identifies that multi cellular This is evident when the student:
organisms have specialized
structures and systems to a. Recognises that cell development and specialization
perform basic functions of life. occurs in multicellular organisms.
b. Observes different human specialized cells to
identify the structural modifications that allow the
cell to perform its special function.
c. Describes the observable features of structures of
a plant and relates structures to function (e.g. leaf,
trunk roots and flowers).
d. Describes the process of photosynthesis.
e. Investigates the factors (light) necessary for
photosynthesis.
f. Recognizes that multicellular organisms need
specialized structures and systems to perform basic
life functions (e.g. lungs, heart, brain etc.)
g. Appreciates the perfectness of Allah’s creations (e.g.
the organization of organs, systems and the division
of labour in the body etc.)

Grade 6
Outcome Indicators
LL1.5 Describe the function of different This is evident when the student:
body parts in humans, other
animals and plants and identify that a. Researches on different structures or features
malfunctioning of internal organs that carry out life processes in living things, (e.g.
can affect life processes. Circulatory system in humans, leaves for production
of food in plants).
b. Recognises that some processes takes in the body
unconsciously(e.g. gaseous exchange, reflexes)
c. Shows curiosity in exploring their own body and
questioning about the structure or function of their
body and other living things.
d. Identifies that organs may malfunction which can
have various effects on life processes. (e.g. breathing
difficulty, Heart problems can hinder circulation)
Outcome Indicators
LL1.6 Explain that living things have This is evident when the student:
structural and behavioural features
and adaptations that help them a. Observes plants from a variety of environments and
to survive in their environment. identifies structural features which help them to
survive in particular environments.
b. Describes examples of structures and behaviours,
including seasonal changes, which help living things
survive in their environments during the lifetime of
the organism.
c. Examines the roots systems of a variety of plants
to identify the adaptations for efficient water
absorption.
d. Compares closely-related animals that live
in different parts of the world and propose
explanations for any differences in their structures
and behaviours.
Outcome Indicators
LL1.7 Studies common microorganisms This is evident when the student:

that cause diseases and identify
behaviors that prevent the spread of a. Compares the basic structures of common microor-
disease. ganisms (bacteria, fungi and virus)
b. Identifies ways in which most germs spread and how
spreading of germs can be prevented.
c. Researches on how science and technology have
been used in identifying and controlling some of the
common diseases caused by microorganisms.

Grade 6

Outcome Indicators
LL2.1 Identify ways in which individuals This is evident when the student:
and groups of organisms
interact with each other a. Researches how some animals and plants respond to
and their environment. their environment and change their behavior based
on the weather, season, food supply, (e.g. dragon
flies appears during Hey nakath, ants collect during
dry season)
b. Differentiates between populations and habitats and
determines an appropriate method for measuring a
plant population within a given habitat.
c. Investigates interactions between animals and plants
other than providing food, (e.g. transfer of pollen
grains by insects and dispersal of seeds by animals)
d. Explains some predator/prey relationships found in
local environments, (e. g., lizards (predators) and
ants or termites (prey)
Outcome Indicators
LL2.2 Explore the feeding relationship This is evident when the student:
(food chain) between living things
a. Recognises the difference between how animals
get their food and how plants make their own food
using the sunlight energy.
b. Recognises the Sun as the principle source of energy
for life.
c. Explores the processes that connect living things in
an ecosystem, (e.g. food chains)
d. Investigates how living things get their energy and
group animals according to what they eat, (e.g.
herbivore, carnivore, omnivore)
e. Investigates the feeding relationships that exists
between living things in a familiar area and
constructs a food chain.
f. Constructs a model (Using the design process) of a
local habitat and its associated populations.

Grade 6
Outcome Indicators
LL2.3 Explore the impact on populations This is evident when the student:
in various habitats due to human
activities and natural disasters. a. Identifies that changes in habitats can affect the
survival of an individual organism or an entire
species.
b. Describes how human actions can help conserve
plant and animal populations and their habitats.
c. Investigates natural and human-caused changes
to habitats, and identify resulting effects on plant
and animal populations. Include: endangerment,
extinction.
Outcome: Indicators:
LL2.4 Explore healthy food choices/ This is evident when the student:
habits and interprets data to make
informed decisions. a. Studies serving portions and the impact portions
have on overall nutritional content.
b. Evaluates the advantages and disadvantages of
consuming processed food and beverages.
c. Interprets the energy values indicated on food labels
and compare the energy content per 100 g of a
number of foods.
d. Discusses benefits of eating in moderation and
relates to Islam

Outcome Indicators
LL3.1 Identifies the major changes humans This is evident when the student:
undergo at specific stages of life.
a. Recognises that many changes occur in a predictable
sequence.
b. Compares bodily changes that male and female
undergo during puberty (e.g.,body height, breasts,
body form, body hair and voice of boys and girls in
puberty, as well as occurrence of menstrual cycle in
the female body).
c. Identifies and discuss some of the factors that
influence growth and development of an individual.
d. Accepts and values differences in growth and
development between individuals at the same
developmental stage.

Grade 6
Outcome: Indicators
LL3.2 Explain that reproduction is This is evident when the student:

necessary for the inheritance
of characteristics. a. Identifies that individual of the same species display
different characteristics.
b. Explains that some likenesses between parents and
offspring are inherited (such as eye color in humans,
or flower color in plants) and other likenesses are
learned.
c. Researches the physical characteristics of a family
over three generations and presents the data.

Grade 6

Outcome Indicators
EB1.1 Explores the features of This is evident when the student:

the Earth especially how
landforms are created. a. Identifies Earth’s major plates.
b. Identifies events such as earthquakes, volcanic
eruptions and how landforms are created by these
events especially at different plate boundaries.
c. Describes the unique features of coral island
geography.
d. Describes the basic features of reefs and lagoons
and its importance.
Outcome Indicators
EB1.2 Explores the formation of fossils. This is evident when the student:
a. Describes briefly the process of fossil formation.

b. Distinguishes between types of fossils.
c. Compares and contrasts common fossils.
Outcome Indicators
EB1.3 Explores the process of weathering This is evident when the student:
and erosion and recognizes
ways to reduce erosion. a. Differentiates between weathering and erosion.
b. Describes how weathering agents (e.g., water,
chemicals, temperature, wind, plants) cause changes
to the Earth’s surface
c. Observes and collects data to identify the impact of
erosion /accretion on a selected area.
d. Creates a plan for reducing erosion for a selected
beach area at community level.
Outcome Indicators
EB1.4 Studies factors that influence This is evident when the student:
weather and climate systems
a. Identifies factors that influence weather and climate
systems (e.g., temperature, wind, air, moisture,
pressure, the sun).
b. Studies local weather patterns over a period of time.
c. Explain features of the local weather system.

Grade 6
Outcome Indicators
EB1.5 Recognises the causes and their This is evident when the student:
effects on climate change and
how it affects the living and a. Identifies how humans contribute to enhanced
non- living environment. greenhouse effect.
b. Relates enhanced greenhouse effect to global
warming.
c. Identifies causes of climate change (e.g. burning of
fossils fuels, deforestations).
d. Recognises the likely impact of climate change
globally and to our local environment (e.g. coral
bleaching, ocean acidification, coastal erosion, food
and water security).
Outcome Indicators:
EB1.6 Analyses some human made This is evident when the student:
disasters and identifies some
preventive measures. a. Identifies some human made disasters (e.g.,
structure collapse, accidents and fires).
b. Studies ways through which human made disasters
can be reduced (e.g., maintaining standard building
codes, identifying evacuation plans).
c. Studies the” safe island concept” used locally.
Outcome Indicators
EB1.7 Explores the phases of the moon This is evident when the student:
and explains the formation
of solar and lunar eclipse. a. Explains how solar and lunar eclipse occurs in
relation to the position of Earth, Moon and the Sun.
b. Creates models to illustrate solar and lunar eclipse.
c. Researches on the phases of the Moon.
d. Appreciates the phenomena of rotation and
revolution of Sun and Moon.
space
Outcome Indicators
EB2.1 Researches the short and This is evident when the student:
long term impacts of human
activities on the environment. a. Studies some human activities within the locality
and identify the impact on the environment.
b. Discusses ways to create awareness on issues
related to human activities and the impact on the
environment.

Grade 6
Outcome Indicators
EB2.2 Examines the various soil layers This is evident when the student:
in a soil profile and recognize that
soil layers are formed over time a. Recognises that different soil layers have properties
that can be measured.
b. Differentiates between the different soils horizons
using standard composition of each.
c. Identifies the factors that may contribute to the
formation of soil (e.g. topography, parent material,
climate, time, living organisms).
d. Recognises how soil is formed in the Maldives.
Outcome Indicators
EB2.3 Prepares compost and uses This is evident when the student:
composting as a means to
sustainably enrich the soil. a. Describes how a compost heap is established.
b. Makes compost and advocates the benefits of
composting.
c. Surveys the extent to which composting is practiced
in their locality.
Outcome Indicators
EB3.1 Identifies that natural resources This is evident when the student:
are affected by human
activities and explore ways to a. Identifies one’s own needs and wants and relates to
sustainably manage them. the needs of the world population.
b. Identifies ways to reduce ecological footprint and
advocates the importance of reducing consumption.
c. Discusses how changing environments can have
advantages and disadvantages (e.g., cutting of trees
to make roads, clearing swamp areas for land use)
d. Researches a global environmental issue (e.g.,
deforestation, taking sand from the beach) and
identify the reasons why people continue to act in
the same manner.
e. Recognises that informed decisions have to be
made when dealing with environmental issues to
sustainably manage resources.

Grade 6
Outcome Indicators
EB3.2 Explores the importance of ozone This is evident when the student:
layer to sustain life on Earth.
a. Recognises that ozone layer protects the Earth from
harmful radiation.
b. Discusses the causes of ozone layer depletion and its
effects.
c. Identifies ways in which damage to ozone layer can
be reduced.
Outcome Indicators
EB3.3 Researches the availability of This is evident when the student:

water and the impact of human
activities on the quality of water. a. Relates the comparative amount of fresh and salt
water on the Earth to the availability of water for
living organisms.
b. Describes the effect of human activities (e.g.,
landfills, use of fertilizers and herbicides, farming,
septic systems) on the quality of available water.
c. Discusses measures taken to maintain quality of
water in the community (e.g. boiling, chlorinating
etc.)
Outcome Indicators
EB3.4 Recognizes the properties of This is evident when the student:

water that make it an essential
component of the Earth System. a. Identifies the properties of water that make it an
essential component of the Earth System (e.g., its
ability to act as a solvent, its ability to remain as
liquid at a wide range of temperatures).
b. Investigates the changes in state of water (freezing,
condensation, precipitation, evaporation)
c. Investigates some of the factors that affect
evaporation (e.g. temperature)
Outcome Indicators
EB3.5 Analyses a local environmental This is evident when the student:

issue and identifies mechanisms
to address the issue a. Identifies some environmental issues in the locality
(e.g. beach erosion, reclaiming mangroves etc.)
b. Analyses the causes and possible solutions for a
selected environmental issue.

Grade 6
Sub-Strand Classifying and Changing Materials

Outcome Indicators
MM1.1 Investigates properties such as This is evident when the student:

biodegradability and solubility
and explores how properties of a. Investigates materials for their biodegradability
(e.g. leaf, paper, plastic, straw, food scraps, wood)
materials relate to their usage.
b. Compares the solubilities of substances in differ-
ent solvents and groups them according to their
solubility.
c. Researches on the type of materials that different
professions’ use in their work. (e.g. baker, builder,
gardener, and engineer, goldsmith, carpenter )
Outcome Indicators
MM1.2 Identify matter as everything that This is evident when the student:
has mass and occupies space
a. Recognizes no two objects can occupy the same
space at the same time (e.g., water level rises when
an object or substance, such as a rock, is placed in a
quantity of water)
b. Distinguishes between the three states of matter
(solid, liquid and gas) in terms of shape, volume and
arrangement of particle.
c. Investigates properties of liquids, solids and gases.
(e.g. air takes up space in a balloon, air moves, wa-
ter takes the shape of container)
d. Measures mass and volume using appropriate
instruments and relates these two to properties of
matter.
Outcome Indicators
MM1.3 Measures a range of physical This is evident when the student:

quantities using appropriate
methods and apparatus a. Follows appropriate procedures and selects appro-
priate instrument to measure a specific entity.
b. Measures various physical quantities such as mass,
temperature, volume etc.
Sub-Strand: Mixtures, Compounds & Elements

Outcome Indicators
MM2.1 Explores and identifies pure This is evident when the student:
substances, mixtures and
compounds. a. Identifies differences between pure substances and
mixtures.
b. Identifies elements as a pure substance.

Grade 6
c. Identifies compounds as substances formed from
two or more elements.
d. Studies and compares the differences in elements,
mixtures, and compounds.
Outcome Indicators
MM2.2 Explores and investigates This is evident when the student:

the separating technique:
chromatography and simple a. Identifies chromatography as a technique for separat-
distillation and recognizes ing dissolved substances by different interaction
their importance in our lives. with (i.e., travel through) a material.
b. Identifies simple distillation as a technique for
separating mixtures of liquids with different boiling
points.
c. Demonstrates to separate mixtures into their con-
stituent parts. (e.g. distillation and chromatography)
d. Researches on the use of the separation techniques
(e.g. distillation - water purification, chromatogra-
phy) in real life.
Sub-Strand: Physical and Chemical Changes

Outcome Indicators
MM3.1 Explores and investigates the This is evident when the student:
variety of changes materials
undergo and classifies them into a. Investigates the observable changes that materials
physical and chemical changes. undergo as a result of everyday processes (e.g. some
fabrics colour fade more/ food colour changes in
cooking, decaying of food)
b. Identifies that when matter undergo changes, their
properties also changes (e.g. changes observed
while making Haluvidha)
c. Investigates that properties of materials change
under certain conditions (e.g. heating , cooling,
freezing, / mixing: adding water)
d. Differentiate between physical and chemical
changes.

Grade 6
Sub strand: Types of Energy, energy sources and receivers

Outcome Indicators
EC1.1 Explores and investigates that This is evident when the student:
energy can be transformed from
one type of energy into another. a. Classifies system components of a selected item or a
gadget into the following categories: energy source,
energy receiver and energy transfer.
Outcome Indicators
EC1.2 Investigates potential and kinetic This is evident when the student:
energy and understands the
factors that affect them. a. Observes and manipulates to identify energy as
potential or kinetic.
b. Identifies and investigates the two factors that affect
potential and kinetic energy (e.g. height and weight)
Outcome Indicators
EC1.3 Explores and identifies that This is evident when the student:
light is a form of energy and
investigates the properties of light. a. Identifies that light is a form of energy and that light
travels from a source.
b. Investigates the properties of lights using a flash-
light, prism and lenses.
c. Designs and make a model of a telescope.
d. Appreciates the importance of sight.
e. Recognizes the dangers of looking directly at the Sun
and laser light.
Sub strand: Electricity

Outcome Indicators
EC2.1 Researches about the power This is evident when the student:
generation of the power plant
in their island/city and describes a. Researches the method of generating electricity in
how the power plant is utilized the island.
for energy production b. Explores the transformation of electrical energy.

Grade 6
Outcome Indicators
EC2.2 Explores the term conservation This is evident when the student:
and explain its importance.
a. Recognizes that energy can neither be created nor
destroyed, but it can be transformed (e.g. chemical
energy in a battery becomes electrical energy)
b. Investigate and identify ways to conserve energy.
c. Recognises that energy that is apparently “lost” from
a system has been transformed into other energy
forms (usually heat or sound) that are not useful to
the system (e.g. sound from a car ‘s engine does not
help the car move)
d. Describes how the use of technology affects the
demand for energy.
Sub strand: Magnets

Outcome Indicators
EC3.1 Explores and identifies that This is evident when the student:
magnets have an invisible force
field known as a magnetic a. Observes magnetic field by observing the patterns
field and makes a magnet. formed with iron filings using a variety of magnets.
b. Investigates how magnets can be made by stroking a
piece of iron or steel with a magnet.
c. Identifies the properties of magnets and links to the
Earth’s magnetic field.
Sub strand: Force and Motion

Outcome Indicators
EC4.1 Explores and determines how This is evident when the student:
people use simple machines
to solve problems. a. Identifies different types of simple machines (e.g.
Incline plane, screw, pulley, lever, wedge and wheel
and axle)
b. Observes and describes the advantages of using a
simple machine.
c. Investigates relationships involving force and dis-
tance with simple machines.
d. Applies knowledge of simple machines to solve an
everyday problem.
e. Designs and constructs a simple machine to move an
object.

Grade 6
Outcome Indicators
EC4.2 Explores the use of levers This is evident when the student:
as simple machines.
a. Identifies first class and second class levers.
b. Observes and identifies the main parts of levers
(force, weight and fulcrum).
c. Investigates how simple machines make work easier.
Outcome Indicators
EC4.3 Explores and identifies that the This is evident when the student:
weight of an object is the force
of the Earth on the object. a. Identifies that objects are pulled downwards be-
cause of the gravitational attraction between them
and the Earth.
b. Appreciates that gravity is a force
(Note: details of gravitational force is not required at

this level)

Grade 6

Outcome Indicators
ST1.1 Explores the contributions This is evident when the student:

to science made by people
around the world a. Outline some contributions to the development
of scientific ideas made by people from different
cultural and historical backgrounds.
b. Studies major breakthroughs by scientists who
have contributed to scientific developments (e.g.
discovery of penicillin, electric bulb, etc.).
Outcome Indicators
ST1.2 Discusses the impacts and This is evident when the student:
contributions of science.
a. Predicts about the immediate impact of some
applications of science on their community and
environment.
b. Studies the contributions of science to the quality
of life for a selected aspect. (E.g. drinking water –
availability of safe drinking water).

Outcome Indicators
ST2.1 Implements their own designs This is evident when the student:
and communicates their findings
a. Chooses appropriate materials to make a usable
product.
b. Designs and makes a plan to create a new or revised
product.
c. Evaluates own work and the work of others to make
modifications.
d. Reviews a product to identify possible adaptations.
Sub-strand: Using science wisely

Outcome Indicators
ST3.1 Applies the knowledge gained This is evident when the student:
to solve real life problems
a. Applies scientific knowledge to solve local problems
(e.g. food preservation, controlling mosquitos, and
purification of water, etc.).

Grade 6

Outcome Indicators

WS1.1 Makes observations and selects
appropriate scientific information a. Uses appropriate tools in making observations.
to make predictions/hypothesis
b. Uses appropriate vocabulary to explain events/
phenomena
c. Recognises that there can be more than one
explanation for a set of data.
Outcome Indicators
a. Formulates investigative questions.

c. Plans procedures in carrying out simple
investigations.
e. Uses appropriate units in measurement
f. Organizes data in appropriate ways.
g. Proposes ways to improve the investigation.
h. Analyses data to identify trends and make
conclusions.

Indicators
Outcome
WS3.1 Take care of themselves, others
and respects others viewpoints. a. Follows safety procedures given by the teacher (e.g.
wear gloves while using chemicals, wash the hand
and clean the work area after an activity).
b. Demonstrates responsibility when doing practicals
d. Demonstrates and advocates the shared respon-
sibility for addressing environmental issues. (e.g. ,
reducing consumption, use durable products/ecof-
riendly products, save money etc)

Planning, Teaching and Assessment Examples
Sample lesson plan
Subject: Science Grade 4 Duration
Strand: Life and living Sub-strand: Livings things- their structure and functions
Key competencies: Shared values:
Prior knowledge: Materials Needed:
Learning Outcomes:
Recognise that there are a variety of living things and most of them can be classified in to plants,
animals, fungi and bacteria. (diversity)
Indicators:
yy Classifies some broad groups of living things into plants, animals, fungi, bacteria)
yy Observes and make simple drawing of organisms from four groups of living things.
yy Researches on the diversity of living things in a selected habitat (e.g. woods, mangroves, beach).
Learning Intentions
yy We are learning to classify living things into plants, animals, fungi and bacteria
Success criteria
yy We would be successful if we are able to
yy Classify living things into 4 main groups (animals, plants, fungi and bacteria)
yy Observe and make simple drawing of organisms from these groups.
yy Research on a selected animal and presents them to the class.
Duration Teaching and Learning Resources/ Differentiated
materials needed Instruction
10 mins Introduction Pictures of living

and non-living
• Begin the lesson by warming students up things
with a review that will illustrate useful
groupings of living and nonliving things.
• Provide students with pictures of various
Pictures of
living things (include plants, animals,
animals, plants,
bacteria and fungi)
bacteria and fungi
• Get students to discuss and group the
things provided as per their own criteria.
Let them give reasons for the way they
have classified.

Developmental activity 1
• Brainstorm (in groups) on how they have

classified the things which do not belong
into animals or plants.
• Let them share one reason why it isn’t a
plant or an animal. (teacher can make a
note of the reasons on the board)
• Teacher can make students aware that
the given pictures can be grouped into 4
groups (bacteria, fungi, plants and ani-
mals) Discuss the reasons for grouping in
such a way.
• Teacher can discuss the various parts
Microscopes and
of the microscope and let students to
prepared slides of
handle the microscopes. And also discuss
bacteria and fungi.
with students on why we need to use
a microscope to observe some of the
things.
• Provide students with prepared slides
of bacteria and fungi to observe using a
simple microscope.
• Allow them to make sketches of the
observed slides. Let them discuss the
appearance.
• Get students to work in groups and do

a research on a selected habitat for
the diversity of organisms and their Internet
characteristics.
• Let them present their work in groups.
The other groups will give feedback
based on the following criteria
o Accuracy of the information
o Clear and confident in presenting
o Able to answer questions from
the audience.

Closure
• Students will be identifying 2-3 aspects

they have learnt during the day and
would be explaining to their peers.
Assessment:
• Students can be assessed on
o how they have classified the given pictures and their reasoning
o the appropriateness of the sketches drawn from the slides.
• Students can be assessed during presentations
o The appropriateness of the information
o Presentation skills
• Students can be assessed on how students work within groups.
Extension option:
yy If an appropriate video is available on the diversity of animals and plants or anything related to
the outcome. It would be worthwhile to show students.
Links to other key learning areas:

• Dhivehi and English
Teacher reflection:
Personal note of what went well and what needs to improve. This is to be filled by the respective
teacher soon after the lesson.

Glossary
animal a living thing that relies on eating for energy
a change in a living organism (species) which permits it to survive under new

conditions. Cacti are adapted to live in desert conditions
adaptation
appendages a part or organ, such as an arm, leg, tail, or fin, that is joined to the axis or trunk
of a body.
bird any feathered, egg-laying vertebrates having feathers, wings, and a beak
blood the red fluid which circulates in the bodies of higher animals transporting
oxygen and nutrients. The red colouration is due to hemoglobin, the oxygen-
carrying substance in red blood cells
balanced diet a healthy diet that involves eating foods from all the different food groups
battery the power source in a circuit made up of two or more cells
breathe to take air into the lungs and expel it
circuit a circuit is formed when electricity flows through the electrical components
current the flow of electric charges through a wire or other conductor
classification the process of sorting and arranging objects according to observable similarities
and differences
compass a device used to locate directions – the four points of the compass – north,
east, south and west
condensation the process of change from a gas to a liquid
clouds any visible mass of water vapour or ice particles suspended in the atmosphere.
There are 3 basic types: cirrus (thin wispy at high elevation); cumulus (dense
mounds or heaps); stratus (low-lying, greyish, fog-like).
carnivores a flesh-eating animal normally characterized by powerful jaws and especially

developed canine teeth. Carnivores may be predators (polar bears, wolves) or
carrion eaters
constellation a pattern of stars which appear close together in the sky. This means only that
they are in the same direction from Earth.
continent one of Earth’s main land masses. The seven continents are Europe, Asia, Africa,
North America, South America, Australia, and Antarctica
diet diet the variety of foods eaten by an animal or human
disease illness brought about by infection with micro-organisms

dissolving the process of a substance becoming part of a liquid – this is a reversible
change
digestion the breaking down of food into chemically simpler forms that can be absorbed
and used by the body.
digestive System the system of organs involved in digestion including, in mammals, the salivary
glands, stomach, small intestine, liver, pancreas, and related structures
energy all living things need energy in order to work – to move, grow etc. We eat food
in order to provide the body with energy
evaporation change of state from liquid to gas
echolocation the determination, as by a bat, of the position of an object by the emission of

sound waves which are reflected back to the sender as echoes
erosion the wearing away of land forms by the removal of soil and other weathered
products by natural forces as water, wind and gravity
environment the overall conditions (physical, chemical, and biological) of the region in which
an organism lives
fair test a test where only one factor changes and all other factors are kept the same
fabric manufactured cloth made of fibres - sometimes referred to as “material
flowering plants plants that have flowers in order to reproduce
force a push or pull tending to cause movement of a body, for example, the force of
gravity
flower the structures of a flowering plant concerned with reproduction
friction is the force between two moving surfaces
food any substance which serves to nourish an animal or plant to maintain its life
and growth
fungi A group of plant-like organisms which lack chlorophyll and live off decaying
organic material or plant species. Mushrooms, mold, mildew and tree brackets
are fungi. Molds and mildews are of fungal origin
gravity A force of attraction between two masses. On Earth, this force is predominantly
between an object and the planet itself, and results in the object’s weight
habitat the place where animals and plants live e.g. seashore, woodland etc
heart A muscular organ that pumps blood through the body’s circulatory system
hypothesis A hypothesis is a supposition—or guess—advanced in an attempt to explain a

happening and to be used as a basis for further investigations
herbivores A vegetation-eating animal such as a caribou, muskox, cow, or horse. Such

animals have teeth suited to grinding and digestive systems able to assimilate
cellulose
interdependence the pattern of dependence between animals and plants in a habitat – how the
survival of one species relies on the survival of another in the food chain

insects A class of invertebrates having a body of three parts (head, thorax, abdomen),
having three pairs of legs and possibly one or two pairs of wings
invertebrates Animals which lack a backbone or skeletal structure such as insects, spiders,
snails, and worms
lever A simple machine comprising a rigid rod pivoted at a fixed point, the fulcrum.
The lever may serve to multiply force or to apply a force at a given position. A
crowbar and a shovel act as levers.
luminous property of something that is a light source e.g. a lighted candle
A device permitting force to be applied in an advantageous manner to

accomplish mechanical work. Six simple machines introduced in school science
machine are: inclined plane, lever, pulley, screw, wedge, wheel and axle.
magnet an object made usually from iron, nickel or cobalt materials which attracts
other objects made from these materials
material The substance or substances out of which a thing is or can be made
nutrition The scientific study of the nature and quantities of nutritive elements needed
for the growth, maintenance, and repair of living organisms and of the foods
from which such nutritive elements may be obtained.
observation Taking note of what occurs. A science process skill that calls for seeing and
using, as appropriate, other senses.
omnivores An omnivore is an organisms that eats meats and plants.
organ A differentiated part of an organism, such as an eye, wing, or leaf, that performs
a specific function
opaque Impenetrable by light; neither transparent nor translucent
omnivores An animal that eats both animal and plant matter
organisms A living thing. Some characteristics which distinguish a living thing are: (i)
movement (in whole or in parts), (ii) obtaining and making use of food, (iii)
growing and repairing body parts, (iv) reproduction, and (v) responding to
change in the environment.
predicting forecasting what will appear on the basis of patterns and regularities observed
in the past. Predicting is a science process skill.
pull a force of attraction, for example, “the pull of gravity.”
push a force of repulsion
population the number of members of one particular species in a habitat
prism a transparent body of this form, often of glass and usually with triangular
ends, used for separating white light passed through it into a spectrum or for
reflecting beams of light
rainbow an arc of colours in the sky produced when sunlight is bent in droplets of falling
rain. The sun is behind the observer, and the colours of the light spectrum (red,
orange, yellow, green, blue, indigo, violet) are displayed. Under ideal conditions,
an outer secondary rainbow may be visible, the order of colours being reversed.

sensitivity the capacity of an organ or organism to respond to stimulation
senses information—gathering faculty of an organism. Human senses are sight or

vision, hearing, smell, taste, and touch (in general, but especially sensation in
the fingertips)
stem the above-ground central part of a plant which serves to support the leaves
and flowering parts, and to transport water and minerals from the roots and
nutrients from the leaves
shadow an area of relative darkness caused by the blocking of light rays.
solar energy energy derived from that portion of the Sun’s radiation that strikes Earth. Solar
energy warms water and land, causes evaporation to perpetuate the water
cycle, and provides light for photosynthesis. Solar energy may also refer to
electrical energy derived from solar radiation through photovoltaic cells
solar System the Sun and the planets and other bodies that orbit about it. Comets,
asteroids, meteoroids, and planets’ moons therefore also belong to the Solar
System
stomach A major organ of digestion. Digestion begins in the mouth with the mixing of
food and saliva, and continues in the stomach and small intestine where the
food mixes with the acids and other secretions.
solar eclipse when the sun, moon and Earth are lined up such that the moon appears to
cover the sun and a shadow is cast on the Earth
sound a longitudinal wave form of energy of a frequency and intensity that is capable
of being detected by the human ear
species In the overall classification of organisms, a group of similar individuals capable

of breeding and producing fertile offspring.
temperature the degree of hotness or coldness of a body or environment
translucent transmitting light but causing sufficient diffusion to prevent perception of

distinct images
transparent capable of transmitting light so that objects or images can be seen as if there
were no intervening material
variation differences between organisms of the same species
variables the factors that can be changed or measured in a fair test
vertebrate have a backbone or spinal column
waterfall a vertical flow of water, typically from considerable height, where a river flows
over a ledge
water vapor water in a gaseous state
weather the current or short-term conditions of the atmosphere including temperature,

pressure, wind speed and direction, sunshine and cloud cover, and amount and
nature of precipitation. Long-term conditions constitute climate
weathering the breaking down and alteration of rocks and minerals by physical and
chemical processes, including frost action, temperature change, and acidic
reactions. Removal of the products of weathering—as by water, wind, and
glacial action—is termed erosion

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Science in the National Curriculum

Key Stage 2 (Grade: 4, 5 and 6)

National Institute of Education

Copyright © 2015 by National Institute of Education

Aminath Nasheedha Iskandar School

Adam Shareef Umar

Environment, Science and Technology

The aims of Environment, Science and Technology are to:

6 Science in the National Curriculum Key Stage 2

The National Curriculum envisions the development of:

Science in the National Curriculum Key Stage 2 7

8 Science in the National Curriculum Key Stage 2

Strand 1: Life and Living

Strand 2: Earth and Beyond

Strand 3: Matter and Materials

Strand 4: Energy and Change

Strand 5: Science and Technology

Strand 6: Working Scientifically

Science in the National Curriculum Key Stage 2 9

An indicator may describe part or all aspects of an outcome.

10 Science in the National Curriculum Key Stage 2

The Planning Stage

Development of Skills and Values

Literacy and numeracy

Science in the National Curriculum Key Stage 2 11

Key stage 2 Contact Time/Weeks Minimum Contact Time/Year

12 Science in the National Curriculum Key Stage 2

Science in the National Curriculum Key Stage 2 13

Environmental awareness and care

14 Science in the National Curriculum Key Stage 2

Assessment for learning (formative assessment)

Assessment as learning (formative assessment)

Assessment of learning (summative assessment)

Science in the National Curriculum Key Stage 2 15

ways to care for it. uses.

relation to food groups. relation to food pyramid.

plants and animals. plants and animals.

Living things, their Structure and Function

� Multi cellular organisms have

� Multi cellular organisms consist of � Living things have different body

Scope and Sequence

� Variety of habitats � Variety of habitats � Individuals and groups of

� Human activities and natural � Human activities can have various

� Importance of healthy food � Importance of healthy food � Importance of healthy food

between Sun, Moon and the

� Phases of the Moon. � Phases of the Moon and

� Impact of weather on society and � Impact of weather on society and

time. locality locality and how it impacts life.

� Earth’s resources can be

classified into renewable and

� Earth materials such as rocks, � Types of fossils and fossil

Earth, Solar System and Universe as dynamic systems

� Greenhouse gases � Causes and their effects on

Scope and Sequence

Events on Earth and beyond occur on

depend on them. resources sustainably

sustain life on Earth , causes of

� Physical properties of water. � Properties of water that make it

properties slowly and their causes

� Grouping objects according � Grouping objects according � Grouping objects according