SCIENCE

STRANDS 3 6 9
• Investigate and construct simple posters to show the steps used to grow plants. • Describe how main systems of plants function: • Explain how plants obtain, transport and use nutrients and can be protected from pests:
o illustrate and label the structure of a flower; o illustrate the path taken by water and minerals from the soil to the leaves of a flowering plant;
o show by labeled illustration the different ways that plants reproduce; o explain the process of photosynthesis;
o identify how common pests and diseases affect common crops and describe their effects;
o report by labeled illustration on an activity that follows the cycle of preparation,
o investigate and evaluate different methods of pest control for common crops, taking
sowing and harvesting of a common crop. into account environmental impacts.
• Observe, monitor and record the growth and development of an animal. • Classify animals using biological categories (eg. vertebrates and invertebrates). • Explain how animals and humans obtain, transport and use nutrients:
• Explain, in simple oral language, how to raise and care for •
animals used for produce. • Describe processes of fertilization and reproduction in animals used for produce and work o describe the mechanical and chemical processes of digestion;
(eg. chickens, pigs, cows and oxen). o describe the role of the circulatory system in transporting the products of digestion to cells.
• Investigate and present information about the function and care of eyes, nose, mouth, ears, teeth and hair. • Illustrate and label the main parts and functions of the human muscular skeletal system. • Describe the main parts and functions of the respiratory system.

• Use drawings and simple statements to connect particular behaviors (sleep, exercise, hygiene) • Explain ways in which people can improve personal behaviors to improve health and safety: • Explain ways in which people can improve personal behaviors to improve health and safety of
BIOLOGY

o draw posters that show the three main food groups (energy foods, body-building self and others:
with positive and negative health outcomes, and show the importance of:
foods and health protecting foods). o describe potential benefit and harm of alcohol and suggest ways to protect self and
o washing hands and body properly; o explain how each food group and key supplements including iodine, iron and vitamin
others against alcohol abuse;
o using toilets correctly; A contribute to better health;
o construct an example of a balanced daily diet; o explain the harmful effects of tobacco, and suggest ways to avoid smoking;
o handling and storing food safely. o investigate and describe the causes, symptoms and means of preventing dengue o identify good practice in the care of infants.
• Describe the importance of eating a variety of foods. fever, malaria, polio, cholera, liver disease and HIV/AIDS; • Identify other common drugs that are harmful to the body, and suggest ways to avoid drug abuse.
o name common immunization vaccines. • Explain differences between safe and high risk sexual behavior, in particular in order to reduce
• Present information about how to avoid and treat common injuries, illness and diseases,
• Describe the main organs and functions of the human reproductive system:
risk of HIV/AIDS transmission.
including diarrhea, measles, colds and whooping cough. o describe the main physical and emotional changes that occur during puberty;
o explain the process of conception and reproduction in humans; • Describe modes of transmission and prevention and control of common sexually transmitted
o identify and explain different forms of contraception. diseases, including syphilis and gonorrhea.

• Identify simple relationships between living things: • Identify more complex relationships between living things in ecosystems:
o draw simple food chains;
o observe and give examples of predator-prey relationships from everyday life o give examples of dependence and competition within groups;
(eg. mosquitoes and humans, geckos and insects); o give examples of parasite – host relationships;
o make inferences through observation (eg. conduct experiments to show which kind of
leaf is preferred by caterpillars). o give examples of impact of human actions (eg sewage, insecticide, industrial waste, building).
• Identify common items in the household or village that can be harmful and use drawings and • Relate properties of common substances to their suitability for particular uses. • Explain the term 'matter' and ‘elements’ and use internationally recognised symbols for common elements.
simple statements to explain how they can be stored safely.
• Identify examples of each of the three states of matter: solids, liquids, gases. • Conduct and report on an experiment to show the effect of heat on solids, liquids and gases in everyday life. • Use a simple particle model to explain the structure and properties of solids, liquids and gases.
Conduct and report on experiments to investigate physical and chemical changes of matter
CHEMISTRY

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(e.g. heating water and wax, rusting steel, burning wood).
• Carry out and report on a range of techniques for separating mixtures, including filtering and
vaporization (for example, to produce pure water).
• Specify the physical characteristics, chemical reactions and usefulness to society of the following
groups of similar substances:
o carbon, hydrogen and oxygen;
o acids, bases and salts.
• Conduct simple experiments to demonstrate and report on the sources and applications of • Demonstrate how pulleys, levers and inclined planes use force and give examples of how each one • Using examples from everyday life, explain the relationship between:
is used in daily life. force, mass and acceleration;
different types of energy used in daily life. o

o heat energy and temperature change;

• Construct, and illustrate and label diagrams of, parallel and series circuits. • Describe the relationships between current, resistance and voltage and use them to explain
• Explain the meaning of the terms ‘conductor’ and ‘insulator’, and use them to explain how the operation of the electrical system of a house.
accidents involving electricity can be avoided in the home.
• Identify processes of heat transfer by conduction, convection and radiation and describe, with
examples, how the transfer of heat can be used and controlled.
• Conduct and report on an experiment that demonstrates the properties of light and the use of lenses.
• Explain magnetic force, make temporary magnets and describe simple uses of magnets.
• Identify sources of pollution in the school and explain how to reduce or eliminate them. • Identify sources of pollution in the local community and explain ways to reduce or eliminate them. • Identify common causes of fresh and salt-water pollution and describe ways to protect coast
• Describe the differences between renewable and non-renewable resources and: alzones and inland waterways.
list examples of each; • Identify different water sources and explain the water cycle in terms of the physical
ENVIRONMENT

explain how non-renewable resources can be conserved. processes involved.

o
EARTH
and

• Observe and describe the changes and benefits brought about by the daily movement of • Describe how day and night result from the Earth rotating on its axis. • Relate the revolution of the earth around the sun to Cambodian climate patterns and explain
the earth and the sun. • Explain why stars seem to move across the sky during one night. the effects of climate patterns on agriculture.
• Observe, record and describe patterns of daily weather at different times of the year (sunny, rain,
• Draw and name a diagram to show the movement of the planets. • Describe how the sea’s tides are affected by the positions of the earth, moon and sun.
cloud, windy) and the affect these differences have on daily life.
• Define, in simple terms, the meaning of the term ‘the universe’.

• Recognise and describe examples of landscapes in the environment caused by weathering and erosion. • Describe the formation, composition and cycling of rocks.
PROBLEMS

Suggest possible approaches and strategies to solve a given small, limited problem. Define a small, limited problem in the local community, research the possible causes, construct a Investigate a current recognized problem in the local or national community; identify likely
SOLVING

• • •
hypothetical solution, test the solution and draw a conclusion. causes; and use an ‘if-then’ approach to:
o suggest a range of possible responses that demonstrate creative thinking;
o research and evaluate the likely impact of each response.