KAWA Uganda
This document, "Seeta Parents Science Set 4.pdf," is an integrated science exam for Primary Five students at Seeta Parents Primary School, dated Tuesday, July 9, 2020. It's divided into two sections:
Section A consists of 40 short-answer questions covering a wide range of science topics, including:
- Sense organs
- Family roles
- Local materials
- Weather management
- Vectors
- Hygiene (bathing, teeth care)
- Plant processes and parts (leaves, roots, seeds)
- Soil usefulness
- Living things characteristics (growth, pollination)
- Immunization
- Diseases (diarrheal)
- Habitats
- Body organs (diagram of an eye or similar, specific tooth type)
- Weather instruments
- Seed germination conditions
- Soil types (humus)
- Home cleanliness
- Dangers of rain
- PIASCY messages
- Keeping poultry and dogs
- Crop harvesting
- Sun drying
- Classroom cleanliness
- Heart function
- Disease control
- Food breakdown in the mouth
- Rat guards
- Accident control
- Spread of germs by houseflies
Section B contains 15 longer questions (41-55) that require more detailed answers, often involving diagrams or tables. Topics include:
- Properties of air and games played with air
- Crop harvesting, annual crops, and pest control
- Types of teeth, their function in digestion, and care
- Matching organs with functions (nose, skin, ear, eye)
- Reasons for sleeping in houses, house care, basic needs, and uses of fire
- Natural water sources, water contamination control, waterborne diseases, and making water safe for drinking
- ORS (full form, solutes, handwashing before preparation)
- Dustbin importance, painting, and types of waste
- Food values (beans, mangoes), honey-making insect, and edible part of cabbage
- Weather protection (umbrella), elements of weather, and weather forecast advantages for farmers
- Reasons for agricultural practices (pruning, staking, watering, crop rotation)
- Definition of vector, specific disease vectors (sleeping sickness, malaria), and housefly disease control
- Bean seed parts and their functions, and food value from legumes
- Dangers of certain practices (cutting trees without replacement, opening bottles with teeth, planting near forests, sharing handkerchiefs)
- Matching animals to their habitats (dog, spider, bird, fish)
My Caring People Workbook
Learning Outcome II: Identifying People Who Protect and Take Care of Me and How They Do It
Competence:
Children should understand who takes care of them and how they are protected, while beginning to show appreciation for these caregivers. This learning outcome helps children become more aware of the people in their lives who keep them safe, healthy, and happy”whether at home, at school, or in the community. Recognizing caregivers builds a sense of security, trust, gratitude, and emotional awareness.
ðŸ—£ï¸ Activity 1: Talking About Caregivers
**Objective:** Help children identify the people who care for them and describe how those people help.
Scenario:
During circle time, the adult asks, "Who helps you get ready for school? One child says, "My mum gives me tea, another says, "My big sister ties my shoes, and someone else adds, "My teacher helps me write.
What to Do:
- Begin a discussion: "Who takes care of you at home? At school?
- Use guiding questions:
- "Who gives you food?
- "Who helps when you are sick?
- "Who keeps you safe from danger?
My Answers:
Extension:
Use visual aids like photos, drawings, or puppets showing a mother, father, teacher, nurse, or grandparent.
Key Learning Message:
Children learn to recognize caregivers and understand their protective and nurturing roles.
💌 Activity 2: Creating Caregiver Appreciation Cards
**Objective:** Encourage children to express gratitude for those who care for them.
Scenario:
Children are provided with paper, crayons, and stickers. One draws their dad and writes (with help), "Thank you for taking me to school. Another draws their grandma cooking porridge.
What to Do:
- Give children folded paper or card stock.
- Let them draw a picture of someone who takes care of them.
- Help them write a thank-you message (scribbles or dictated phrases are okay).
- If possible, send the cards home or present them in class.
Draw Your Caregiver!
My Thank-You Message:
Guiding Words to Use:
- "Thank you for...
- "You help me when...
- "I love you because...
Extension:
Create a classroom wall display called "Our Caring People where children's drawings or cards are pinned.
📚 Activity 3: Storytelling About Caregivers
**Objective:** Reinforce the concept of care and protection through relatable stories and personal experiences.
Scenario:
A story is read aloud about a small duckling whose mother keeps it safe from the rain. After the story, children talk about their own caregivers who keep them safe.
What to Do:
- Choose or create a story where the main character is helped or protected.
- After reading, guide a discussion with questions like:
- "Who helped the duckling?
- "Who helps you when it rains or when you are sad?
- "Has someone ever helped you when you fell down or felt sick?
My Story About Being Cared For:
Extension Activity:
Encourage each child to share a story (verbally or through drawing) about a time they were cared for.
🧠Why This Matters
At this stage of life, children are still developing awareness of emotional safety. These activities help them:
- Recognize and trust important adults in their lives.
- Feel secure by understanding they are protected.
- Learn the value of appreciation and kindness toward others.
- Build empathy and relationship awareness, which are core to emotional development.
🔠Other Supportive Activities
- **Role-play a caregiver routine:** Children pretend to take care of a doll or a friend”feeding, covering with a blanket, or helping them "feel better.
- **Matching Game:** Use flashcards of people (mother, doctor, police officer) and match them with what they do (cooking, giving medicine, ensuring safety).
-
**Sing a Caregiver Song:** Create a song like:
"Mummy helps me get dressed, Daddy walks me to school, Teacher helps me write my name, They all care for me!
This learning outcome lays the groundwork for emotional literacy, gratitude, and positive relationships. It reminds children that they are surrounded by love and care”something they will eventually learn to give in return.
Learning Outcome i: Exploring and Knowing My Immediate Environment
Age Range: 3“4 Years
🡠Competence 1: I Can Identify and Talk About My Home
1. Naming Rooms in the House
A child walks around with you at home or sees pictures of a house. You point to a door and say, "This is the kitchen. Can you say kitchen? Then the child responds and repeats after you.
What to Do:
-
Walk through or draw a simple house layout.
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Ask: "What do we call the room where we sleep? or "Where do we cook food?
Activity Idea:
Use a picture chart or real house setting to name each room:
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Bedroom
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Kitchen
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Sitting room (living room)
Let the child repeat and match names with drawings.
2. Naming and Counting the Number of Houses at Home
In a village compound or neighborhood, you ask, "How many houses are in your home? A child counts: "One, two...
What to Do:
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Go for a short walk or use toy houses.
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Let the child count and describe houses: "This one is red, that one is big.
Activity Idea: Make a drawing of houses in their homestead. Label them or number them together.
3. Drawing, Coloring, Modeling, and Painting Pictures of Houses and Objects in Each Room
Children sit with crayons and paper. One draws a house and says, "This is where I sleep. Another adds a cooking pot inside a kitchen.
What to Do:
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Provide crayons, clay, sticks, or bottle tops.
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Encourage drawing beds for bedrooms, stoves for kitchens, etc.
Activity Idea: Create a gallery of their drawings labeled with words like "bed," "sofa," "pot."
4. Associating Rooms With Their Uses
Scenario: Ask, "What do we do in the kitchen? A child replies, "We cook! Then, "Where do we sit and talk with visitors?”"Sitting room!
What to Do:
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Talk about what happens in each room.
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Use action words: sleeping, cooking, eating, playing.
Activity Idea: Role-play household routines: Pretend to cook in the "kitchen," sleep in the "bedroom."
5. Comparing Our House With Other Houses
Two children compare their homes. One says, "Mine is round, the other says, "Ours has two rooms.
What to Do:
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Show pictures of huts, bungalows, flats, or different roof styles.
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Ask: "What is the shape of our house? What color is it?
Activity Idea: Use a sorting activity: Match houses by size, shape (round, square), or roof (grass, iron sheet).
6. Playing Construction Games With Blocks, Bottle Tops, Sticks, and Other Materials
Scenario: Children use blocks to build small houses, adding bottle tops as windows and sticks for fences.
What to Do:
-
Provide simple, safe materials for construction play.
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Let children build and describe what they've made.
Activity Idea: Host a "Build Our Village game. Each child builds their own house using available materials.
7. Tracing and Completing Pictures of Different Types of Houses
Scenario: Give children outlines of houses”huts, flats, or bungalows. They trace and color them.
What to Do:
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Provide dotted pictures to trace or half-drawn houses to complete.
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Let them decorate and paint with crayons, pencils, or finger paints.
Activity Idea: Display completed pictures with labels. Ask them to point and say what kind of house it is.
ðŸ„🌿 Competence 2: I Can Classify People, Animals, Insects, and Other Objects I See at Home
1. Naming People, Animals, Plants, Insects, and Other Objects Seen at Home
Scenario: Walking through a compound, a child points and says, "Dog! Then sees a hen, "That's a hen! Then, "That's my uncle.
What to Do:
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Walk around or show flashcards with images.
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Ask: "What is this? Is it a person or animal?
Activity Idea: Use a picture sorting board where children place pictures under categories: people, animals, plants.
2. Grouping According to Kind (e.g., Number of Legs, Movement)
Scenario:
Ask, "Which animals walk with two legs? Which ones crawl? The child points to a lizard and says, "This one crawls!
What to Do:
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Use pictures or toys to sort animals:
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Two-legged (chicken, humans)
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Four-legged (goat, dog)
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Crawling (worm)
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Flying (butterfly)
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Activity Idea:
Group animal toys by how they move or their legs. Make it a guessing game: "What animal has no legs and crawls?
3. Talking About How They Grow (e.g., Climbing, Creeping, Upright, Big and Small)
Scenario: A child sees a bean plant climbing a stick. Another sees a pumpkin spreading on the ground. "This one creeps, you explain.
What to Do:
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Show pictures of plants or real ones in a garden.
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Discuss growth patterns: "Some grow up, others spread.
Activity Idea:
Use a puppet or toy to act out plant growth. Say, "This plant climbs. This one grows tall.
4. Playing Games Showing Sequences of Growth
Scenario: You show three clay models: an egg, a chick, a hen. You say, "This is how a hen grows. Children help line them up.
What to Do:
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Use objects like wood blocks, funnel boards, or pictures to show stages of growth:
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Baby to adult
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Seed to tree
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Egg to animal
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Activity Idea: Create a growth puzzle: let the children arrange the stages in the right order.
5. Matching and Identifying Animals With Their Sounds, Babies, and Homes
Scenario: Ask, "What sound does a cow make? The child says, "Moo! Then, "What's a baby cow called? ” "Calf!
What to Do:
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Use cards showing animals, their babies, homes, and sounds.
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Play audio of animal sounds.
Activity Idea: Matching Game: Children match cow“calf“moo“cow shed. Do the same for goats, cats, dogs, hens.
Final Thoughts
Children at this age are curious explorers. These activities help them build early observation and classification skills. Use real-life experiences, hands-on materials, questions, and games to help children confidently talk about what they see around them. The key is to make learning playful, visual, and full of language.