Living Things and Their Environment

Plants - Characteristics of plants as living things

By the end of the lesson, the learner should be able to:
- Identify living and non-living things in the environment.
- Observe and record evidence that plants are living things.
- Appreciate the importance of distinguishing living from non-living things.

In groups, learners are guided to:
- Study photographs of a bean plant, rabbit, stone and chair at different times and discuss which are living things
- Search digital media for information on characteristics of plants as living things
- Write short notes and share findings with classmates

What makes plants living things?

- Spotlight Science and Technology Grade 4 pg. 2
- Digital devices
- Reference books
- Spotlight Science and Technology Grade 4 pg. 3
- Photographs of plants at different stages

- Oral questions - Observation

Living Things and Their Environment

Plants - Characteristics of plants as living things
Plants - Functions of external parts of a plant
Plants - Functions of external parts of a plant
Plants - Functions of external parts of a plant
Plants - Functions of external parts of a plant

By the end of the lesson, the learner should be able to:
- Explain how plants respond to changes in the environment, move and remove waste.
- Classify the characteristic shown in each photograph of plants at different times of day.
- Develop curiosity about how plants respond to their environment.

In groups, learners are guided to:
- Study Lorna's photographs of plants on a cloudy morning and sunny afternoon and discuss the characteristic shown
- Study photographs of a plant before and after touch and identify the characteristic shown
- Discuss how plants fold leaves, shed old leaves and remove tannins or wax as waste

How do plants respond to changes in the environment?

- Spotlight Science and Technology Grade 4 pg. 4
- Photographs of plants at different times of day
- Reference materials
- Spotlight Science and Technology Grade 4 pg. 5
- Protective clothing (gloves, overcoat, gumboots)
- Digital devices / smartphones
- Spotlight Science and Technology Grade 4 pg. 8
- Collected plant specimens
- Protective clothing
- Spotlight Science and Technology Grade 4 pg. 10
- Exercise books
- Reference books
- Spotlight Science and Technology Grade 4 pg. 13
- Young uprooted plants, coloured water, clear glass containers, magnifying glass
- Razor blade (used with caution)
- Spotlight Science and Technology Grade 4 pg. 14
- Young plants in soil, jembe, pair of scissors
- Protective clothing (gloves, gumboots)

- Oral questions - Written notes

Living Things and Their Environment

Plants - Functions of external parts of a plant

By the end of the lesson, the learner should be able to:
- Describe the functions of the stem: support and storage.
- Distinguish between stems used for support and stems used for food storage.
- Appreciate variations in stem functions across different plants.

In groups, learners are guided to:
- Study Teacher Omari's pictures of plants with different stem functions and identify which shows support and which shows storage
- List plants from the locality and classify their stems as support or storage
- Summarise: most plants (maize, mango) use stems for support; some (cactus, sugarcane) store food in stems

What are the different functions of plant stems?

- Spotlight Science and Technology Grade 4 pg. 15
- Pictures of different plants
- Reference books
- Spotlight Science and Technology Grade 4 pg. 16
- Balloons, string, young growing plants
- Posters on plant functions
- Spotlight Science and Technology Grade 4 pg. 17
- Digital devices

- Oral questions - Written notes

Living Things and Their Environment

Plants - Functions of external parts of a plant

By the end of the lesson, the learner should be able to:
- Use the paint application to begin drawing a plant diagram digitally.
- Follow step-by-step instructions to open the paint application and draw the outline of a plant.
- Develop digital literacy skills by using a paint application for science.

In groups, learners are guided to:
- Open the paint application on a digital device by searching on the search bar
- Choose paint from the application list and open the paint window
- Use the brush tool to draw the ground level and stem of a plant

How do we use the paint application to draw a plant?

- Spotlight Science and Technology Grade 4 pg. 18
- Digital devices with paint application installed
- Internet access
- Spotlight Science and Technology Grade 4 pg. 19
- Digital devices with paint application
- Spotlight Science and Technology Grade 4 pg. 21
- Exercise books
- Reference books

- Observation - Digital work in progress

Living Things and Their Environment

Plants - Care for plants

By the end of the lesson, the learner should be able to:
- Identify reasons why we need to care for plants.
- Interpret a poster on plant care and record reasons why we need to care for plants.
- Appreciate the importance of plants to humans, animals and the environment.

- Study a poster made by Grade 4 learners with messages on why plants should be cared for
- Discuss reasons for caring for plants: plants are used as medicine, they are the main source of food, they are home to animals, they beautify the environment
- Write short notes and share with classmates

Why should we care for plants?

- Spotlight Science and Technology Grade 4 pg. 22
- Poster on plant care
- Reference books
- Spotlight Science and Technology Grade 4 pg. 23
- School garden or home garden
- Watering cans, manure
- Spotlight Science and Technology Grade 4 pg. 24
- Exercise books

- Oral questions - Written notes

Living Things and Their Environment

Animals - Characteristics of animals as living things

By the end of the lesson, the learner should be able to:
- Identify safety measures observed when handling animals.
- Search for and record information on characteristics of animals as living things using digital media.
- Appreciate the need for safety when observing and handling animals.

In groups, learners are guided to:
- Search digital media for information on characteristics of animals as living things
- Study pictures showing safety measures when handling animals and name each measure
- Discuss additional safety measures: keep distance, do not disturb animals, use forceps, wash hands after handling

Why should we observe safety measures when handling animals?

- Spotlight Science and Technology Grade 4 pg. 26
- Digital devices with internet access
- Reference books
- Spotlight Science and Technology Grade 4 pg. 27
- Protective clothing
- Digital devices / smartphones
- Spotlight Science and Technology Grade 4 pg. 28
- Photographs and videos from outdoor activity

- Oral questions - Written notes

Living Things and Their Environment

Animals - Characteristics of animals as living things

By the end of the lesson, the learner should be able to:
- Explain how animals breathe, feed, reproduce and remove waste as characteristics of living things.
- Use Elvis's photographs to classify and record which characteristics of living things are shown by each animal.
- Appreciate that different animals show the same characteristics in different ways.

In groups, learners are guided to:
- Study Elvis's photographs of animals showing different characteristics of living things
- Discuss how different animals breathe, feed (flesh, vegetation or both), reproduce (birth or eggs) and remove waste (urine, dung, sweat)
- Write short notes and share with classmates

How do different animals show that they are living things?

- Spotlight Science and Technology Grade 4 pg. 29
- Photographs of animals showing different characteristics
- Reference books
- Spotlight Science and Technology Grade 4 pg. 30
- Photographs of animals at different life stages
- Exercise books

- Oral questions - Written notes

Living Things and Their Environment

Animals - Characteristics of animals as living things

By the end of the lesson, the learner should be able to:
- Apply knowledge of animal characteristics to new photographs and examples.
- Classify photographs of animals by identifying which characteristics of living things are shown in each.
- Develop critical thinking when analysing evidence of living things.

In groups, learners are guided to:
- Study photographs A, B, C and D from Check Your Progress 1.2 and identify characteristics shown in each
- Discuss additional examples from the school neighbourhood
- Write true or false for given sentences about characteristics of animals

Which characteristics of living things can you identify in photographs of animals?

- Spotlight Science and Technology Grade 4 pg. 39
- Photographs of animals
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 40
- Reference books
- Digital devices

- Written assignments - Oral questions

Living Things and Their Environment

Animals - Characteristics of animals as living things
Animals - Vertebrates and invertebrates

By the end of the lesson, the learner should be able to:
- Describe characteristics of animals fluently using real-life examples.
- Use photographs from outdoor activities to match and record the characteristic of living things shown by each animal.
- Appreciate that studying animals develops scientific knowledge and curiosity.

In groups, learners are guided to:
- Discuss characteristics of animals observed during outdoor activity in depth, linking each to a photograph or video taken
- Present findings from outdoor activity to classmates and respond to questions
- Conduct a final review of all eight characteristics using a class question-and-answer session

How can real-life observations help us understand the characteristics of living things?

- Spotlight Science and Technology Grade 4 pg. 39
- Photographs/videos from outdoor activity
- Digital devices
- Spotlight Science and Technology Grade 4 pg. 40
- Photographs of local animals
- Spotlight Science and Technology Grade 4 pg. 31
- Reference books
- Digital devices with internet access

- Oral questions - Observation

Living Things and Their Environment

Animals - Vertebrates and invertebrates
Animals - Care for animals

By the end of the lesson, the learner should be able to:
- Classify animals as vertebrates or invertebrates using a classification table.
- Give reasons for classifying animals as vertebrates or invertebrates.
- Develop systematic thinking skills through classification activities.

In groups, learners are guided to:
- Complete Activity 4: write a list of animals from the locality and group each as vertebrate or invertebrate in a table with reasons
- Study pictures of animals A to U in Activity 5 and identify which are vertebrates and which are invertebrates
- Present classification work to classmates

How do we classify animals as vertebrates or invertebrates?

- Spotlight Science and Technology Grade 4 pg. 32
- Classification table in exercise book
- Pictures of different animals
- Spotlight Science and Technology Grade 4 pg. 35
- Old magazines, newspapers, journals, scissors, glue, scrapbook
- Reference books
- Flash cards with messages on animal care

- Written assignments - Oral questions

Living Things and Their Environment

Animals - Care for animals
Human Digestive System - Parts of the digestive system

By the end of the lesson, the learner should be able to:
- Describe ways of caring for animals such as feeding, providing shelter and clean water.
- Create a flash card with a personal message on the need to care for animals.
- Develop responsibility and empathy towards animals in the environment.

In groups, learners are guided to:
- Discuss ways of caring for animals: proper feeding, clean water, provision of shelter, vaccination and veterinary care
- Make a personal flash card with a message on the need to care for animals
- Share flash cards with classmates and discuss what might happen if animals are not cared for

How do we care for the animals around us?

- Spotlight Science and Technology Grade 4 pg. 37
- Flash cards, markers
- Reference books
- Spotlight Science and Technology Grade 4 pg. 41
- Digital devices

- Practical activity - Oral questions

Living Things and Their Environment

Human Digestive System - Parts of the digestive system

By the end of the lesson, the learner should be able to:
- Label a diagram of the human digestive system correctly.
- Draw and label the human digestive system and sequence the parts correctly from mouth to anus.
- Develop accuracy when drawing and labelling scientific diagrams.

In groups, learners are guided to:
- Study the diagram of the human digestive system in Activity 1 and write the names of parts labelled A, B, C, D and E
- Draw and label the human digestive system in exercise books
- Discuss how food moves through each part in the correct sequence

In what order do the parts of the digestive system appear?

- Spotlight Science and Technology Grade 4 pg. 41
- Diagrams of the digestive system
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 43
- Locally available materials for modelling
- Reference books
- Spotlight Science and Technology Grade 4 pg. 50
- Digital devices with paint application
- Internet access

- Diagrams/drawings - Oral questions

Living Things and Their Environment

Human Digestive System - Parts of the digestive system
Human Digestive System - Healthy digestive system
Human Digestive System - Healthy digestive system

By the end of the lesson, the learner should be able to:
- Consolidate knowledge of the parts and structure of the human digestive system.
- Answer Check Your Progress questions on parts of the digestive system.
- Value accuracy when identifying and naming parts of the human body.

In groups, learners are guided to:
- Answer Check Your Progress 1.3 question 1: name the parts labelled A, B, C, D and E on the digestive system diagram
- Review and consolidate all seven parts: mouth, gullet, stomach, small intestine, large intestine, rectum, anus
- Discuss the role of each part as food passes through the digestive system

Why is it important to know all parts of the digestive system in the correct order?

- Spotlight Science and Technology Grade 4 pg. 53
- Diagrams of the digestive system
- Reference books
- Spotlight Science and Technology Grade 4 pg. 44
- Digital devices
- Spotlight Science and Technology Grade 4 pg. 45
- Flash cards with symptoms
- Pictures of symptoms

- Written assignments - Oral questions

Living Things and Their Environment

Human Digestive System - Healthy digestive system

By the end of the lesson, the learner should be able to:
- Describe ways of maintaining a healthy digestive system.
- Extract and record ways of maintaining a healthy digestive system from Doctor Makori's conversation with learners.
- Value professional medical advice in maintaining a healthy digestive system.

- Read the conversation between Grade 4 learners and Doctor Makori at Mponya Hospital
- List ways of maintaining a healthy digestive system from the conversation: exercising, drinking enough water, brushing teeth, deworming
- Add eating healthy foods as a fifth way of maintaining a healthy digestive system

How can we maintain a healthy digestive system?

- Spotlight Science and Technology Grade 4 pg. 46
- Reference books
- Digital devices
- Spotlight Science and Technology Grade 4 pg. 48
- Exercise books

- Oral questions - Written notes

Living Things and Their Environment

Human Digestive System - Healthy digestive system

By the end of the lesson, the learner should be able to:
- Describe the importance of a healthy digestive system.
- Create a personal awareness poster on the importance of a healthy digestive system.
- Develop a positive attitude towards maintaining a healthy body.

- Study Angoro Primary School learners' poster on the importance of a healthy human digestive system
- Discuss: a healthy digestive system keeps us free from diarrhoea, vomiting, bloating, constipation and stomach ache
- Write notes and create a personal awareness poster on the importance of a healthy digestive system

Why is it important to maintain a healthy digestive system?

- Spotlight Science and Technology Grade 4 pg. 50
- Poster-making materials
- Reference books
- Spotlight Science and Technology Grade 4 pg. 51
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 53

- Oral questions - Poster assessment

Living Things and Their Environment

Human Digestive System - Symptoms of unhealthy digestive system

By the end of the lesson, the learner should be able to:
- Identify all six symptoms of an unhealthy digestive system.
- Record all six symptoms of an unhealthy digestive system and match each to what it indicates about the digestive system.
- Appreciate the importance of acting promptly when symptoms appear.

In groups, learners are guided to:
- Review and consolidate all six symptoms: stomach ache, bloating, presence of worms, diarrhoea, vomiting and constipation
- Study the pictures from Activity 4 and name the symptoms shown in pictures A and B
- Discuss what each symptom indicates and why medical attention should be sought

What should we do when we notice symptoms of an unhealthy digestive system?

- Spotlight Science and Technology Grade 4 pg. 44
- Flash cards and pictures of symptoms
- Reference books
- Spotlight Science and Technology Grade 4 pg. 45
- Flash cards with various symptoms
- Spotlight Science and Technology Grade 4 pg. 46
- Exercise books

- Oral questions - Written assignments

Living Things and Their Environment

Human Digestive System - Developing a health plan

By the end of the lesson, the learner should be able to:
- Describe what a health plan for maintaining a healthy digestive system should include.
- Evaluate Kegan's weekly health plan for completeness and adequacy.
- Appreciate the value of planning and routine in maintaining personal health.

In groups, learners are guided to:
- Study Kegan's weekly plan showing exercising, eating a balanced diet, brushing teeth, drinking water and washing hands
- Evaluate whether each day of Kegan's plan is adequate for maintaining a healthy digestive system
- Discuss what a complete health plan should include and identify any gaps in Kegan's plan

What makes a good weekly health plan for the digestive system?

- Spotlight Science and Technology Grade 4 pg. 48
- Kegan's weekly health plan table
- Reference books
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 50
- Personal health plans from previous lesson

- Oral questions - Written assignments

Living Things and Their Environment
Matter
Matter
Matter
Matter

Human Digestive System - Developing a health plan
Properties of matter - Categorising substances into the three states of matter
Properties of matter - Categorising substances into the three states of matter
Properties of matter - Categorising substances into the three states of matter
Properties of matter - Categorising substances into the three states of matter

By the end of the lesson, the learner should be able to:
- Review and consolidate all learning in sub-strand 1.3 on the human digestive system.
- Evaluate own health plan and identify areas for improvement.
- Appreciate the importance of maintaining a healthy digestive system for overall wellbeing.

In groups, learners are guided to:
- Review all content from sub-strand 1.3: parts of the digestive system, symptoms of an unhealthy digestive system, and ways of maintaining a healthy digestive system
- Evaluate personal health plans and identify areas for improvement
- Complete self-assessment checklist for sub-strand 1.3 (Table 1.7)

How well do I understand how to keep my digestive system healthy?

- Spotlight Science and Technology Grade 4 pg. 54
- Personal health plans
- Self-assessment checklist (Table 1.7)
- Spotlight Science and Technology Grade 4 pg. 55
- Digital devices
- Reference books
- Spotlight Science and Technology Grade 4 pg. 56
- Digital devices with internet access
- Collected substances from school environment
- Exercise books

- Self-assessment - Written assignments

Matter

Properties of matter - Properties of the three states of matter

By the end of the lesson, the learner should be able to:
- Identify that solids have a definite shape.
- Carry out a practical activity to find out if solids have shape.
- Develop observation skills through hands-on practical activities.

In groups, learners are guided to:
- Search for information on properties of solids using print or non-print materials
- Carry out Practical Activity 1: place stones, pen, exercise book and bottle in a carton box, transfer to another box and observe whether shapes change
- Conclude that solids have a definite shape

What happens to the shape of a solid when it is moved from one container to another?

- Spotlight Science and Technology Grade 4 pg. 59
- Carton boxes, small stones, pen, exercise book, empty bottle
- Reference books
- Spotlight Science and Technology Grade 4 pg. 60
- Small stones, clear containers of the same size, water, string, marker pen, cloth
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 61
- Weighing machine, small stones, dry piece of cloth
- Spotlight Science and Technology Grade 4 pg. 63
- Three different containers (bottle, water glass, bowl), water

- Practical observation - Oral questions

Matter

Properties of matter - Properties of the three states of matter

By the end of the lesson, the learner should be able to:
- Identify that liquids have a definite volume.
- Carry out a practical activity to show that the volume of a liquid remains the same when transferred between containers.
- Value accuracy when making and recording observations.

In groups, learners are guided to:
- Carry out Practical Activity 5: transfer water from glass to glass using three glasses of the same size, mark water levels and compare
- Conclude that the level remains the same, showing liquids have a definite volume
- Write and share notes on the volume of liquids

Does the volume of a liquid change when it is poured into a different container?

- Spotlight Science and Technology Grade 4 pg. 64
- Three clear glasses of the same size and shape, water, marker pen, table
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 65
- Weighing machine, water, empty bottle, empty bowl
- Spotlight Science and Technology Grade 4 pg. 67
- Balloons of different shapes, piece of thread

- Practical observation - Written notes

Matter

Properties of matter - Properties of the three states of matter
Properties of matter - Importance of the different states of matter in day-to-day life

By the end of the lesson, the learner should be able to:
- Identify that gases have a definite mass.
- Carry out a practical activity to measure the mass of a gas using a weighing machine.
- Value experimental evidence when drawing conclusions about the properties of gases.

In groups, learners are guided to:
- Carry out Practical Activity 8: weigh an empty balloon with thread, blow air into it, tie and weigh again
- Calculate mass of air = mass of blown balloon minus mass of empty balloon
- Conclude that gases have a definite mass

Do gases have mass? How can we find out?

- Spotlight Science and Technology Grade 4 pg. 68
- Balloon, weighing machine, piece of thread
- Exercise books
- Completed Table 2.3 in exercise books
- Reference books
- Spotlight Science and Technology Grade 4 pg. 69
- Pictures showing importance of states of matter

- Practical observation - Written notes

Matter

Properties of matter - Importance of the different states of matter in day-to-day life
Management of solid waste - Classifying solid waste into decomposable and non-decomposable
Management of solid waste - Classifying solid waste into decomposable and non-decomposable

By the end of the lesson, the learner should be able to:
- Consolidate understanding of the importance of all three states of matter.
- Answer revision questions on properties and importance of the three states of matter.
- Develop a positive attitude towards applying knowledge of matter to explain the environment.

In groups, learners are guided to:
- Review and consolidate all properties and importance of solids, liquids and gases using familiar examples from the locality
- Complete revision questions on properties of matter and importance of the different states
- Discuss: why is it important to understand the states of matter in everyday life?

What would life be like without any of the three states of matter?

- Spotlight Science and Technology Grade 4 pg. 69
- Exercise books
- Reference books
- Spotlight Science and Technology Grade 4 pg. 72
- Pictures of solid and non-solid waste
- Spotlight Science and Technology Grade 4 pg. 73
- Protective clothing (gloves, gumboots, face mask)

- Written assignments - Oral questions

Matter

Management of solid waste - Classifying solid waste into decomposable and non-decomposable

By the end of the lesson, the learner should be able to:
- Classify solid waste into decomposable and non-decomposable.
- Distinguish between waste that rots and waste that does not rot.
- Develop systematic thinking through sorting and classifying solid waste.

In groups, learners are guided to:
- Discuss the meaning of decomposable waste (waste that can rot) and non-decomposable waste (waste that cannot rot)
- Group the waste collected during the outdoor walk into decomposable and non-decomposable categories
- Search digital or print materials for more information on decomposable and non-decomposable waste

What is the difference between decomposable and non-decomposable solid waste?

- Spotlight Science and Technology Grade 4 pg. 74
- Collected solid waste samples
- Digital devices with internet access
- Spotlight Science and Technology Grade 4 pg. 76
- Pictures of safe and unsafe solid waste handling
- Protective clothing
- Spotlight Science and Technology Grade 4 pg. 77
- Protective clothing, broom, dustbins, marker pen, large sheet of paper
- Clean water and soap

- Written assignments - Observation

Matter

Management of solid waste - Dangers of solid waste to the environment
Management of solid waste - Methods of managing waste in the environment

By the end of the lesson, the learner should be able to:
- Identify dangers of solid waste to the environment.
- Search for and record information on dangers of solid waste and extract specific dangers from Nemaiyan's composition.
- Develop concern for environmental health and safety.

In groups, learners are guided to:
- Search for information on dangers of solid waste to the environment using print or non-print materials
- Study the picture of animals grazing at a dump site and discuss dangers to animals and to people living nearby
- Read Nemaiyan's composition and list the dangers mentioned: trapping animals, dirty air, attracting rats, animals mistaking waste for food

How does poorly managed solid waste endanger the environment?

- Spotlight Science and Technology Grade 4 pg. 79
- Digital devices with internet access
- Reference books
- Spotlight Science and Technology Grade 4 pg. 80
- Exercise books

- Oral questions - Written notes

Matter

Management of solid waste - Methods of managing waste in the environment

By the end of the lesson, the learner should be able to:
- Define recycling and give examples of solid waste that can be recycled.
- Explain how waste materials are collected and processed into new items through recycling.
- Appreciate recycling as a way of reducing waste and protecting the environment.

In groups, learners are guided to:
- Discuss the meaning of recycling: making new items from used materials collected and taken to factories
- Give examples of recycling from the Usafi story: plastic bottles recycled into new plastic items; waste papers recycled into tissue papers
- Discuss other examples of recyclable waste from the locality

How does recycling help to manage solid waste?

- Spotlight Science and Technology Grade 4 pg. 81
- Pictures of recycled products
- Reference books
- Spotlight Science and Technology Grade 4 pg. 83
- Examples of re-used materials

- Oral questions - Written notes

Matter

Management of solid waste - Methods of managing waste in the environment

By the end of the lesson, the learner should be able to:
- Define reducing and describe practices that reduce the amount of waste generated.
- Record examples of reducing waste from home and school and classify them in a table alongside re-using and recycling examples.
- Develop responsible habits that minimise waste generation.

In groups, learners are guided to:
- Discuss the meaning of reducing: methods that lower the amount of waste generated
- Discuss examples: not using disposable plastic utensils; using baskets instead of disposable shopping bags
- Name waste from the locality that can be managed through reducing

How can we reduce the amount of solid waste we produce?

- Spotlight Science and Technology Grade 4 pg. 84
- Examples of reducing practices
- Reference books
- Spotlight Science and Technology Grade 4 pg. 83
- Akinyi's journal (in course book)
- Exercise books for personal journals
- Spotlight Science and Technology Grade 4 pg. 85
- Waste materials: straws, reeds, banana fibres or plastic containers
- Knife (used with caution)

- Oral questions - Written assignments

Matter

Management of solid waste - Methods of managing waste in the environment
Management of solid waste - Importance of proper management of solid waste
Management of solid waste - Importance of proper management of solid waste

By the end of the lesson, the learner should be able to:
- Make a toy or ornament from solid waste materials.
- Apply creative skills to design and construct a toy or ornament from waste.
- Value innovation and creativity in solving environmental challenges.

In groups, learners are guided to:
- Study pictures of toys made by Milka and Morris from solid waste and discuss how they were made
- Design and make a toy or ornament from available solid waste materials
- Display and discuss completed toys or ornaments with classmates

What toys or ornaments can we make from solid waste?

- Spotlight Science and Technology Grade 4 pg. 87
- Solid waste materials for toy-making
- Reference books
- Spotlight Science and Technology Grade 4 pg. 85
- Exercise books
- Waste materials from home
- Guidance from parents or guardians

- Practical activity - Observation

Matter

Management of solid waste - Importance of proper management of solid waste
Water conservation - Meaning of water conservation

By the end of the lesson, the learner should be able to:
- Consolidate and evaluate understanding of solid waste management through revision questions.
- Apply knowledge of waste management methods to given scenarios.
- Value proper waste management as a civic responsibility.

- Complete Check Your Progress 2.2: name five solid waste materials; identify methods used by Walila and the Kisauni learners; evaluate Ogina's choice of water glasses over disposable cups
- Group given solid wastes as decomposable or non-decomposable: pencil shavings, banana peels, food leftovers, plastic bottles
- Discuss and share answers with classmates

How well do I understand the methods and importance of managing solid waste?

- Spotlight Science and Technology Grade 4 pg. 89
- Exercise books
- Reference books
- Personal journals from lesson 28
- Spotlight Science and Technology Grade 4 pg. 91
- Pictures of water wastage and conservation

- Written assignments - Self-assessment

Matter

Water conservation - Meaning of water conservation
Water conservation - Methods of conserving water

By the end of the lesson, the learner should be able to:
- Explain the meaning of water conservation.
- Compare pictures of Caroline, Jayden and George and record which individuals are practising water conservation and why.
- Value the need to use water wisely to prevent wastage.

In groups, learners are guided to:
- Study pictures of Caroline, Jayden and George at Banda's home and identify who uses water carefully and who wastes water
- Discuss the meaning of water conservation: the practice of using water without wasting it
- Recite the water conservation poem and discuss what it is about

What is water conservation and why is it important?

- Spotlight Science and Technology Grade 4 pg. 92
- Pictures from Banda's home activity
- Reference books
- Spotlight Science and Technology Grade 4 pg. 94
- Digital devices
- Digital devices / smartphones for photographs

- Oral questions - Written notes

Matter

Water conservation - Methods of conserving water

By the end of the lesson, the learner should be able to:
- Describe specific methods of conserving water shown in pictures from Nyamati area.
- Group observed water conservation practices as reducing, re-using or recycling.
- Value the role of community practices in water conservation.

In groups, learners are guided to:
- Study the Nyamati area poster with pictures: turn off tap after use, wash clothes, sprinkle waste water on dusty compound, filter water, boil filtered water, build a dam to trap rain water
- Discuss how each practice conserves water and group it as reducing, re-using or recycling
- Share and discuss findings with classmates

How do people in our community conserve water?

- Spotlight Science and Technology Grade 4 pg. 95
- Poster of water conservation methods from Nyamati area
- Reference books
- Spotlight Science and Technology Grade 4 pg. 97
- Pictures of drip irrigation and mulching
- Spotlight Science and Technology Grade 4 pg. 98
- Digital devices

- Oral questions - Written notes

Matter

Water conservation - Methods of conserving water
Water conservation - Importance of conserving water

By the end of the lesson, the learner should be able to:
- Help David fill in his water conservation journal correctly.
- Apply knowledge of reducing, re-using and recycling to classify conservation practices in a journal.
- Develop the habit of recording water conservation practices daily.

In groups, learners are guided to:
- Study David's journal showing water harvesting classified as reducing method
- Copy David's journal and discuss with group members how to fill it in correctly
- Present completed journal to classmates and discuss

How do we correctly classify water conservation practices as reducing, re-using or recycling?

- Spotlight Science and Technology Grade 4 pg. 97
- David's journal (in course book)
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 98
- Reference books
- Digital devices

- Written assignments - Oral questions

Matter

Water conservation - Importance of conserving water

By the end of the lesson, the learner should be able to:
- Describe the importance of water conservation using a real-life story.
- Record the specific improvements that water conservation brought to people of Kisima County and compile a list of reasons to conserve water.
- Value water conservation as a solution to community water problems.

In groups, learners are guided to:
- Read and discuss the story of how people of Kisima County benefited from water conservation: growing vegetables, improved cleanliness, access to clean drinking water
- List the importance of water conservation: ensures enough water for living things, for home/farms/factories, saves money, keeps water sources clean and prevents disease
- Write short notes and share with classmates

How does water conservation improve the lives of people in a community?

- Spotlight Science and Technology Grade 4 pg. 101
- Reference books
- Exercise books
- Table 2.6 in exercise books
- Spotlight Science and Technology Grade 4 pg. 103
- Poster-making materials

- Oral questions - Written notes

Force and Energy

Force and its effects - Types of forces in nature
Force and its effects - Effects of force on objects in nature
Force and its effects - Effects of force on objects in nature

By the end of the lesson, the learner should be able to:
- Explain the meaning of force as used in science.
- Carry out Practical Activity 1 by pushing and pulling a carton box and recording what causes the movement.
- Appreciate that force is at work in everyday activities.

In groups, learners are guided to:
- Study pictures of a boy pushing and pulling toy cars and discuss what makes the cars move
- Carry out Practical Activity 1: push an empty carton box across the floor; pull it using a string and discuss observations
- Conclude that force is a push or a pull on an object

What is force and how does it act on objects?

- Spotlight Science and Technology Grade 4 pg. 105
- Empty carton box, string
- Reference books
- Spotlight Science and Technology Grade 4 pg. 107
- Table, books, ball, small stone
- Spotlight Science and Technology Grade 4 pg. 109
- Pictures of pushing on rough and smooth surfaces
- Rough surface, smooth surface, wooden block, rubber band, string
- Exercise books
- Pictures of football game
- Spotlight Science and Technology Grade 4 pg. 115
- Balloons, plasticine or wet clay, rope for tug of war

- Oral questions - Observation

Force and Energy

Force and its effects - Effects of force on objects in nature
Force and its effects - Uses of force in daily life
Force and its effects - Uses of force in daily life
Force and its effects - Uses of force in daily life

By the end of the lesson, the learner should be able to:
- Identify all five effects of force on objects: start movement, change direction, change shape, change speed and stop movement.
- Demonstrate multiple effects of force through activities.
- Value practical investigations as a way of learning about force.

In groups, learners are guided to:
- Carry out Activity 2: demonstrate all effects of force through the football, balloon and tug of war activities
- Discuss: force can start movement, change direction of movement, change shape, decrease or increase speed, stop movement and hold objects together
- Write and share notes consolidating all five effects of force

What are all the effects that force can have on objects?

- Spotlight Science and Technology Grade 4 pg. 115
- Ball, balloons, plasticine
- Reference books
- Spotlight Science and Technology Grade 4 pg. 116
- Pictures showing uses of force
- Digital devices
- Spotlight Science and Technology Grade 4 pg. 117
- Exercise books
- Pictures of friction-minimising methods

- Written assignments - Oral questions

Force and Energy

Force and its effects - Uses of force in daily life

By the end of the lesson, the learner should be able to:
- List all five methods of minimising friction between moving objects.
- Apply knowledge of friction reduction to given scenarios.
- Appreciate that reducing friction makes machines work more efficiently.

In groups, learners are guided to:
- Consolidate all five methods: smoothening rough surfaces; greasing or oiling movable parts; placing rollers between moving surfaces; placing ball bearings at movable metallic parts; streamlining the shape of objects
- Apply methods to scenarios: John's noisy wheelbarrow, squeaky door hinges
- Write notes and share with classmates

What are the five ways of minimising friction between moving objects?

- Spotlight Science and Technology Grade 4 pg. 119
- Reference books
- Exercise books
- Pictures showing importance of force
- Spotlight Science and Technology Grade 4 pg. 121

- Written assignments - Oral questions

Force and Energy

Force and its effects - Uses of force in daily life
Light - Sources of light in nature

By the end of the lesson, the learner should be able to:
- Review and consolidate all learning on force and its effects.
- Apply knowledge of force to new examples and scenarios from the locality.
- Appreciate how an understanding of force helps explain observations in nature.

In groups, learners are guided to:
- Review all content: meaning of force, types of force (gravity and friction), effects of force, uses of force, ways of minimising friction, applications of gravity and friction
- Discuss additional real-life examples of force from the school environment and locality
- Complete the sub-strand summary and self-assessment checklist

How does knowledge of force help us understand and explain the world around us?

- Spotlight Science and Technology Grade 4 pg. 121
- Reference books
- Exercise books
- Self-assessment checklist
- Spotlight Science and Technology Grade 4 pg. 123
- Digital devices with internet access

- Oral questions - Observation

Force and Energy

Light - Sources of light in nature

By the end of the lesson, the learner should be able to:
- Classify sources of light as natural or artificial.
- Identify and draw sources of light from a word puzzle.
- Develop the ability to categorise sources of light correctly.

In groups, learners are guided to:
- Carry out Activity 1: identify natural and artificial sources of light in pictures; group them and discuss
- Copy and solve the sources-of-light word puzzle, circle each source and draw it
- Conclude: natural sources include sun, stars, fireflies, lightning and glowworms; artificial sources include torch, electricity, candles and lamps

What is the difference between natural and artificial sources of light?

- Spotlight Science and Technology Grade 4 pg. 25
- Word puzzle from course book
- Reference books
- Spotlight Science and Technology Grade 4 pg. 123
- Digital devices
- Exercise books

- Written assignments - Diagrams/drawings

Force and Energy

Light - Ways of lighting a house
Light - Uses of light in day-to-day life

By the end of the lesson, the learner should be able to:
- Identify different ways of lighting a house using natural and artificial sources.
- Distinguish between translucent and transparent roofing materials.
- Appreciate the variety of ways available for lighting a house.

In groups, learners are guided to:
- Read reference materials on ways of lighting a house and write short notes
- Study Activity 3 pictures of different ways of lighting houses (A, B, C, D) and identify whether each uses natural, artificial or both sources
- Discuss other ways of lighting houses not shown in the pictures

What are the different ways of lighting a house?

- Spotlight Science and Technology Grade 4 pg. 126
- Pictures of different house lighting methods
- Reference books
- Spotlight Science and Technology Grade 4 pg. 127
- Pictures of translucent and transparent roofing materials
- Pictures showing uses of light
- Digital devices

- Oral questions - Written notes

Force and Energy

Light - Uses of light in day-to-day life
Light - Applications of light in our day-to-day life
Light - Applications of light in our day-to-day life

By the end of the lesson, the learner should be able to:
- Describe uses of light in day-to-day life in a composition.
- Summarise the uses of light: seeing, reading, safety and discouraging pests.
- Develop the ability to communicate scientific ideas through writing.

In groups, learners are guided to:
- Complete Activity 5: write a composition about the uses of light individually
- Discuss uses of light in pictures A, B, C and D from Activity 4
- Summarise and consolidate all uses of light in exercise books and share with classmates

How would daily life change if there was no light?

- Spotlight Science and Technology Grade 4 pg. 129
- Exercise books
- Reference books
- Pictures of applications of light
- Light poem from course book

- Written assignments - Oral questions

Force and Energy

Light - Applications of light in our day-to-day life

By the end of the lesson, the learner should be able to:
- Answer Check Your Progress 3.2 questions on sources, uses and applications of light.
- Group ways of lighting a house into natural and artificial categories.
- Evaluate own understanding of light through the sub-strand summary checklist.

In groups, learners are guided to:
- Answer Check Your Progress 3.2 questions: identify application of light in a picture; name two other applications; copy and complete James's table grouping ways of lighting a house as natural or artificial
- Complete Table 3.2 summary checklist for sub-strand 3.2
- Discuss answers with classmates

How well do I understand the sources, uses and applications of light?

- Spotlight Science and Technology Grade 4 pg. 131
- Exercise books
- Reference books
- Spotlight Science and Technology Grade 4 pg. 132
- Self-assessment checklist (Table 3.2)

- Written assignments - Self-assessment

Force and Energy

Light - Applications of light in our day-to-day life
Heat - Meaning of heat in nature

By the end of the lesson, the learner should be able to:
- Apply knowledge of light to evaluate given scenarios about lighting in the home and environment.
- Evaluate given lighting scenarios and record which type of light — natural or artificial — is more appropriate for each situation.
- Develop a positive attitude towards using light responsibly and efficiently.

In groups, learners are guided to:
- Discuss scenarios: which is better — translucent or transparent roofing material for a kitchen? why?
- Discuss the importance of artificial light for security, reading at night and emergency use
- Consolidate: both natural and artificial light are important and complement each other in daily life

When would you choose natural light over artificial light and why?

- Spotlight Science and Technology Grade 4 pg. 132
- Pictures of lighting scenarios
- Reference books
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 133
- Warm liquid in a glass cup, cold liquid in a glass cup

- Oral questions - Written assignments

Force and Energy

Heat - Sources of heat in nature
Heat - Demonstrating uses of heat in day-to-day life

By the end of the lesson, the learner should be able to:
- Identify sources of heat in nature from pictures.
- Classify and record the sources of heat shown in Activity 2 pictures and list the heat sources used by James's family.
- Develop the ability to identify sources of heat in the school and home environment.

In groups, learners are guided to:
- Search for information on sources of heat using print or non-print materials
- Study Activity 2 pictures of sources of heat (A, B, C, D) and name each source
- Read about James and his family's use of gas cooker, electric heater and sun; identify and list all sources of heat they use

What are the sources of heat in nature?

- Spotlight Science and Technology Grade 4 pg. 134
- Pictures of heat sources
- Reference books
- Spotlight Science and Technology Grade 4 pg. 135
- Fun activity from course book
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 136
- Water, eggs, sufuria, spoon, kitchen gloves, heat source

- Oral questions - Written notes

Force and Energy

Heat - Demonstrating uses of heat in day-to-day life
Heat - Safety measures when using heat

By the end of the lesson, the learner should be able to:
- Demonstrate drying as a use of heat through a practical activity.
- Observe and record evidence that heat dries clothes and grains.
- Appreciate heat as a practical resource for drying in daily life.

In groups, learners are guided to:
- Carry out Practical Activity 2: dip handkerchiefs in water, wring out and hang on a line in the sun; observe and record that they dry due to heat from the sun
- Carry out Practical Activity 3: spread maize grains on a surface in the sun; leave and observe that they dry due to heat
- Conclude that heat is used for drying clothes and grains

How does heat dry our clothes and grains?

- Spotlight Science and Technology Grade 4 pg. 137
- Water, basin, pegs, handkerchiefs, maize grains
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 139
- Firewood, matchsticks, open field
- Protective clothing
- Pictures of heat safety measures
- Digital devices

- Practical observation - Written notes

Force and Energy

Heat - Safety measures when using heat
Heat - Importance of heat in day-to-day life
Heat - Importance of heat in day-to-day life
Heat - Importance of heat in day-to-day life
Heat - Importance of heat in day-to-day life

By the end of the lesson, the learner should be able to:
- List all safety measures to observe when using heat.
- Apply safety measures to specific situations involving different heat sources.
- Appreciate the importance of following safety rules when working with heat.

In groups, learners are guided to:
- Consolidate all five safety measures: always use protective clothing; avoid loose clothing near open flames; do not leave heat sources unattended; switch off electric heaters, cookers and iron boxes after use; avoid direct contact with open flames
- Discuss safety measures for each heat source: iron, electric heater, gas cooker, firewood
- Write short notes and share with classmates

Why is it dangerous to leave heat sources unattended?

- Spotlight Science and Technology Grade 4 pg. 143
- Reference books
- Exercise books
- Pictures of heat importance
- Digital devices
- Cotton cloth, woollen cloth, scissors, sewing needle, thread, tape measure
- Self-assessment checklist

- Written assignments - Oral questions