Living Things and Their Environment

Classification of Plants - Flowering and Non-flowering Plants

By the end of the lesson, the learner should be able to:

- Identify different types of flowering and non-flowering plants
- Classify plants into flowering and non-flowering plants
- Appreciate the diversity of plants

The learner is guided to:
- Collaboratively use print and non-print materials to search for images of flowering and non-flowering plants and share
- Identify flowering and non-flowering plants in their school environment
- Create a table to classify plants into flowering and non-flowering plants

How are plants classified?

- Mentor Science and Technology Learner's Book pg. 1
- Digital devices
- Plants in the environment
- Plant images/charts
- Mentor Science and Technology Learner's Book pg. 3
- Digital resources
- Flowering plants from the environment

- Observation schedules - Oral questions - Written tests

Living Things and Their Environment

Classification of Plants - Non-flowering Plants
Classification of Plants - Safety when Handling Plants
Classification of Plants - Parts of a Flower
Classification of Plants - Function of Flower Parts
Classification of Plants - Function of Flower Parts

By the end of the lesson, the learner should be able to:

- Name different non-flowering plants in their environment
- Identify the characteristics of non-flowering plants
- Appreciate the value of non-flowering plants

The learner is guided to:
- Work in pairs to observe different non-flowering plants
- Identify and name non-flowering plants found in their locality
- Discuss the characteristics of non-flowering plants and share with peers

What are the characteristics of non-flowering plants?

- Mentor Science and Technology Learner's Book pg. 4
- Digital resources
- Non-flowering plants from the environment
- Digital devices
- Protective gear (gloves, gumboots)
- Plant images/charts
- Mentor Science and Technology Learner's Book pg. 7
- Flowers
- Charts showing parts of a flower
- Mentor Science and Technology Learner's Book pg. 8
- Charts showing parts of a flower
- Digital devices
- Mentor Science and Technology Learner's Book pg. 9

- Portfolio - Observation schedules - Oral questions

Living Things and Their Environment

Classification of Plants - Importance of Flowers in Nature
Classification of Plants - Classification Activities
Classification of Plants - Digital Skills Application

By the end of the lesson, the learner should be able to:

- Explain the importance of flowers in nature
- Give examples of the benefits of flowers
- Develop positive attitude towards conservation of flowering plants

The learner is guided to:
- Discuss the importance of flowers in nature
- Identify the different benefits derived from flowers
- Share findings with peers

Why are flowers important in nature?

- Mentor Science and Technology Learner's Book pg. 10
- Digital resources
- Charts
- Pictures of different flowers
- Plants in the environment
- Digital cameras
- Protective gear
- Mentor Science and Technology Learner's Book pg. 11
- Digital devices
- Internet resources
- Digital storage media

- Oral questions - Written quizzes - Assessment rubrics

Living Things and Their Environment

Classification of Plants - Drawing and Modeling
Classification of Plants - Digital Technology Integration

By the end of the lesson, the learner should be able to:

- Draw and color a flower
- Label parts of a flower accurately
- Show creativity in drawing flowers

The learner is guided to:
- Draw a flower and color it
- Label all parts of the flower correctly
- Use digital applications to create flower drawings
- Display their work and share with peers

How can we represent flowers artistically?

- Mentor Science and Technology Learner's Book pg. 11
- Drawing materials
- Coloring materials
- Digital devices with drawing applications
- Digital devices with drawing applications
- Internet resources
- Digital storage media

- Projects - Portfolios - Peer assessment

Living Things and Their Environment

Classification of Plants - Plant Care Activities
Classification of Plants - Assessment Activities
Vertebrates - General Characteristics

By the end of the lesson, the learner should be able to:

- Demonstrate plant care practices
- Explain importance of plant conservation
- Show responsibility in caring for plants

The learner is guided to:
- Discuss how to care for both flowering and non-flowering plants
- Identify plants in the school compound that need care
- Participate in plant care activities in the school compound

Why is plant conservation important?

- Mentor Science and Technology Learner's Book pg. 12
- Plants in the school compound
- Gardening tools
- Watering equipment
- Assessment worksheets
- Plant specimens
- Charts
- Mentor Science and Technology Learner's Book pg. 13
- Digital devices
- Charts showing vertebrates
- Pictures of various vertebrates

- Observation schedules - Projects - Peer assessment

Living Things and Their Environment

Vertebrates - Classification Overview
Vertebrates - Mammals

By the end of the lesson, the learner should be able to:

- Identify the five main groups of vertebrates
- Classify vertebrates into their main groups
- Show interest in learning about vertebrate diversity

The learner is guided to:
- Observe pictures of different vertebrates
- Identify similarities and differences among vertebrates
- Create a chart showing classification of vertebrates

How are vertebrates classified?

- Mentor Science and Technology Learner's Book pg. 14
- Digital devices
- Charts showing vertebrate classification
- Pictures of various vertebrates
- Mentor Science and Technology Learner's Book pg. 15
- Charts showing mammals
- Pictures of various mammals

- Observation schedules - Written quizzes - Portfolios

Living Things and Their Environment

Vertebrates - Birds
Vertebrates - Reptiles
Vertebrates - Amphibians

By the end of the lesson, the learner should be able to:

- Identify the characteristics of birds
- Name different birds in their environment
- Value the importance of birds

The learner is guided to:
- Observe pictures/videos of different birds
- Discuss the characteristics of birds
- Identify birds found in their locality

What are the distinct features of birds?

- Mentor Science and Technology Learner's Book pg. 16
- Digital devices
- Charts showing birds
- Pictures of various birds
- Mentor Science and Technology Learner's Book pg. 17
- Charts showing reptiles
- Pictures of various reptiles
- Mentor Science and Technology Learner's Book pg. 18
- Charts showing amphibians
- Pictures of various amphibians

- Oral questions - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Fish
Vertebrates - Comparative Study

By the end of the lesson, the learner should be able to:

- Identify the characteristics of fish
- Name different types of fish
- Appreciate the value of fish

The learner is guided to:
- Observe pictures/videos of different fish
- Discuss the characteristics of fish
- Identify fish found in their locality

What are the distinct features of fish?

- Mentor Science and Technology Learner's Book pg. 19
- Digital devices
- Charts showing fish
- Pictures of various fish
- Charts
- Pictures of various vertebrates

- Oral questions - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Importance in the Environment
Vertebrates - Safety Precautions
Vertebrates - Portfolio Project Planning

By the end of the lesson, the learner should be able to:

- Explain the importance of vertebrates in the environment
- Give examples of how vertebrates benefit humans
- Appreciate the role of vertebrates in the ecosystem

The learner is guided to:
- Discuss the importance of vertebrates in the environment
- Identify ways in which vertebrates benefit humans
- Create a chart showing the importance of different vertebrates

Why are vertebrates important in our environment?

- Mentor Science and Technology Learner's Book pg. 20
- Digital devices
- Charts
- Pictures of various vertebrates
- Mentor Science and Technology Learner's Book pg. 23
- Safety equipment
- Pictures illustrating safety practices
- Mentor Science and Technology Learner's Book pg. 24
- Portfolio materials
- Pictures of vertebrates

- Oral questions - Written assignments - Projects

Living Things and Their Environment

Vertebrates - Portfolio Development
Vertebrates - Digital Portfolio Creation

By the end of the lesson, the learner should be able to:

- Collect information and pictures of vertebrates
- Organize information in a systematic manner
- Demonstrate creativity in portfolio development

The learner is guided to:
- Collect pictures of different vertebrates
- Organize the pictures according to vertebrate groups
- Add relevant information to each picture

How can we create informative vertebrate portfolios?

- Mentor Science and Technology Learner's Book pg. 24
- Portfolio materials
- Digital devices
- Pictures of vertebrates
- Digital storage media
- Internet resources

- Projects - Portfolios - Peer assessment

Living Things and Their Environment

Vertebrates - Portfolio Presentation
Vertebrates - Assessment Activities

By the end of the lesson, the learner should be able to:

- Present their vertebrate portfolios
- Explain the classification of vertebrates
- Show confidence in presenting their work

The learner is guided to:
- Present their completed vertebrate portfolios
- Explain the classification of vertebrates using their portfolios
- Provide and receive feedback on portfolios

How effectively can we communicate information about vertebrates?

- Mentor Science and Technology Learner's Book pg. 24
- Completed portfolios
- Digital devices
- Presentation space
- Assessment worksheets
- Pictures of vertebrates
- Digital devices

- Presentations - Peer assessment - Teacher observation

Living Things and Their Environment

Vertebrates - Review Activities
The Human Breathing System - Parts of the Breathing System
The Human Breathing System - The Nose

By the end of the lesson, the learner should be able to:

- Summarize key concepts about vertebrates
- Identify areas of strength and areas needing improvement
- Show appreciation for knowledge gained about vertebrates

The learner is guided to:
- Review key concepts about vertebrates
- Complete review activities on vertebrates
- Share their learning experiences with peers

What have we learned about vertebrates?

- Mentor Science and Technology Learner's Book pg. 24
- Review worksheets
- Digital devices
- Reference materials
- Mentor Science and Technology Learner's Book pg. 25
- Charts showing the human breathing system
- Video resources
- Mentor Science and Technology Learner's Book pg. 26
- Charts showing the structure of the nose
- Models of the respiratory system

- Written quizzes - Oral questions - Self-assessment

Living Things and Their Environment

The Human Breathing System - The Trachea
The Human Breathing System - The Lungs

By the end of the lesson, the learner should be able to:

- Locate the trachea in the human body
- Describe the functions of the trachea
- Value the importance of the trachea in breathing

The learner is guided to:
- Feel the trachea by touching the front part of the neck
- Discuss the structure and functions of the trachea
- Create a chart showing the functions of the trachea

What is the role of the trachea in breathing?

- Mentor Science and Technology Learner's Book pg. 26
- Digital devices
- Charts showing the structure of the trachea
- Models of the respiratory system
- Mentor Science and Technology Learner's Book pg. 27
- Charts showing the structure of the lungs

- Oral questions - Written assignments - Projects

Living Things and Their Environment

The Human Breathing System - The Diaphragm
The Human Breathing System - Breathing Mechanism
The Human Breathing System - Model Creation Planning

By the end of the lesson, the learner should be able to:

- Identify the location and structure of the diaphragm
- Describe the functions of the diaphragm
- Value the importance of the diaphragm in breathing

The learner is guided to:
- Observe the structure of the diaphragm using models or diagrams
- Discuss the functions of the diaphragm in breathing
- Create a chart showing the functions of the diaphragm

What is the role of the diaphragm in breathing?

- Mentor Science and Technology Learner's Book pg. 28
- Digital devices
- Charts showing the structure of the diaphragm
- Models of the respiratory system
- Charts showing the breathing mechanism
- Video resources
- Various locally available materials
- Charts showing models of the breathing system
- Digital resources

- Oral questions - Written assignments - Projects

Living Things and Their Environment

The Human Breathing System - Model Creation
The Human Breathing System - Model Presentation

By the end of the lesson, the learner should be able to:

- Make a model of the human breathing system
- Demonstrate how the model works
- Show creativity in model creation

The learner is guided to:
- Use locally available materials to make a model of the breathing system
- Ensure the model demonstrates the breathing mechanism
- Label the parts of the model

How can we create functional models of the breathing system?

- Mentor Science and Technology Learner's Book pg. 29
- Locally available materials (bottles, balloons, straws, etc.)
- Scissors, string, rubber bands
- Labels
- Mentor Science and Technology Learner's Book pg. 30
- Completed models
- Presentation space

- Projects - Demonstrations - Peer assessment

Living Things and Their Environment

The Human Breathing System - Common Conditions (Colds and Coughs)
The Human Breathing System - COVID-19
The Human Breathing System - Allergies

By the end of the lesson, the learner should be able to:

- Identify symptoms of common colds and coughs
- Explain prevention measures for colds and coughs
- Show responsibility in preventing the spread of colds and coughs

The learner is guided to:
- Discuss symptoms of common colds and coughs
- Identify ways to prevent colds and coughs
- Demonstrate proper coughing and sneezing etiquette

What measures can help prevent respiratory conditions?

- Mentor Science and Technology Learner's Book pg. 31
- Digital devices
- Charts showing symptoms of colds and coughs
- Video resources
- Mentor Science and Technology Learner's Book pg. 32
- Charts showing symptoms of COVID-19
- Mentor Science and Technology Learner's Book pg. 33
- Charts showing symptoms of allergies

- Oral questions - Written assignments - Demonstrations

Living Things and Their Environment

The Human Breathing System - Asthma
The Human Breathing System - Comparison of Respiratory Conditions

By the end of the lesson, the learner should be able to:

- Identify symptoms of asthma
- Explain prevention measures for asthmatic attacks
- Show empathy towards people with asthma

The learner is guided to:
- Discuss symptoms of asthma
- Identify ways to prevent asthmatic attacks
- Create awareness posters on asthma

How can we manage asthma effectively?

- Mentor Science and Technology Learner's Book pg. 34
- Digital devices
- Charts showing symptoms of asthma
- Video resources
- Mentor Science and Technology Learner's Book pg. 35
- Charts
- Reference materials

- Oral questions - Written assignments - Projects

Living Things and Their Environment

The Human Breathing System - Maintaining a Healthy Breathing System
The Human Breathing System - Personal Health Plan

By the end of the lesson, the learner should be able to:

- Explain the importance of maintaining a healthy breathing system
- Identify ways to maintain a healthy breathing system
- Show commitment to maintaining respiratory health

The learner is guided to:
- Discuss the importance of a healthy breathing system
- Identify ways to maintain respiratory health
- Create a personal plan for respiratory health

Why is it important to maintain a healthy breathing system?

- Mentor Science and Technology Learner's Book pg. 36
- Digital devices
- Charts
- Reference materials
- Mentor Science and Technology Learner's Book pg. 37
- Reference materials
- Planning templates

- Oral questions - Written assignments - Projects

Living Things and Their Environment
Mixtures
Mixtures

The Human Breathing System - Campaign Planning
The Human Breathing System - Assessment Activities
Mixtures - Meaning of Mixtures
Mixtures - Identifying Mixtures in the Environment

By the end of the lesson, the learner should be able to:

- Plan a respiratory health campaign
- Apply knowledge of respiratory health
- Show commitment to community health

The learner is guided to:
- Plan a respiratory health campaign for the school
- Create awareness materials for the campaign
- Identify key messages for the campaign

How can we promote respiratory health in our community?

- Mentor Science and Technology Learner's Book pg. 37
- Digital devices
- Art materials
- Reference materials
- Assessment worksheets
- Mentor Science and Technology Learner's Book pg. 39
- Different types of mixtures
- Worksheets
- Mentor Science and Technology Learner's Book pg. 40
- School environment
- Worksheets
- Digital devices

- Projects - Presentations - Peer assessment

Mixtures

Mixtures - Homogeneous Mixtures
Mixtures - Heterogeneous Mixtures
Mixtures - Types of Mixtures (Solid-Solid)
Mixtures - Types of Mixtures (Solid-Liquid)
Mixtures - Types of Mixtures (Liquid-Liquid)

By the end of the lesson, the learner should be able to:

- Define homogeneous mixtures
- Identify examples of homogeneous mixtures
- Show interest in understanding homogeneous mixtures

The learner is guided to:
- Prepare mixtures of water and sugar/salt
- Observe the uniformity of the mixture
- Discuss characteristics of homogeneous mixtures

What makes a mixture homogeneous?

- Mentor Science and Technology Learner's Book pg. 41
- Water, sugar, salt
- Containers
- Stirring rods
- Mentor Science and Technology Learner's Book pg. 42
- Water, sand
- Mentor Science and Technology Learner's Book pg. 43
- Various solid materials (flour, sand, salt)
- Digital resources
- Mentor Science and Technology Learner's Book pg. 44
- Water, various solids (salt, sugar, sand, flour)
- Mentor Science and Technology Learner's Book pg. 45
- Various liquids (water, milk, cooking oil, kerosene)

- Oral questions - Practical activities - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Winnowing)
Mixtures - Separating Heterogeneous Mixtures (Picking)
Mixtures - Separating Heterogeneous Mixtures (Sieving)

By the end of the lesson, the learner should be able to:

- Explain the process of winnowing
- Demonstrate the use of winnowing to separate mixtures
- Appreciate the application of winnowing in daily life

The learner is guided to:
- Discuss the principle of winnowing
- Demonstrate separation of mixtures by winnowing
- Identify applications of winnowing in daily life

How is winnowing used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 47
- Mixtures of light and heavy particles (rice and husks)
- Containers
- Mats
- Mentor Science and Technology Learner's Book pg. 48
- Mixtures with big solid particles (maize and beans)
- Trays
- Mentor Science and Technology Learner's Book pg. 49
- Mixtures of particles of different sizes
- Sieves
- Containers

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Using Magnet)
Mixtures - Separating Heterogeneous Mixtures (Filtration)
Mixtures - Separating Heterogeneous Mixtures (Decantation)

By the end of the lesson, the learner should be able to:

- Explain the use of a magnet to separate mixtures
- Demonstrate the use of a magnet to separate mixtures
- Show interest in magnetic separation

The learner is guided to:
- Discuss the principle of magnetic separation
- Demonstrate separation of mixtures using a magnet
- Identify applications of magnetic separation in daily life

How are magnets used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 52
- Mixtures containing magnetic materials
- Magnets
- Containers
- Gloves
- Mentor Science and Technology Learner's Book pg. 51
- Mixtures of insoluble solids and liquids
- Filter materials (cloth, paper)
- Containers
- Mentor Science and Technology Learner's Book pg. 50
- Stirring rods

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Separating Funnel)
Water Pollution - Meaning of Water Pollution

By the end of the lesson, the learner should be able to:

- Explain the use of a separating funnel
- Demonstrate the use of a separating funnel to separate immiscible liquids
- Appreciate the importance of separating funnels

The learner is guided to:
- Discuss the principle of separating immiscible liquids
- Demonstrate separation using a separating funnel
- Identify applications of separating funnels in daily life

How is a separating funnel used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 53
- Immiscible liquids (water and kerosene)
- Separating funnel
- Containers
- Mentor Science and Technology Learner's Book pg. 56
- Digital devices
- Pictures of clean and polluted water
- Video resources

- Practical activities - Oral questions - Written assignments

Mixtures

Water Pollution - Water Pollutants
Water Pollution - Human Activities Causing Water Pollution

By the end of the lesson, the learner should be able to:

- Identify common water pollutants
- Explain sources of water pollutants
- Show concern about water pollution

The learner is guided to:
- Walk around the school and neighborhood to identify water pollutants
- Record observations of harmful substances causing water pollution
- Discuss findings with peers

What are the common water pollutants in our environment?

- Mentor Science and Technology Learner's Book pg. 57
- School and neighborhood environment
- Protective gear (gumboots, gloves, masks)
- Recording materials
- Mentor Science and Technology Learner's Book pg. 58
- Digital devices
- Pictures showing water pollution
- Video resources

- Observation schedules - Written assignments - Peer assessment

Mixtures

Water Pollution - Soil as a Water Pollutant
Water Pollution - Effects on Animals
Water Pollution - Effects on Humans

By the end of the lesson, the learner should be able to:

- Explain how soil pollutes water
- Identify activities that lead to soil pollution of water
- Show concern about soil erosion

The learner is guided to:
- Observe pictures showing soil pollution of water
- Discuss how soil enters water sources
- Identify activities that lead to soil erosion

How does soil pollute water sources?

- Mentor Science and Technology Learner's Book pg. 59
- Digital devices
- Pictures showing soil erosion
- Video resources
- Mentor Science and Technology Learner's Book pg. 60
- Pictures showing effects of water pollution
- Art materials
- Mentor Science and Technology Learner's Book pg. 61

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Effects on Plants
Water Pollution - Methods of Reducing Water Pollution (Waste Disposal)

By the end of the lesson, the learner should be able to:

- Explain effects of water pollution on plants
- Identify plants affected by water pollution
- Show concern for plants affected by polluted water

The learner is guided to:
- Observe pictures showing effects of polluted water on plants
- Discuss how polluted water affects plant growth
- Create awareness posters on protecting plants from water pollution

How does water pollution affect plants?

- Mentor Science and Technology Learner's Book pg. 62
- Digital devices
- Pictures showing effects of water pollution
- Art materials
- Mentor Science and Technology Learner's Book pg. 63
- Pictures showing waste disposal
- Waste bins
- Protective gear

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Methods of Reducing Water Pollution (Dirty Water Disposal)
Water Pollution - Methods of Reducing Water Pollution (Soil Erosion Control)
Water Pollution - Basic Methods of Water Treatment (Boiling)

By the end of the lesson, the learner should be able to:

- Explain proper disposal of dirty water
- Demonstrate proper disposal of dirty water
- Show responsibility in dirty water management

The learner is guided to:
- Discuss how to properly dispose of dirty water
- Identify ways to reuse dirty water
- Create a flowchart showing proper dirty water management

How can proper dirty water disposal reduce water pollution?

- Mentor Science and Technology Learner's Book pg. 64
- Digital devices
- Charts
- Art materials
- Mentor Science and Technology Learner's Book pg. 65
- School compound
- Pictures showing soil erosion control
- Mentor Science and Technology Learner's Book pg. 66
- Pictures showing water boiling
- Heat source (under teacher supervision)

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Basic Methods of Water Treatment (Filtration)
Water Pollution - Basic Methods of Water Treatment (Chemical Treatment)

By the end of the lesson, the learner should be able to:

- Explain the process of water filtration
- Demonstrate water filtration
- Show interest in water filtration methods

The learner is guided to:
- Discuss the process of water filtration
- Demonstrate simple water filtration using locally available materials
- Discuss the limitations of filtration

How effective is filtration in water treatment?

- Mentor Science and Technology Learner's Book pg. 67
- Dirty water
- Filter materials (cloth, sand)
- Containers
- Mentor Science and Technology Learner's Book pg. 68
- Digital devices
- Pictures showing chemical water treatment
- Water treatment chemicals (under teacher supervision)

- Practical activities - Oral questions - Written assignments

Mixtures

Water Pollution - Basic Methods of Water Treatment (Solar Treatment)
Water Pollution - Water Filter Project Planning

By the end of the lesson, the learner should be able to:

- Explain solar treatment of water
- Identify situations where solar treatment is appropriate
- Appreciate the use of renewable energy for water treatment

The learner is guided to:
- Discuss solar treatment of water
- Observe pictures showing solar water treatment
- Discuss the advantages and limitations of solar treatment

How effective is solar treatment of water?

- Mentor Science and Technology Learner's Book pg. 69
- Digital devices
- Pictures showing solar water treatment
- Clear bottles for solar treatment demonstration
- Mentor Science and Technology Learner's Book pg. 70
- Pictures of water filters
- Planning worksheets

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Water Filter Construction
Water Pollution - Water Filter Testing
Water Pollution - Water Filter Presentation

By the end of the lesson, the learner should be able to:

- Make a functional water filter
- Explain how the water filter works
- Show creativity in filter construction

The learner is guided to:
- Use locally available materials to make a water filter
- Layer the filtering materials in the correct order
- Test the water filter

How can we construct a functional water filter?

- Mentor Science and Technology Learner's Book pg. 70
- Plastic bottles
- Gravel, sand, charcoal, cloth
- Scissors, string
- Dirty water
- Mentor Science and Technology Learner's Book pg. 71
- Completed water filters
- Dirty water
- Clean containers
- Presentation space

- Projects - Demonstrations - Peer assessment

Force and Energy

Floating and Sinking - Demonstrating Floating and Sinking
Floating and Sinking - Classifying Objects
Floating and Sinking - Factors Affecting Floating and Sinking (Shape)
Floating and Sinking - Factors Affecting Floating and Sinking (Weight)
Floating and Sinking - Factors Affecting Floating and Sinking (Size)

By the end of the lesson, the learner should be able to:

- Explain the concept of floating and sinking
- Demonstrate floating and sinking using different materials
- Appreciate the occurrence of floating and sinking in nature

The learner is guided to:
- Work in groups to observe pictures of floating and sinking objects
- Walk around the school compound and collect different items
- Test the collected items for floating and sinking in water

Why do some materials float and others sink?

- Mentor Science and Technology Learner's Book pg. 73
- Various objects (wooden sticks, stones, bottle tops, etc.)
- Container with water
- Digital resources
- Mentor Science and Technology Learner's Book pg. 74
- Various objects
- Digital devices
- Chart paper
- Mentor Science and Technology Learner's Book pg. 75
- Bottle tops
- Plasticine
- Hammer (teacher use only)
- Mentor Science and Technology Learner's Book pg. 76
- Containers of same size
- Sand, feathers or cotton wool
- Container with water
- Mentor Science and Technology Learner's Book pg. 77
- Blocks of wood of different sizes

- Observation schedules - Oral questions - Practical activities

Force and Energy

Floating and Sinking - Applications (Swimming)
Floating and Sinking - Applications (Diving)
Floating and Sinking - Applications (Lifesavers)
Floating and Sinking - Applications (Water Transport)

By the end of the lesson, the learner should be able to:

- Explain how floating and sinking apply to swimming
- Identify safety measures in swimming
- Show awareness of water safety

The learner is guided to:
- Discuss how floaters help in swimming
- Identify safety measures when swimming
- Create awareness posters on swimming safety

How are floaters useful in swimming?

- Mentor Science and Technology Learner's Book pg. 78
- Digital devices
- Pictures showing swimming
- Art materials
- Pictures showing diving
- Pictures showing lifesavers
- Video resources
- Mentor Science and Technology Learner's Book pg. 79
- Pictures showing water vessels

- Oral questions - Written assignments - Projects

Force and Energy

Floating and Sinking - Applications (Floods and Rescue)
Floating and Sinking - Applications (Surfing)
Floating and Sinking - Lifesaver Project Planning

By the end of the lesson, the learner should be able to:

- Explain how floating and sinking principles are applied during floods
- Identify flood safety measures
- Show concern for flood victims

The learner is guided to:
- Discuss how flooding affects communities
- Identify safety measures during floods
- Discuss how floating devices are used in rescue operations

How are floating principles applied in flood rescue?

- Mentor Science and Technology Learner's Book pg. 79
- Digital devices
- Pictures showing floods and rescue operations
- Video resources
- Pictures showing surfing
- Mentor Science and Technology Learner's Book pg. 80
- Pictures of lifesavers
- Planning worksheets

- Oral questions - Written assignments - Projects

Force and Energy

Floating and Sinking - Lifesaver Construction
Floating and Sinking - Assessment Activities

By the end of the lesson, the learner should be able to:

- Make a functional lifesaver
- Explain how the lifesaver works
- Show creativity in lifesaver construction

The learner is guided to:
- Use locally available materials to make a lifesaver
- Ensure the lifesaver is functional
- Test the lifesaver in water (under teacher supervision)

How can we construct functional lifesavers?

- Mentor Science and Technology Learner's Book pg. 80
- Rubber tubes or plastics
- Air pump
- Rope
- Water source for testing
- Mentor Science and Technology Learner's Book pg. 83
- Assessment worksheets
- Digital resources
- Reference materials

- Projects - Demonstrations - Peer assessment

Force and Energy

Sound Energy - Sources of Sound
Sound Energy - Sound Production by Hitting
Sound Energy - Sound Production by Plucking

By the end of the lesson, the learner should be able to:

- Define sound as a form of energy
- Identify sources of sound in the environment
- Appreciate the variety of sound sources

The learner is guided to:
- Discuss sound as a form of energy produced by vibration
- Identify different sources of sound in the environment
- Classify sound sources (blowing, hitting, plucking, shaking)

How is sound produced?

- Mentor Science and Technology Learner's Book pg. 84
- Various sound-producing objects
- Digital resources
- Charts
- Mentor Science and Technology Learner's Book pg. 85
- Drums or improvised drums
- Mentor Science and Technology Learner's Book pg. 86
- Strings
- Desks
- Digital resources

- Oral questions - Written assignments - Observation schedules

Force and Energy

Sound Energy - Sound Production by Blowing
Sound Energy - Movement of Sound (All Directions)

By the end of the lesson, the learner should be able to:

- Demonstrate sound production by blowing
- Explain how blowing produces sound
- Show interest in exploring sound production

The learner is guided to:
- Use a flute to demonstrate sound production by blowing
- Observe the effect of blowing softly versus strongly
- Discuss their observations and conclusions

How does blowing produce sound?

- Mentor Science and Technology Learner's Book pg. 87
- Flutes or improvised flutes
- Digital resources
- Charts
- Mentor Science and Technology Learner's Book pg. 88
- Sound sources (radio, bell, etc.)
- Open space
- Digital resources

- Practical activities - Oral questions - Observation schedules

Force and Energy

Sound Energy - Reflection of Sound (Echo)
Sound Energy - Multiple Echoes

By the end of the lesson, the learner should be able to:

- Explain the reflection of sound
- Identify situations where echo occurs
- Show interest in exploring echoes

The learner is guided to:
- Read a story about echo
- Conduct experiments to demonstrate echo
- Identify places where echo can be heard

What causes echoes?

- Mentor Science and Technology Learner's Book pg. 89
- Tubes made of rolled manila paper
- Large walls or buildings
- Digital resources
- Mentor Science and Technology Learner's Book pg. 91
- Environment with two walls or buildings

- Practical activities - Oral questions - Written assignments

Force and Energy

Sound Energy - Sound Instrument Project (Drum)
Sound Energy - Sound Instrument Project (Flute)
Sound Energy - Sound Instrument Project (Bell)

By the end of the lesson, the learner should be able to:

- Design and make a drum
- Explain how the drum produces sound
- Show creativity in drum making

The learner is guided to:
- Identify materials needed for making a drum
- Make a drum using locally available materials
- Test the drum and make improvements

How can we make a functional drum?

- Mentor Science and Technology Learner's Book pg. 92
- Empty tins
- Dry animal skin or alternative
- Strings
- Sticks
- Mentor Science and Technology Learner's Book pg. 93
- Straws, plastic pipes or bamboo
- Knife (teacher use only)
- Ruler
- Mentor Science and Technology Learner's Book pg. 94
- Old car or motorcycle rim
- Piece of metal
- Rope

- Projects - Demonstrations - Peer assessment

Force and Energy

Sound Energy - Creating a Sound Game using Scratch
Sound Energy - Effects of Loud Sound

By the end of the lesson, the learner should be able to:

- Use Scratch to create a sound game
- Apply digital skills in sound programming
- Show creativity in digital sound creation

The learner is guided to:
- Learn the basics of Scratch programming
- Use Scratch to create a simple sound game
- Test and improve their sound games

How can technology enhance sound learning?

- Mentor Science and Technology Learner's Book pg. 95
- Computers with Scratch installed
- Digital resources
- Internet connection
- Mentor Science and Technology Learner's Book pg. 96
- Digital devices
- Charts showing effects of loud sound
- Video resources

- Digital projects - Demonstrations - Peer assessment

Force and Energy

Sound Energy - Effects of Sound Pollution
Sound Energy - Government Role in Addressing Sound Pollution
Heat Transfer - Meaning of Heat Transfer

By the end of the lesson, the learner should be able to:

- Explain different effects of sound pollution
- Identify sources of sound pollution
- Show responsibility in reducing sound pollution

The learner is guided to:
- Discuss effects of sound pollution (hearing loss, lack of concentration, irritability, sleep disturbance, communication interference)
- Identify sources of sound pollution in their environment
- Create awareness posters on sound pollution

What are the effects of sound pollution?

- Mentor Science and Technology Learner's Book pg. 97
- Digital devices
- Charts
- Art materials
- Mentor Science and Technology Learner's Book pg. 98
- Charts showing government roles
- Reference materials
- Mentor Science and Technology Learner's Book pg. 100
- Charts showing heat transfer
- Video resources

- Oral questions - Written assignments - Projects

Force and Energy

Heat Transfer - Conduction
Heat Transfer - Good and Poor Conductors

By the end of the lesson, the learner should be able to:

- Explain heat transfer by conduction
- Demonstrate heat transfer through solids
- Show interest in exploring conduction

The learner is guided to:
- Conduct experiments to demonstrate heat transfer through solids
- Observe how heat moves through metallic objects
- Discuss their observations and conclusions

How does heat move through solids?

- Mentor Science and Technology Learner's Book pg. 101
- Hot water in containers
- Metallic spoons
- Candles, matches, long nails
- Digital resources
- Mentor Science and Technology Learner's Book pg. 103
- Hot water
- Various materials (metal, wood, plastic)
- Cooking fat or petroleum jelly

- Practical activities - Oral questions - Observation schedules

Force and Energy

Heat Transfer - Applications of Conduction
Heat Transfer - Convection

By the end of the lesson, the learner should be able to:

- Identify applications of heat conduction
- Explain how conduction is applied in daily life
- Show interest in conduction applications

The learner is guided to:
- Identify applications of heat conduction in daily life
- Visit the school kitchen to observe utensils
- Discuss why cooking utensils are made of specific materials

How is heat conduction applied in daily life?

- Mentor Science and Technology Learner's Book pg. 105
- Digital devices
- Pictures showing applications
- School kitchen (if available)
- Mentor Science and Technology Learner's Book pg. 108
- Containers with water
- Heat sources (under teacher supervision)
- Sand, paper bits
- Carton boxes

- Oral questions - Written assignments - Projects

Force and Energy

Heat Transfer - Applications of Convection
Heat Transfer - Radiation
Heat Transfer - Applications of Radiation

By the end of the lesson, the learner should be able to:

- Identify applications of convection
- Explain how convection is applied in daily life
- Show interest in convection applications

The learner is guided to:
- Identify applications of convection in daily life (heating liquids, cooling liquids, body cooling, wind)
- Discuss how convection works in these applications
- Create illustrations showing convection applications

How is convection applied in daily life?

- Mentor Science and Technology Learner's Book pg. 112
- Digital devices
- Pictures showing applications
- Art materials
- Mentor Science and Technology Learner's Book pg. 113
- Heat sources (under teacher supervision)
- Cooking fat or petroleum jelly
- Tables
- Digital resources
- Mentor Science and Technology Learner's Book pg. 115

- Oral questions - Written assignments - Projects

Force and Energy

Heat Transfer - Safety Precautions
Heat Transfer - Fire Emergency Response
Heat Transfer - Oven Gloves Project
Heat Transfer - Fireless Cooker Project

By the end of the lesson, the learner should be able to:

- Identify safety precautions when handling heat
- Demonstrate proper safety measures
- Show responsibility when handling heat

The learner is guided to:
- Discuss safety precautions when handling heat
- Demonstrate proper safety measures
- Create a safety guide for handling heat

How can we safely handle heat?

- Mentor Science and Technology Learner's Book pg. 116
- Digital devices
- Pictures showing safety measures
- Protective equipment
- Mentor Science and Technology Learner's Book pg. 117
- Pictures showing emergency responses
- Charts
- Mentor Science and Technology Learner's Book pg. 118
- Old pieces of heavy clothing
- Scissors
- Sewing needles and thread
- Marker pens
- Mentor Science and Technology Learner's Book pg. 119
- Old cotton cloth
- Basket, bucket or clean dustbin with lid
- Sewing needles and thread

- Practical activities - Oral questions - Projects