Living Things and Their Environment

Fungi - Common fungi

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

- Identify common fungi in the environment
- Differentiate between different types of fungi
- Appreciate the diversity of fungi in the environment

In groups, learners are guided to:
- Use print and non-print materials to search for images of common fungi such as puffballs, toadstools, mushrooms and moulds, and share findings with peers
- Discuss the meaning of fungi
- Study and identify different types of fungi

What are the common fungi found in our environment?

- SUPERMINDS Science & Technology pg. 1
- Digital devices
- Print materials
- SUPERMINDS Science & Technology pg. 3
- Digital camera/phone
- Gloves

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Fungi - Common fungi
Fungi - Growing moulds
Fungi - Importance of fungi
Fungi - Importance of fungi in nature
Fungi - Economic importance of fungi

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

- Search for examples of fungi
- Identify where fungi are found in the environment
- Show interest in learning about fungi

In groups, learners are guided to:
- Search for more examples of fungi using digital devices or print materials
- Write down the examples found
- Compare results with classmates
- Discuss where fungi are found in the environment

Where can we find fungi in our environment?

- SUPERMINDS Science & Technology pg. 4
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 5
- Bread slices
- Transparent containers
- Water
- Gloves
- Pictures of fungi
- Digital resources
- SUPERMINDS Science & Technology pg. 6
- SUPERMINDS Science & Technology pg. 7

- Written work - Peer assessment - Observation

Living Things and Their Environment

Fungi - Economic importance of fungi
Fungi - Safety precautions when handling fungi
Fungi - Safety precautions when handling fungi

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

- Identify how fungi are used commercially
- Describe mushroom farming as an economic activity
- Show interest in fungi-related economic activities

In groups, learners are guided to:
- Discuss how people make money from fungi
- Learn about yeast in baking bread and cakes
- Explore how mushroom farming is done
- Discuss how medicines are made from moulds

How do people make money from fungi?

- SUPERMINDS Science & Technology pg. 8
- Digital devices
- Pictures of mushroom farms
- SUPERMINDS Science & Technology pg. 9
- Safety gloves
- Masks
- Pictures of fungal infections
- Safety equipment (gloves, goggles, masks)
- Handwashing facilities

- Oral questions - Written assignments - Group presentations

Living Things and Their Environment

Fungi - Making portfolios
Fungi - Assessment

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

- Create a portfolio of fungi
- Organize information about fungi
- Show creativity in presenting information about fungi

In groups, learners are guided to:
- Make picture printouts of some fungi
- Organize pictures and information in a portfolio
- Present portfolios to classmates
- Share portfolios with parents or guardians

How can we document our learning about fungi?

- SUPERMINDS Science & Technology pg. 9
- Pictures of fungi
- Portfolio materials
- Digital devices
- SUPERMINDS Science & Technology pg. 10
- Assessment worksheets
- Digital resources

- Portfolio assessment - Peer review - Presentation skills

Living Things and Their Environment

Invertebrates - Common invertebrates
Invertebrates - Safety precautions when handling invertebrates

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

- Define invertebrates
- Identify common invertebrates in the environment
- Show curiosity in exploring invertebrates

In groups, learners are guided to:
- Discuss what invertebrates are
- Study pictures of different invertebrates
- Identify and name common invertebrates
- Discuss characteristics of invertebrates

What are the common invertebrates found in our environment?

- SUPERMINDS Science & Technology pg. 11
- Pictures of invertebrates
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 12
- Safety equipment (gloves, tongs, jars)
- Pictures of safety equipment

- Observation - Oral questions - Written work

Living Things and Their Environment

Invertebrates - Safety precautions when handling invertebrates
Invertebrates - Characteristics of invertebrates

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

- Name safety items used to handle invertebrates
- Demonstrate proper use of safety equipment
- Value safety when studying invertebrates

In groups, learners are guided to:
- Identify and name safety items used to handle different invertebrates
- Discuss how each safety item is used
- Demonstrate proper handling techniques
- Practice safe observation methods

How do we safely observe and handle invertebrates?

- SUPERMINDS Science & Technology pg. 13
- Safety equipment (gloves, nets, containers)
- Pictures of safety procedures
- SUPERMINDS Science & Technology pg. 14
- Digital devices
- Reference materials
- Pictures of invertebrates

- Practical demonstration - Observation - Oral questions

Living Things and Their Environment

Invertebrates - Characteristics of insects
Invertebrates - Characteristics of spiders, ticks and mites
Invertebrates - Characteristics of millipedes and centipedes

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

- Identify common insects
- Describe characteristics of insects
- Appreciate the unique features of insects

In groups, learners are guided to:
- Study pictures of different insects
- Identify and name the insects shown
- Study the body parts of insects
- Discuss the characteristics of insects (three body parts, six legs, antennae)

What makes insects different from other invertebrates?

- SUPERMINDS Science & Technology pg. 15
- Pictures of insects
- Digital devices
- Insect specimens (if available)
- SUPERMINDS Science & Technology pg. 16
- Pictures of spiders, ticks, and mites
- Reference materials
- SUPERMINDS Science & Technology pg. 18
- Pictures of millipedes and centipedes

- Observation - Oral questions - Written work

Living Things and Their Environment

Invertebrates - Characteristics of snails and slugs
Invertebrates - Characteristics of worms

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

- Identify snails and slugs
- Describe characteristics of snails and slugs
- Show curiosity about mollusks

In groups, learners are guided to:
- Study pictures of snails and slugs
- Identify and name the invertebrates shown
- Study their body parts and characteristics
- Discuss their distinguishing features (soft bodies, muscular foot)

How are snails and slugs similar and different?

- SUPERMINDS Science & Technology pg. 19
- Pictures of snails and slugs
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 21
- Pictures of worms

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Invertebrates - Characteristics of sea invertebrates
Invertebrates - Observing invertebrates
Invertebrates - Creating an inventory

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

- Identify sea invertebrates
- Describe characteristics of sea invertebrates
- Show interest in marine life

In groups, learners are guided to:
- Study pictures of sea invertebrates (octopus, starfish, crabs)
- Identify and name the invertebrates shown
- Study their body features
- Discuss their distinguishing characteristics and adaptations to marine life

What adaptations do sea invertebrates have for life in water?

- SUPERMINDS Science & Technology pg. 22
- Pictures of sea invertebrates
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 24
- Safety equipment
- Observation notebooks
- Digital cameras (if available)
- Pictures of invertebrates
- Chart paper
- Glue
- Scissors

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Invertebrates - Importance of invertebrates
Invertebrates - Economic importance of invertebrates

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

- Describe the importance of invertebrates
- Explain how invertebrates benefit humans
- Appreciate the value of invertebrates in ecosystems

In groups, learners are guided to:
- Discuss the importance of invertebrates for food, pollination, and soil aeration
- Discuss the role of bees in pollination
- Explore how some invertebrates are used as food
- Discuss how earthworms improve soil

What is the importance of invertebrates to humans and the environment?

- SUPERMINDS Science & Technology pg. 25
- Digital devices
- Reference materials
- Pictures showing invertebrate roles
- Pictures of economic activities involving invertebrates

- Oral presentations - Written work - Group discussions

Living Things and Their Environment

Human circulatory system - Parts of the human circulatory system

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

- Identify the main parts of the human circulatory system
- Describe the function of the circulatory system
- Show interest in learning about body systems

In groups, learners are guided to:
- Use digital devices or print materials to search for information on the main parts of the human circulatory system
- Observe diagrams showing the circulatory system
- Identify the heart, blood vessels, and blood as main components
- Discuss the function of the circulatory system

What is the human circulatory system made up of?

- SUPERMINDS Science & Technology pg. 27
- Charts of the human circulatory system
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 28
- Drawing materials

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Human circulatory system - Modeling the circulatory system
Human circulatory system - Using digital simulation
Human circulatory system - Parts of the heart and their functions

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

- Create a model of the human circulatory system
- Explain how the model represents the actual system
- Show creativity in modeling the circulatory system

In groups, learners are guided to:
- Observe charts or digital images of the circulatory system
- Use locally available materials to model the circulatory system
- Explain how their models represent the actual system
- Present models to classmates

How can we represent the human circulatory system using a model?

- SUPERMINDS Science & Technology pg. 29
- Modeling materials (Manila paper, clay, etc.)
- Reference charts
- Digital resources
- SUPERMINDS Science & Technology pg. 30
- Digital devices
- Simulation software
- Internet access
- Heart models or charts
- Reference materials

- Model assessment - Oral presentations - Creativity

Living Things and Their Environment

Human circulatory system - Major blood vessels and their functions
Human circulatory system - Components of blood and their functions

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

- Identify the major blood vessels
- Describe the functions of arteries, veins, and capillaries
- Show interest in understanding blood flow

In groups, learners are guided to:
- Use digital devices or print materials to search for information on blood vessels
- Study diagrams showing blood vessels
- Discuss the functions of arteries, veins, and capillaries
- Explain how blood flows through the vessels

How do blood vessels transport blood throughout the body?

- SUPERMINDS Science & Technology pg. 32
- Charts showing blood vessels
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 33
- Videos on blood components

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Human circulatory system - Components of blood and their functions
Human circulatory system - Symptoms and prevention of common health conditions
Human circulatory system - Symptoms and prevention of common health conditions

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

- Describe the characteristics of blood components
- Explain the role of plasma in blood
- Show interest in the composition of blood

In groups, learners are guided to:
- Study diagrams showing blood components
- Discuss the characteristics of red blood cells, white blood cells, and platelets
- Explore the role of plasma in the blood
- Create labeled diagrams of blood components

What are the unique features of each blood component?

- SUPERMINDS Science & Technology pg. 34
- Charts showing blood components
- Digital devices
- Drawing materials
- SUPERMINDS Science & Technology pg. 35
- Reference materials
- Pictures showing health conditions
- SUPERMINDS Science & Technology pg. 36
- Chart paper

- Drawing assessment - Oral questions - Written assignments

Living Things and Their Environment

Human circulatory system - Prevention of circulatory conditions
Human circulatory system - Maintaining a healthy circulatory system

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

- Describe ways to prevent circulatory conditions
- Explain the importance of healthy lifestyle choices
- Show commitment to healthy habits

In groups, learners are guided to:
- Discuss ways to prevent circulatory conditions
- Explore the role of diet in circulatory health
- Discuss the importance of regular exercise
- Create posters on preventing circulatory conditions

What lifestyle choices promote circulatory health?

- SUPERMINDS Science & Technology pg. 37
- Digital devices
- Reference materials
- Poster materials
- SUPERMINDS Science & Technology pg. 38
- Charts on healthy practices

- Poster assessment - Oral presentations - Group discussions

Living Things and Their Environment

Human circulatory system - Developing a routine plan
Human circulatory system - Assessment activities
Human circulatory system - Assessment and reflection

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

- Develop a routine plan for maintaining a healthy circulatory system
- Explain the importance of each element in the plan
- Show commitment to following the plan

In groups, learners are guided to:
- Create a table showing activities for circulatory health
- Indicate frequency of activities (always, sometimes, never)
- Develop a personalized routine plan
- Share and discuss plans with classmates

How can I develop and follow a personal plan for circulatory health?

- SUPERMINDS Science & Technology pg. 39
- Notebook
- Writing materials
- Reference materials
- Assessment worksheets
- Diagrams of the circulatory system
- SUPERMINDS Science & Technology pg. 40
- Word search puzzles
- Reflection worksheets

- Plan assessment - Oral presentations - Peer review

Matter

Change of state - Changes of state of matter
Change of state - Demonstrating change of state of matter
Change of state - Demonstrating change of state of matter

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

- Define change of state of matter
- Identify different states of matter
- Show interest in changes of state of matter

In groups, learners are guided to:
- Study the narrative about Caleb's observations when heating ice cubes
- Discuss the changes observed as the ice melts and evaporates
- Brainstorm on the meaning of change of state of matter
- Identify the three states of matter (solid, liquid, gas)

How does matter change from one state to another?

- SUPERMINDS Science & Technology pg. 43
- Digital devices
- Pictures showing different states of matter
- SUPERMINDS Science & Technology pg. 45
- Candles
- Matchsticks
- Aluminum foil
- Safety equipment
- Water
- Sufuria
- Heat source
- SUPERMINDS Science & Technology pg. 47
- Mothballs
- Beaker with lid

- Observation - Oral questions - Written assignments

Matter

Change of state - Demonstrating change of state of matter
Change of state - Application of change of state of matter
Change of state - Application of change of state of matter

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

- Demonstrate the process of condensation
- Observe change from gas to liquid
- Practice safety when conducting experiments

In groups, learners are guided to:
- Put water in a pan and cover it with a lid
- Heat the water until it boils
- Observe water droplets on the inside of the lid
- Discuss the change from gas to liquid state
- Define condensation

How does water vapor change back to liquid?

- SUPERMINDS Science & Technology pg. 48
- Pan with lid
- Water
- Heat source
- Safety equipment
- SUPERMINDS Science & Technology pg. 49
- Candles
- Cooking fat
- Spoon
- Mothballs
- Clear plastic cup
- Ice cubes
- SUPERMINDS Science & Technology pg. 51
- Pictures showing applications of state change
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 53
- Writing materials

- Practical demonstration - Observation - Oral questions

Matter

Change of state - Application of change of state of matter

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

- Make candles using waste candle wax
- Apply knowledge of melting and freezing
- Show creativity in reusing materials

In groups, learners are guided to:
- Collect waste candle wax
- Melt the wax safely using appropriate equipment
- Insert a wick in a small narrow bottle
- Pour melted wax into the bottle
- Allow wax to cool and harden
- Trim the wick

How can we apply our knowledge of state change to make useful items?

- SUPERMINDS Science & Technology pg. 54
- Waste candle wax
- Wicks/string
- Small narrow bottles
- Melting container
- Safety equipment
- SUPERMINDS Science & Technology pg. 55
- Broken plastic containers
- Metal plate
- Heat source
- Safety equipment (gloves, masks, goggles)

- Project assessment - Practical skills - Observation

Matter

Change of state - Home application project
Change of state - Uses of changes of state of matter
Change of state - Assessment

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

- Identify applications of heating and cooling at home
- Explain how state changes are used in household activities
- Value the application of scientific knowledge in daily life

In groups, learners are guided to:
- Find out how heating and cooling are used in various activities at home
- Record findings in notebooks
- Discuss how heating and cooling are important in these activities
- Prepare a class presentation on findings

How do we use heating and cooling processes at home?

- SUPERMINDS Science & Technology pg. 56
- Notebooks
- Writing materials
- Digital devices (if available)
- Chart paper
- Assessment worksheets
- Reference materials

- Oral presentations - Written work - Group discussions

Matter

Change of state - Self-assessment
Composition of air - Composition of air in the atmosphere

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

- Evaluate their understanding of changes of state
- Identify areas of strength and improvement
- Show reflection on their learning

In groups, learners are guided to:
- Complete self-assessment exercises on changes of state
- Identify areas of strength and weakness
- Discuss with peers areas needing improvement
- Create a plan for improving understanding

How well do I understand the changes of state of matter?

- SUPERMINDS Science & Technology pg. 56
- Self-assessment worksheets
- Writing materials
- Reference materials
- SUPERMINDS Science & Technology pg. 57
- Chart showing components of air
- Digital devices

- Self-assessment - Peer assessment - Reflective writing

Matter

Composition of air - Composition of air in the atmosphere
Composition of air - The presence of oxygen in the air
Composition of air - Uses of the different components of air

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

- Identify the percentages of different components in air
- Draw a pie chart showing composition of air
- Appreciate the importance of different air components

In groups, learners are guided to:
- Examine the size of different colored sections in the chart
- Determine which components take the largest and smallest percentages
- Learn the exact percentages of nitrogen, oxygen, carbon dioxide, and other gases
- Draw a pie chart showing the composition of air

What percentage of each component is present in air?

- SUPERMINDS Science & Technology pg. 58
- Chart paper
- Colored pencils
- Reference materials
- Candle
- Glass jar
- Water
- Beaker
- Matchbox
- SUPERMINDS Science & Technology pg. 60
- Digital devices
- Pictures showing uses of oxygen

- Chart assessment - Oral questions - Written work

Matter

Composition of air - Uses of the different components of air

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

- Outline uses of carbon (IV) oxide in nature
- Explain the importance of carbon (IV) oxide for plants
- Show interest in learning about air components

In groups, learners are guided to:
- Discuss and write down uses of carbon (IV) oxide in nature
- Explore how plants use carbon dioxide in photosynthesis
- Discuss how carbon dioxide is used in fire extinguishers
- Investigate other uses of carbon dioxide in beverages

What are the uses of carbon (IV) oxide in nature?

- SUPERMINDS Science & Technology pg. 60
- Digital devices
- Reference materials
- Pictures showing uses of carbon dioxide
- SUPERMINDS Science & Technology pg. 61
- Pictures showing uses of nitrogen and other gases

- Oral presentations - Written work - Group discussions

Matter

Composition of air - Air pollution
Composition of air - Air pollutants

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

- Define air pollution
- Identify causes of air pollution
- Show concern for air quality

In groups, learners are guided to:
- Study pictures showing air pollution events
- Discuss causes of air pollution shown in the pictures
- Use digital devices to search for the meaning of air pollution
- Brainstorm on the meaning of air pollution

What is air pollution and what causes it?

- SUPERMINDS Science & Technology pg. 61
- Pictures showing air pollution
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 62
- Pictures showing air pollutants

- Observation - Oral questions - Written work

Matter

Composition of air - Effects of air pollution on the environment

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

- Explain effects of air pollution on human health
- Describe how air pollution affects plants
- Show concern for the effects of air pollution

In groups, learners are guided to:
- Discuss how someone would feel when breathing in smoke or dust
- Study pictures showing effects of air pollution on plants
- Discuss the effects of air pollution on health and environment
- Share personal experiences related to air pollution

How does air pollution affect the environment?

- SUPERMINDS Science & Technology pg. 64
- Pictures showing effects of air pollution
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 65
- Dictionary
- Chart paper
- Notebook
- Writing materials
- Digital cameras (if available)

- Oral presentations - Written work - Group discussions

Matter

Composition of air - Methods of reducing air pollution

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

- Identify methods of reducing air pollution
- Search for information on pollution reduction
- Value clean air in the environment

In groups, learners are guided to:
- Use digital devices to search for methods of reducing air pollution
- Discuss and write down methods of reducing air pollution
- Explore personal actions that can reduce air pollution
- Share findings with classmates

How can we reduce air pollution in our environment?

- SUPERMINDS Science & Technology pg. 66
- Digital devices
- Reference materials
- Notebook
- Writing materials
- SUPERMINDS Science & Technology pg. 68
- Picture of Dandora dumpsite

- Oral presentations - Written work - Group discussions

Matter

Composition of air - Methods of reducing air pollution

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

- Describe proper ventilation as a method of reducing air pollution
- Explain the importance of ventilation in buildings
- Value proper ventilation for health

In groups, learners are guided to:
- Discuss the meaning and importance of proper ventilation
- Study pictures showing ventilation systems
- Discuss how ventilation reduces indoor air pollution
- Identify ventilation features in the classroom and school

How does proper ventilation help reduce air pollution?

- SUPERMINDS Science & Technology pg. 69
- Pictures of ventilation systems
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 70
- Picture of VIP latrine
- SUPERMINDS Science & Technology pg. 71
- Picture of tree planting

- Oral presentations - Written work - Observation

Matter

Composition of air - Safety precautions when working in an air polluted environment
Composition of air - Community engagement

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

- Identify safety equipment for air-polluted environments
- Demonstrate proper use of safety equipment
- Value safety in polluted environments

In groups, learners are guided to:
- Identify safety equipment for air-polluted environments (masks, goggles)
- Demonstrate proper use of safety equipment
- Discuss situations requiring safety equipment
- Explain the importance of safety precautions

What safety precautions should we take in air polluted environments?

- SUPERMINDS Science & Technology pg. 71
- Safety equipment (goggles, masks, gloves)
- Pictures of safety equipment
- Digital devices
- SUPERMINDS Science & Technology pg. 72
- Manila papers
- Colored markers
- Writing materials

- Demonstration - Observation - Oral questions

Matter
Force and Energy
Force and Energy
Force and Energy

Composition of air - Assessment and reflection
Light - Movement of light
Light - Movement of light through materials
Light - Movement of light through materials

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

- Recite a poem about air quality
- Reflect on the importance of clean air
- Show commitment to maintaining clean air

In groups, learners are guided to:
- Recite a poem about air and its importance
- Discuss the message in the poem
- Reflect on personal responsibility for air quality
- Complete self-assessment on composition of air

Why should we care about maintaining clean air?

- SUPERMINDS Science & Technology pg. 73
- Poem about air
- Self-assessment worksheets
- Writing materials
SUPERMINDS Science and Technology pg. 75
- Torch
- Cardboards
- String
- Nail
- Candle
SUPERMINDS Science and Technology pg. 77
- Clear glass
- Digital devices
SUPERMINDS Science and Technology pg. 78
- Wax paper

- Recitation assessment - Reflective writing - Self-assessment

Force and Energy

Light - Movement of light through materials
Light - Reflection of light on plane mirrors
Light - Reflection of light on plane mirrors
Light - Formation of shadows
Light - Formation of shadows

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

- Investigate the movement of light through opaque materials
- Identify various opaque materials in the environment
- Appreciate the importance of opaque materials in daily life

In groups, learners are guided to:
- Carry out activities to demonstrate the movement of light through opaque materials like wood, metal sheets, and textbooks
- Record and share observations with peers
- Use digital devices to find other examples of opaque materials

Why can't light pass through some materials?

SUPERMINDS Science and Technology pg. 79
- Torch
- Block of wood
- Metal sheet
- Textbook
SUPERMINDS Science and Technology pg. 81
- Mirror
SUPERMINDS Science and Technology pg. 82
- Ball
- Plane mirror
- Torch/Sun
- Wall
SUPERMINDS Science and Technology pg. 85
- Opaque objects
SUPERMINDS Science and Technology pg. 86
- Various objects
- Screen/wall

- Observation - Oral questions - Written work

Force and Energy

Light - Formation of rainbows
Light - Formation of eclipses
Light - Image formation on plane mirrors

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

- Describe the formation of rainbows in nature
- Identify the colors in a rainbow
- Show curiosity in natural phenomena like rainbows

In groups, learners are guided to:
- Study pictures of rainbows and identify visible colors
- Share experiences of seeing rainbows
- Use digital devices to search for information on rainbow formation

How are rainbows formed in nature?

SUPERMINDS Science and Technology pg. 88
- Digital devices
- Pictures of rainbows
SUPERMINDS Science and Technology pg. 90
- Pictures of eclipses
SUPERMINDS Science and Technology pg. 93
- Plane mirror
- Candle
- Matchbox

- Observation - Oral questions - Written assignments

Force and Energy

Light - Image formation on plane mirrors
Light - Ray diagrams of images plane mirrors

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

- Investigate the characteristics of images formed on plane mirrors
- Explain the relationship between object distance and image distance in plane mirrors
- Show curiosity in exploring image formation

In groups, learners are guided to:
- Conduct experiments to demonstrate that images in plane mirrors appear as far behind the mirror as the object is in front
- Measure and compare object and image distances
- Record and discuss findings

What is the relationship between object distance and image distance in a mirror?

SUPERMINDS Science and Technology pg. 95
- Plane mirror
- Ruler
- Various objects
SUPERMINDS Science and Technology pg. 98
- Digital devices
- Drawing materials

- Observation - Practical activity - Written work

Force and Energy

Light - Ray diagrams of images plane mirrors
Light - Applications of movement of light
Light - Applications of movement of light

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

- Use ray diagrams to explain characteristics of images in plane mirrors
- Predict image positions using ray diagrams
- Appreciate the use of diagrams in scientific explanations

In groups, learners are guided to:
- Draw ray diagrams to show lateral inversion in plane mirrors
- Use ray diagrams to explain why images appear behind mirrors
- Discuss characteristics of images using ray diagrams

How can we use ray diagrams to explain image characteristics?

SUPERMINDS Science and Technology pg. 99
- Drawing materials
- Plane mirrors
SUPERMINDS Science and Technology pg. 101
- Digital devices
- Pictures of optical devices
SUPERMINDS Science and Technology pg. 105
- Empty milk cartons
- Rectangular mirrors
- Cardboard cutter
- Tape
- Ruler
- Scissors

- Observation - Drawing activity - Oral questions

Force and Energy

Levers as simple machines - Examples of levers

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

- Identify common levers used in day to day life
- Demonstrate the use of common levers
- Appreciate the role of levers in making work easier

In groups, learners are guided to:
- Visit a playground to identify and play on a see-saw
- Demonstrate the use of simple items like bottle openers, scissors, spoons, and spades
- Discuss how these items make work easier

What are common examples of levers?

SUPERMINDS Science and Technology pg. 108
- Bottle opener
- Scissors
- Spoon
- Spade
SUPERMINDS Science and Technology pg. 109
- Digital devices
- Hammer
- Nails
- Wood

- Observation - Practical activity - Oral questions

Force and Energy

Levers as simple machines - Examples of levers
Levers as simple machines - Parts of levers
Levers as simple machines - Parts of levers

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

- Classify various tools and equipment as levers
- Explain how levers make work easier
- Show curiosity in identifying levers in the environment

In groups, learners are guided to:
- Study and identify levers from provided pictures
- Classify the pictures as levers or non-levers
- Discuss how the identified levers make work easier

What makes a tool a lever?

SUPERMINDS Science and Technology pg. 110
- Pictures of various tools
- Real tools when available
SUPERMINDS Science and Technology pg. 111
- See-saw
- Pictures of levers
SUPERMINDS Science and Technology pg. 112
- Pictures of levers with labeled parts
- Real levers when available

- Observation - Oral questions - Written work

Force and Energy

Levers as simple machines - Parts of levers
Levers as simple machines - Classification of levers

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

- Locate parts of different levers in the environment
- Draw and label parts of levers correctly
- Value the importance of understanding lever parts

In groups, learners are guided to:
- Search for different levers using digital devices or print materials
- Identify the load, fulcrum and effort for specific examples (beam balance, wheelbarrow, spoon, etc.)
- Record and discuss findings

How do we identify parts of different levers?

SUPERMINDS Science and Technology pg. 113
- Digital devices
- Various levers
- Drawing materials
SUPERMINDS Science and Technology pg. 114
- Hammer
- Nail
- Wood

- Observation - Drawing and labeling task - Written work

Force and Energy

Levers as simple machines - Classification of levers

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

- Identify characteristics of second class levers
- Give examples of second class levers
- Appreciate the different classes of levers

In groups, learners are guided to:
- Open a bottle using a bottle opener to demonstrate a second class lever
- Discuss the position of the fulcrum, effort, and load in the bottle opener
- Draw diagrams showing the arrangement of parts in second class levers

What makes a lever second class?

SUPERMINDS Science and Technology pg. 115
- Bottle opener
- Bottle of soda
- Drawing materials
SUPERMINDS Science and Technology pg. 116
- Spade
- Sand

- Observation - Practical activity - Drawing activity

Force and Energy

Levers as simple machines - Classification of levers
Levers as simple machines - Uses of levers in day-to-day life
Levers as simple machines - Uses of levers in day-to-day life

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

- Compare the three classes of levers
- Classify levers into the three classes based on the arrangement of parts
- Appreciate the importance of lever classification

In groups, learners are guided to:
- Use digital devices to search for information about classes of levers
- Create a table listing examples of the three classes of levers
- Discuss the differences between the three classes of levers

How does the arrangement of parts determine lever class?

SUPERMINDS Science and Technology pg. 118
- Digital devices
- Various levers
- Chart paper
SUPERMINDS Science and Technology pg. 119
- Various levers (hole punch, pliers, scissors, etc.)
- Pictures of levers in use
SUPERMINDS Science and Technology pg. 120
- Small nails
- Wooden ruler
- Small boards
- Binding wires
- Plastic containers

- Observation - Table completion task - Oral questions

Force and Energy

Levers as simple machines - Uses of levers in day-to-day life
Slopes as simple machines - Types of slopes

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

- Identify and classify levers in the home environment
- Explain how different levers help with household tasks
- Appreciate the role of levers in simplifying daily tasks

In groups, learners are guided to:
- Make a list of simple machines in their homes
- Classify the identified household levers into the three classes
- Explain to classmates how these levers make work easier at home

What levers do we use at home?

SUPERMINDS Science and Technology pg. 122
- Pictures of household levers
- Real household levers when available
SUPERMINDS Science and Technology pg. 123
- Pictures of various slopes
- Real slopes in the school compound

- Observation - List creation task - Oral presentation

Force and Energy

Slopes as simple machines - Types of slopes
Slopes as simple machines - Different forms of slopes in the locality
Slopes as simple machines - Different forms of slopes in the locality

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

- Demonstrate how slopes make work easier
- Compare direct lifting to using an inclined plane
- Appreciate the mechanical advantage of using slopes

In groups, learners are guided to:
- Try to lift a tyre directly onto a raised platform
- Use a wooden board as a ramp to move the tyre onto the platform
- Compare the effort required in both methods
- Discuss how the inclined plane (slope) reduces the effort needed

How do slopes reduce the effort needed?

SUPERMINDS Science and Technology pg. 124
- Raised platform
- Tyre
- Wooden board
SUPERMINDS Science and Technology pg. 125
- Pictures of various slopes
SUPERMINDS Science and Technology pg. 126
- Camera/mobile phone/tablet
- Notebook
- School environment

- Observation - Practical activity - Oral questions

Force and Energy

Slopes as simple machines - Different forms of slopes in the locality

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

- Describe different types of slopes in the environment
- Explain the uses of different slopes
- Show interest in the functionality of slopes

In groups, learners are guided to:
- Discuss the uses of different slopes identified in the environment (ladders, ramps, staircases, etc.)
- Create a table showing slopes and their uses
- Share findings with classmates

How are different slopes used in our environment?

SUPERMINDS Science and Technology pg. 127
- Pictures taken during field walk
- Notes from field observation
SUPERMINDS Science and Technology pg. 128
- Pictures of wedges
- Real wedges when available

- Observation - Table completion task - Oral presentation

Force and Energy

Slopes as simple machines - Uses of slopes

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

- Identify modern applications of slopes
- Explain how elevators, escalators, and cableways make work easier
- Show curiosity in technological applications of slopes

In groups, learners are guided to:
- Study pictures of elevators, escalators, and cableways
- Use digital devices to search for information on how these systems make work easier
- Discuss how these modern systems apply slope principles

How are slopes used in modern transportation?

SUPERMINDS Science and Technology pg. 128
- Digital devices
- Pictures of elevators, escalators, and cableways
SUPERMINDS Science and Technology pg. 129
- Pictures of escalators

- Observation - Oral questions - Written work

Force and Energy

Slopes as simple machines - Uses of slopes
Slopes as simple machines - Importance of use of slopes in day-to-day life
Slopes as simple machines - Importance of use of slopes in day-to-day life

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

- Explain how cableways work as slope systems
- Describe the mechanical advantage of cableways
- Show interest in mechanical systems that use slopes

In groups, learners are guided to:
- Discuss how cableways work as transportation systems
- Use digital devices to research the structure and function of cableways
- Explain how cableways make transportation over difficult terrain easier

How do cableways use slope principles?

SUPERMINDS Science and Technology pg. 129
- Digital devices
- Pictures of cableways
SUPERMINDS Science and Technology pg. 130
- Pictures of wheelchair ramps and accessibility slopes
SUPERMINDS Science and Technology pg. 131
- Pictures of sloped roads and recreational slopes

- Observation - Oral presentation - Written work

Force and Energy

Slopes as simple machines - Importance of use of slopes in day-to-day life

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

- Explain the importance of slopes in construction and loading
- Identify how slopes are used in emergency situations
- Show interest in the practical applications of slopes

In groups, learners are guided to:
- Discuss how slopes facilitate moving materials in construction sites
- Explore applications of slopes in loading/unloading and emergency evacuation
- Create a mind map showing the various applications of slopes

How are slopes used in construction and emergencies?

SUPERMINDS Science and Technology pg. 131
- Pictures showing construction ramps and emergency slides
SUPERMINDS Science and Technology pg. 132
- Digital devices
- Presentation materials
- Pieces of timber/wood
- Nails
- Hammer
- Tape measure
- Saw
SUPERMINDS Science and Technology pg. 133
- Ladder
- Other adjustable slopes if available

- Observation - Mind map creation - Oral questions