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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Living Things and Their Environment
|
Fungi
Common fungi
Fungi Types of fungi |
By the end of the
lesson, the learner
should be able to:
Define fungi Identify common fungi in the environment Show interest in learning about fungi |
- Use print and non-print materials to search for images of common fungi
Share findings with peers Discuss the colors and shapes of fungi observed |
What are fungi?
|
- mentor science and technology
pg. 1 Digital resources Internet access and reference books Charts showing different types of fungi Digital devices |
- Observation
Oral questions
Written assignments
|
|
| 2 | 2 |
Living Things and Their Environment
|
Fungi
Growing moulds
Fungi Features of moulds |
By the end of the
lesson, the learner
should be able to:
Grow moulds on different food materials Observe and record changes in the food materials Practice safety when handling fungi |
- Grow moulds on available food materials like bread, bananas or ugali
Observe the food materials daily and record changes Discuss safety precautions when handling fungi |
How do fungi grow?
|
- Food materials (bread, bananas, ugali)
Magnifying glass Water Small containers mentor science and technology pg. 2 - Mouldy food materials pg. 3 Charts showing mould growth |
- Observation
Written records
Practical assessment
|
|
| 2 | 3 |
Living Things and Their Environment
|
Fungi
Edible fungi
Fungi Yeast |
By the end of the
lesson, the learner
should be able to:
Identify different edible fungi Explain the importance of edible fungi Appreciate the nutritional value of edible fungi |
- Use digital devices to search for information on edible fungi
Discuss the importance of edible fungi like mushrooms Create a poster showing edible fungi |
Which fungi can be eaten?
|
- mentor science and technology
pg. 4 Digital devices Charts showing edible fungi Internet access pg. 5 Yeast samples Bread, mandazi and cake samples Digital resources |
- Observation
Oral questions
Written assignments
|
|
| 2 | 4 |
Living Things and Their Environment
|
Fungi
Economic importance
Fungi Decomposition |
By the end of the
lesson, the learner
should be able to:
Explain the economic importance of fungi Describe how fungi are used in medicine Appreciate the role of fungi in nature |
- Search for information on the economic importance of fungi
Discuss how fungi are used in medicine Create a chart showing the economic importance of fungi |
What is the economic importance of fungi?
|
- mentor science and technology
pg. 6 Digital devices Charts Internet access pg. 7 Decomposing materials Digital resources |
- Observation
Oral questions
Written assignments
|
|
| 3 | 1 |
Living Things and Their Environment
|
Fungi
Safe handling
|
By the end of the
lesson, the learner
should be able to:
Demonstrate safe handling of fungi Observe precautions when handling fungi Show awareness of potential dangers of some fungi |
- Discuss precautions to observe when handling fungi
Demonstrate proper methods of handling fungi Role-play what to do if exposed to poisonous fungi |
Why should we be careful when handling fungi?
|
- mentor science and technology
pg. 7 Safety equipment (gloves, masks) Charts showing safety procedures Digital resources |
- Observation
Oral questions
Practical assessment
|
|
| 3 | 2 |
Living Things and Their Environment
|
Fungi
Poisonous fungi
|
By the end of the
lesson, the learner
should be able to:
Identify poisonous fungi in the environment Distinguish between edible and poisonous fungi Show interest in fungi safety |
- Use digital devices to search for information on poisonous fungi
Discuss the characteristics of poisonous fungi Create awareness posters on fungi safety |
How can we identify poisonous fungi?
|
- mentor science and technology
pg. 7 Digital devices Charts showing poisonous fungi Internet access |
- Observation
Oral questions
Written assignments
|
|
| 3 | 3 |
Living Things and Their Environment
|
Fungi
Food preservation
|
By the end of the
lesson, the learner
should be able to:
Demonstrate knowledge of fungi preservation Explain how fungi are used in food preservation Appreciate the role of fungi in food industry |
- Discuss how fungi are used in food preservation
Observe fermented food products Demonstrate a simple fermentation process |
How are fungi used in food preservation?
|
- mentor science and technology
pg. 7 Fermented food samples Digital resources Charts |
- Observation
Oral questions
Practical assessment
|
|
| 3 | 4 |
Living Things and Their Environment
|
Fungi
Ecological importance
|
By the end of the
lesson, the learner
should be able to:
Summarize the importance of fungi in the environment Create awareness about fungi conservation Appreciate the ecological role of fungi |
- Create a mind map showing the importance of fungi
Discuss the ecological role of fungi Debate on the importance of fungi conservation |
What would happen if there were no fungi in the environment?
|
- mentor science and technology
pg. 7 Digital devices Charts Internet access |
- Observation
Oral questions
Written assignments
|
|
| 4 | 1 |
Living Things and Their Environment
|
Invertebrates
Introduction
|
By the end of the
lesson, the learner
should be able to:
Define invertebrates Identify common invertebrates in the environment Show interest in learning about invertebrates |
- Use print and non-print materials to search for information on common invertebrates
Discuss different types of invertebrates Observe pictures or videos of common invertebrates |
What are invertebrates?
|
- mentor science and technology
pg. 8 Digital devices Charts showing invertebrates Internet access |
- Observation
Oral questions
Written assignments
|
|
| 4 | 2 |
Living Things and Their Environment
|
Invertebrates
Safety
|
By the end of the
lesson, the learner
should be able to:
Discuss safety precautions when handling invertebrates Demonstrate proper handling of invertebrates Show concern for personal safety |
- Discuss safety precautions applied when handling invertebrates
Demonstrate proper handling of invertebrates Role-play what to do when hurt by invertebrates |
Why should we be careful when handling invertebrates?
|
- mentor science and technology
pg. 9 Safety equipment (gloves, containers) Charts showing safety precautions Digital resources |
- Observation
Oral questions
Practical assessment
|
|
| 4 | 3 |
Living Things and Their Environment
|
Invertebrates
Characteristics
|
By the end of the
lesson, the learner
should be able to:
Describe the general characteristics of invertebrates Classify invertebrates based on their features Appreciate the diversity of invertebrates |
- Use print and non-print materials to search for information on characteristics of invertebrates
Classify invertebrates based on their features Draw and label different invertebrates |
What are the common features of invertebrates?
|
- mentor science and technology
pg. 10 Digital devices Charts showing invertebrate features Internet access |
- Observation
Oral questions
Written tests
|
|
| 4 | 4 |
Living Things and Their Environment
|
Invertebrates
Insects
|
By the end of the
lesson, the learner
should be able to:
Identify the different groups of invertebrates Describe the characteristics of insects Show interest in learning about insects |
- Group invertebrates into different categories
Discuss the characteristics of insects Observe and identify different insects in the environment |
What are the characteristics of insects?
|
- mentor science and technology
pg. 11 Digital devices Insect specimens or pictures Charts |
- Observation
Oral questions
Written assignments
|
|
| 5 | 1 |
Living Things and Their Environment
|
Invertebrates
Spiders and ticks
|
By the end of the
lesson, the learner
should be able to:
Identify spiders, ticks, and mites in the environment Describe the characteristics of spiders, ticks, and mites Show interest in learning about arachnids |
- Observe pictures or specimens of spiders, ticks, and mites
Discuss the characteristics of spiders, ticks, and mites Draw and label spiders, ticks, and mites |
How do spiders differ from insects?
|
- mentor science and technology
pg. 12 Pictures or specimens of spiders, ticks, and mites Digital devices Charts |
- Observation
Oral questions
Written tests
|
|
| 5 | 2 |
Living Things and Their Environment
|
Invertebrates
Millipedes and centipedes
|
By the end of the
lesson, the learner
should be able to:
Identify millipedes and centipedes in the environment Describe the characteristics of millipedes and centipedes Appreciate the diversity of invertebrates |
- Observe pictures or specimens of millipedes and centipedes
Discuss the characteristics of millipedes and centipedes Compare and contrast millipedes and centipedes |
How do millipedes differ from centipedes?
|
- mentor science and technology
pg. 13 Pictures or specimens of millipedes and centipedes Digital devices Charts |
- Observation
Oral questions
Written assignments
|
|
| 5 | 3 |
Living Things and Their Environment
|
Invertebrates
Millipedes and centipedes
|
By the end of the
lesson, the learner
should be able to:
Identify millipedes and centipedes in the environment Describe the characteristics of millipedes and centipedes Appreciate the diversity of invertebrates |
- Observe pictures or specimens of millipedes and centipedes
Discuss the characteristics of millipedes and centipedes Compare and contrast millipedes and centipedes |
How do millipedes differ from centipedes?
|
- mentor science and technology
pg. 13 Pictures or specimens of millipedes and centipedes Digital devices Charts |
- Observation
Oral questions
Written assignments
|
|
| 5 | 4 |
Living Things and Their Environment
|
Invertebrates
Snails and slugs
|
By the end of the
lesson, the learner
should be able to:
Identify snails and slugs in the environment Describe the characteristics of snails and slugs Show interest in learning about mollusks |
- Observe pictures or specimens of snails and slugs
Discuss the characteristics of snails and slugs Compare and contrast snails and slugs |
What is the difference between a snail and a slug?
|
- mentor science and technology
pg. 14 Pictures or specimens of snails and slugs Digital devices Charts |
- Observation
Oral questions
Written tests
|
|
| 6 | 1 |
Living Things and Their Environment
|
Invertebrates
Worms
|
By the end of the
lesson, the learner
should be able to:
Identify worms in the environment Describe the characteristics of worms Appreciate the role of worms in soil aeration |
- Observe pictures or specimens of different types of worms
Discuss the characteristics of worms Explain the importance of earthworms in soil aeration |
How are worms important to the environment?
|
- mentor science and technology
pg. 15 Pictures or specimens of worms Digital devices Charts |
- Observation
Oral questions
Written assignments
|
|
| 6 | 2 |
Living Things and Their Environment
|
Invertebrates
Sea invertebrates
|
By the end of the
lesson, the learner
should be able to:
Identify sea invertebrates Describe the characteristics of sea invertebrates Show interest in learning about marine life |
- Observe pictures or videos of sea invertebrates
Discuss the characteristics of octopus, starfish, and crabs Draw and label different sea invertebrates |
What are the characteristics of sea invertebrates?
|
- mentor science and technology
pg. 16 Pictures or videos of sea invertebrates Digital devices Charts |
- Observation
Oral questions
Written tests
|
|
| 6 | 3 |
Living Things and Their Environment
|
Invertebrates
Invertebrates as food
|
By the end of the
lesson, the learner
should be able to:
Discuss the economic importance of invertebrates Explain how invertebrates are used as food Appreciate the importance of invertebrates in food production |
- Discuss how invertebrates are used as food
Identify invertebrates that are eaten in different cultures Create a chart showing invertebrates used as food |
How are invertebrates used as food?
|
- mentor science and technology
pg. 17 Digital devices Charts Internet access |
- Observation
Oral questions
Written assignments
|
|
| 6 | 4 |
Living Things and Their Environment
|
Invertebrates
Pollinators
|
By the end of the
lesson, the learner
should be able to:
Explain the role of invertebrates in pollination Identify pollinators in the environment Appreciate the importance of pollination |
- Discuss the role of bees, butterflies, and other insects in pollination
Observe pollinators in the school garden Draw and label the process of pollination |
How do invertebrates help in pollination?
|
- mentor science and technology
pg. 18 Digital devices Charts showing pollination School garden |
- Observation
Oral questions
Written tests
|
|
| 7 | 1 |
Living Things and Their Environment
|
Invertebrates
Soil aeration
|
By the end of the
lesson, the learner
should be able to:
Explain the role of invertebrates in soil aeration Describe how earthworms improve soil fertility Show interest in environmental conservation |
- Discuss how earthworms and other invertebrates improve soil aeration
Observe earthworms in soil samples Explain how soil aeration helps plant growth |
How do invertebrates improve soil quality?
|
- mentor science and technology
pg. 19 Soil samples with earthworms Digital devices Charts |
- Observation
Oral questions
Written assignments
|
|
| 7 | 2 |
Living Things and Their Environment
|
Invertebrates
Pests
|
By the end of the
lesson, the learner
should be able to:
Identify invertebrate pests Explain how invertebrate pests affect plants and animals Show interest in pest control methods |
- Identify common invertebrate pests in the environment
Discuss how pests affect crops and animals Explore methods of controlling invertebrate pests |
How do invertebrate pests affect agriculture?
|
- mentor science and technology
pg. 20 Pictures of invertebrate pests Digital devices Charts |
- Observation
Oral questions
Written tests
|
|
| 7 | 3 |
Living Things and Their Environment
|
Invertebrates
Disease vectors
|
By the end of the
lesson, the learner
should be able to:
Explain how invertebrates transmit diseases Identify disease vectors Show interest in disease prevention |
- Discuss how mosquitoes, ticks, and flies transmit diseases
Identify common disease vectors Explore methods of preventing vector-borne diseases |
How do invertebrates transmit diseases?
|
- mentor science and technology
pg. 21 Pictures of disease vectors Digital devices Charts |
- Observation
Oral questions
Written assignments
|
|
| 7 | 4 |
Living Things and Their Environment
|
Human Circulatory System
Main parts
|
By the end of the
lesson, the learner
should be able to:
Identify the main parts of the human circulatory system Draw and label the human circulatory system Show interest in learning about the human body |
- Use print and non-print materials to search for information on the main parts of the human circulatory system
Draw and label the human circulatory system Discuss the function of the circulatory system |
What is the human circulatory system made up of?
|
- mentor science and technology
pg. 22 Digital devices Charts showing the circulatory system Internet access |
- Observation
Oral questions
Written tests
|
|
| 8 | 1 |
Living Things and Their Environment
|
Human Circulatory System
Modelling
|
By the end of the
lesson, the learner
should be able to:
Model the human circulatory system using locally available materials Explain the function of the circulatory system Show creativity in making models |
- Use locally available materials to model the human circulatory system
Demonstrate how the circulatory system works using the model Present and explain their models to the class |
How does the circulatory system work?
|
- mentor science and technology
pg. 23 Locally available materials (carton, clay, plasticine) Paints Charts |
- Observation
Oral questions
Model assessment
|
|
| 8 | 2 |
Living Things and Their Environment
|
Human Circulatory System
Heart structure
|
By the end of the
lesson, the learner
should be able to:
Identify the parts of the heart Explain the functions of different parts of the heart Appreciate the complexity of the heart |
- Use digital devices or charts to observe the parts of the heart
Discuss the functions of the auricles and ventricles Draw and label the parts of the heart |
What are the parts of the heart and their functions?
|
- mentor science and technology
pg. 24 Digital devices Charts showing the heart Internet access |
- Observation
Oral questions
Written assignments
|
|
| 8 | 3 |
Living Things and Their Environment
|
Human Circulatory System
Heart function
|
By the end of the
lesson, the learner
should be able to:
Describe the function of the heart in the circulatory system Explain how the heart pumps blood Show interest in how the heart works |
- Watch a video clip on how the heart works
Discuss how the heart pumps blood throughout the body Use a stethoscope to listen to heart beats |
How does the heart pump blood?
|
- mentor science and technology
pg. 25 Digital devices Video clips Stethoscope (if available) Charts |
- Observation
Oral questions
Written tests
|
|
| 8 | 4 |
Living Things and Their Environment
|
Human Circulatory System
Blood vessels
|
By the end of the
lesson, the learner
should be able to:
Identify major blood vessels in the human body Explain the functions of arteries, veins, and capillaries Appreciate the organization of blood vessels |
- Collaboratively discuss the functions of the main blood vessels
Identify the differences between arteries, veins, and capillaries Draw and label the major blood vessels |
What are the different types of blood vessels and their functions?
|
- mentor science and technology
pg. 26 Digital devices Charts showing blood vessels Internet access |
- Observation
Oral questions
Written assignments
|
|
| 9 | 1 |
Living Things and Their Environment
|
Human Circulatory System
Arteries
|
By the end of the
lesson, the learner
should be able to:
Explain the structure and function of arteries Describe how arteries carry blood away from the heart Show interest in learning about blood circulation |
- Discuss the structure of arteries and why they have thick walls
Explain how arteries carry blood away from the heart Draw and label the structure of an artery |
Why do arteries have thick walls?
|
- mentor science and technology
pg. 27 Digital devices Charts showing artery structure Internet access |
- Observation
Oral questions
Written tests
|
|
| 9 | 2 |
Living Things and Their Environment
|
Human Circulatory System
Arteries
|
By the end of the
lesson, the learner
should be able to:
Explain the structure and function of arteries Describe how arteries carry blood away from the heart Show interest in learning about blood circulation |
- Discuss the structure of arteries and why they have thick walls
Explain how arteries carry blood away from the heart Draw and label the structure of an artery |
Why do arteries have thick walls?
|
- mentor science and technology
pg. 27 Digital devices Charts showing artery structure Internet access |
- Observation
Oral questions
Written tests
|
|
| 9 | 3 |
Living Things and Their Environment
|
Human Circulatory System
Veins
|
By the end of the
lesson, the learner
should be able to:
Explain the structure and function of veins Describe how veins carry blood toward the heart Appreciate the complementary roles of arteries and veins |
- Discuss the structure of veins and why they have valves
Explain how veins carry blood toward the heart Compare and contrast arteries and veins |
Why do veins have valves?
|
- mentor science and technology
pg. 28 Digital devices Charts showing vein structure Internet access |
- Observation
Oral questions
Written assignments
|
|
| 9 | 4 |
Living Things and Their Environment
|
Human Circulatory System
Capillaries
|
By the end of the
lesson, the learner
should be able to:
Explain the structure and function of capillaries Describe how capillaries connect arteries and veins Show interest in learning about gas exchange |
- Discuss the structure of capillaries and why they have thin walls
Explain how capillaries connect arteries and veins Describe how gas exchange occurs in capillaries |
How do capillaries connect arteries and veins?
|
- mentor science and technology
pg. 29 Digital devices Charts showing capillary structure Internet access |
- Observation
Oral questions
Written tests
|
|
| 10 | 1 |
Living Things and Their Environment
|
Human Circulatory System
Blood components
|
By the end of the
lesson, the learner
should be able to:
Identify the components of blood Explain the functions of plasma, red blood cells, white blood cells, and platelets Appreciate the importance of blood |
- Discuss the components of blood and their functions
Use charts or digital devices to observe blood components Draw and label the components of blood |
What are the components of blood and their functions?
|
- mentor science and technology
pg. 30 Digital devices Charts showing blood components Internet access |
- Observation
Oral questions
Written assignments
|
|
| 10 | 2 |
Living Things and Their Environment
|
Human Circulatory System
Red blood cells
|
By the end of the
lesson, the learner
should be able to:
Explain the function of red blood cells Describe how oxygen is transported in the body Show interest in learning about blood functions |
- Discuss the structure of red blood cells and how they transport oxygen
Explain the role of hemoglobin in oxygen transport Draw and label a red blood cell |
How do red blood cells transport oxygen?
|
- mentor science and technology
pg. 31 Digital devices Charts showing red blood cells Internet access |
- Observation
Oral questions
Written tests
|
|
| 10 | 3 |
Living Things and Their Environment
|
Human Circulatory System
White blood cells
|
By the end of the
lesson, the learner
should be able to:
Explain the function of white blood cells Describe how the body fights disease Appreciate the body's defense mechanisms |
- Discuss the structure and function of white blood cells
Explain how white blood cells fight disease Draw and label a white blood cell |
How do white blood cells fight disease?
|
- mentor science and technology
pg. 32 Digital devices Charts showing white blood cells Internet access |
- Observation
Oral questions
Written assignments
|
|
| 10 | 4 |
Living Things and Their Environment
|
Human Circulatory System
Platelets
|
By the end of the
lesson, the learner
should be able to:
Explain the function of platelets Describe the process of blood clotting Show interest in learning about wound healing |
- Discuss the structure and function of platelets
Explain the process of blood clotting Demonstrate the process of blood clotting using diagrams |
How do platelets help in blood clotting?
|
- mentor science and technology
pg. 33 Digital devices Charts showing platelets and blood clotting Internet access |
- Observation
Oral questions
Written tests
|
|
| 11 | 1 |
Living Things and Their Environment
|
Human Circulatory System
Plasma
|
By the end of the
lesson, the learner
should be able to:
Explain the function of plasma Describe how plasma transports nutrients and waste Appreciate the role of plasma in homeostasis |
- Discuss the composition and function of plasma
Explain how plasma transports substances in the body Create a diagram showing plasma functions |
What role does plasma play in blood transport?
|
- mentor science and technology
pg. 34 Digital devices Charts showing plasma Internet access |
- Observation
Oral questions
Written assignments
|
|
| 11 | 2 |
Living Things and Their Environment
|
Human Circulatory System
Health conditions
|
By the end of the
lesson, the learner
should be able to:
Outline the symptoms of common health conditions of the human circulatory system Explain the prevention of circulatory system diseases Show interest in health education |
- Search for information on symptoms and prevention of hardening of the arteries, high blood pressure, and heart attack
Discuss the findings with peers Create posters on prevention of circulatory system diseases |
What are the common health conditions of the circulatory system?
|
- mentor science and technology
pg. 35 Digital devices Charts Internet access |
- Observation
Oral questions
Written assignments
|
|
| 11 | 3 |
Living Things and Their Environment
|
Human Circulatory System
Diet and heart
|
By the end of the
lesson, the learner
should be able to:
Explain the relationship between diet and heart health Identify heart-healthy foods Show interest in healthy eating habits |
- Discuss how diet affects heart health
Identify foods that promote heart health Create a poster showing heart-healthy foods and those to avoid |
How does diet affect heart health?
|
- mentor science and technology
pg. 35 Digital devices Charts Food samples or pictures Internet access |
- Observation
Oral questions
Written tests
|
|
| 11 | 4 |
Living Things and Their Environment
|
Human Circulatory System
Healthy lifestyle
|
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 exercise for heart health Appreciate the need for a healthy lifestyle |
- Discuss ways of maintaining a healthy human circulatory system
Develop a routine plan for maintaining a healthy circulatory system Share and review plans with peers |
What measures enhance a healthy human circulatory system?
|
- mentor science and technology
pg. 35 Digital devices Charts Internet access |
- Observation
Oral questions
Written assignments
|
|
| 12 | 1 |
Matter
|
Change of state
Melting
Change of state Evaporation |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of change of state Demonstrate melting using cooking fat Appreciate the application of melting in everyday life |
- Brainstorm the meaning of change of state of matter
Heat cooking fat to demonstrate melting Discuss everyday examples of melting |
How does matter change its state?
|
- mentor science and technology
pg. 35 Cooking fat Source of heat Metal plate or pan Safety equipment pg. 36 Water Container for heating water |
- Observation
Oral questions
Practical assessment
|
|
| 12 | 2 |
Matter
|
Change of state
Sublimation
Change of state Condensation |
By the end of the
lesson, the learner
should be able to:
Demonstrate sublimation using mothballs Explain how solids change directly to gas Observe safety when heating mothballs |
- Heat mothballs to demonstrate sublimation
Observe and record the changes Discuss safety measures when handling mothballs |
What happens when mothballs are heated?
|
- mentor science and technology
pg. 37 Mothballs Source of heat Metal plate Safety equipment pg. 38 Water Container for heating Cold lid or plate |
- Observation
Oral questions
Practical assessment
|
|
| 12 | 3 |
Matter
|
Change of state
Freezing
|
By the end of the
lesson, the learner
should be able to:
Explain the process of freezing Describe how liquids change to solids when cooled Appreciate freezing in daily life |
- Discuss the process of freezing
Observe ice formation (if refrigerator available) Explore applications of freezing in daily life |
What happens when water is cooled below 0°C?
|
- mentor science and technology
pg. 39 Water Ice cubes (if available) Pictures of freezing examples |
- Observation
Oral questions
Written assessment
|
|
| 12 | 4 |
Matter
|
Change of state
Deposition
Change of state Summary |
By the end of the
lesson, the learner
should be able to:
Explain the process of deposition Describe how gases change directly to solids when cooled Appreciate deposition in nature |
- Discuss the process of deposition
Observe or view images/videos of frost formation Explore examples of deposition in nature |
How does water vapor change directly into ice?
|
- mentor science and technology
pg. 40 Digital devices (if available) Pictures of frost Diagrams showing deposition pg. 41 Charts showing changes of state Diagrams Digital resources |
- Observation
Oral questions
Written assessment
|
|
| 13 | 1 |
Matter
|
Change of state
Heating effects
Change of state Cooling effects |
By the end of the
lesson, the learner
should be able to:
Explain the effects of heat on matter Identify changes that occur when matter is heated Appreciate heating in daily life |
- Discuss the effects of heat on matter
Demonstrate different heating effects Relate to everyday experiences |
What happens when matter is heated?
|
- mentor science and technology
pg. 42 Various materials for heating Source of heat Safety equipment pg. 43 Various materials for cooling Ice/cold water |
- Observation
Oral questions
Written assessment
|
|
| 13 | 2 |
Matter
|
Change of state
Drying clothes
|
By the end of the
lesson, the learner
should be able to:
Explain how evaporation helps in drying clothes Identify factors that affect the rate of drying Appreciate the application of evaporation |
- Discuss how clothes dry in the sun
Explore factors that affect drying rate (wind, temperature, humidity) Relate the process to evaporation |
How does evaporation help in drying clothes?
|
Small pieces of wet cloth Sunny area Pictures showing clothes drying |
- Observation
Oral questions
Written assessment
|
|
| 13 | 3 |
Matter
|
Change of state
Drying foods
|
By the end of the
lesson, the learner
should be able to:
Explain how evaporation is used in food preservation Describe traditional methods of drying foods Appreciate food preservation techniques |
- Discuss traditional methods of drying foods
Observe pictures of food drying processes Relate the process to evaporation |
How is evaporation used to preserve foods?
|
- mentor science and technology
pg. 45 Pictures of dried foods Samples of dried foods (if available) Digital resources |
- Observation
Oral questions
Written assessment
|
|
| 13 | 4 |
Matter
|
Change of state
Making ice
|
By the end of the
lesson, the learner
should be able to:
Explain how freezing is used to make ice Describe the uses of ice in everyday life Appreciate the importance of freezing |
- Discuss how water changes to ice
Explore the uses of ice in daily life Relate the process to freezing |
How is ice made and used?
|
- mentor science and technology
pg. 46 Ice cubes (if available) Pictures showing ice uses Digital resources |
- Observation
Oral questions
Written assessment
|
|
| 14 | 1 |
Matter
|
Change of state
Cooling our bodies
|
By the end of the
lesson, the learner
should be able to:
Explain how sweating cools the body Relate sweating to evaporation Appreciate body temperature regulation |
- Discuss how sweating helps cool the body
Demonstrate cooling effect of evaporation (water on skin) Relate the process to evaporation |
How does sweating cool our bodies?
|
- mentor science and technology
pg. 47 Water Digital resources Charts showing body cooling |
- Observation
Oral questions
Written assessment
|
|
| 14 | 2 |
Matter
|
Change of state
Rainfall formation
|
By the end of the
lesson, the learner
should be able to:
Explain how evaporation and condensation contribute to rainfall Describe the water cycle Appreciate the importance of rainfall |
- Discuss the water cycle
Create diagrams showing rainfall formation Relate the process to evaporation and condensation |
How is rain formed?
|
- mentor science and technology
pg. 48 Charts showing water cycle Digital resources Diagrams of rainfall formation |
- Observation
Oral questions
Diagrams
|
|
| 14 | 3 |
Matter
|
Change of state
Rainfall formation
|
By the end of the
lesson, the learner
should be able to:
Explain how evaporation and condensation contribute to rainfall Describe the water cycle Appreciate the importance of rainfall |
- Discuss the water cycle
Create diagrams showing rainfall formation Relate the process to evaporation and condensation |
How is rain formed?
|
- mentor science and technology
pg. 48 Charts showing water cycle Digital resources Diagrams of rainfall formation |
- Observation
Oral questions
Diagrams
|
|
| 14 | 4 |
Matter
|
Change of state
Candle making
|
By the end of the
lesson, the learner
should be able to:
Demonstrate how to make candles using waste wax Explain the changes of state involved in candle making Create a functional candle |
- Demonstrate candle making using waste candle wax
Explain the changes of state during the process Guide learners to make their own candles |
How can we make candles?
|
- mentor science and technology
pg. 49 Waste candle wax Cotton thread for wicks Small containers Source of heat Safety equipment |
- Observation
Project assessment
Practical skills
|
|
| 15 | 1 |
Matter
|
Change of state
Repairing plastics
|
By the end of the
lesson, the learner
should be able to:
Demonstrate how to repair broken plastic containers Explain the changes of state involved in plastic repair Appreciate recycling and reuse |
- Demonstrate plastic repair using heat
Explain the changes of state during the process Guide learners to repair broken plastic items |
How can we repair broken plastic containers?
|
- mentor science and technology
pg. 49 Broken plastic containers Knife Source of heat Safety equipment Oven gloves |
- Observation
Project assessment
Practical skills
|
|
| 15 | 2 |
Matter
|
Change of state
Project completion
|
By the end of the
lesson, the learner
should be able to:
Complete candle and plastic repair projects Present and explain their projects Appreciate practical applications of changes of state |
- Complete candle making and plastic repair projects
Present completed projects to classmates Discuss challenges and solutions |
How can we apply our knowledge of changes of state?
|
- mentor science and technology
pg. 49 Completed projects Materials for finishing projects Presentation space |
- Project assessment
Presentation skills
Peer evaluation
|
|
| 15 | 3 |
Matter
|
Change of state
Assessment
|
By the end of the
lesson, the learner
should be able to:
Demonstrate understanding of changes of state Identify different changes of state in examples Apply knowledge to new situations |
- Review all changes of state learned
Complete assessment activities Discuss and correct misconceptions |
What have we learned about changes of state?
|
- mentor science and technology
pg. 50 Assessment worksheets Digital resources Review materials |
- Written assessment
Oral questions
Diagrams
|
|
| 15 | 4 |
Matter
|
Composition of air
Components
|
By the end of the
lesson, the learner
should be able to:
Identify the components of air Draw a pie chart showing percentage composition Appreciate the importance of air |
- Brainstorm on air and its constituents
Draw a pie chart showing composition of air Discuss the importance of air |
What is air made of?
|
- mentor science and technology
pg. 50 Chart showing air composition Drawing materials Digital resources |
- Observation
Oral questions
Pie charts
|
|
| 16 | 1 |
Matter
|
Composition of air
Oxygen
|
By the end of the
lesson, the learner
should be able to:
Demonstrate the presence of oxygen in air Explain the percentage of oxygen in air Appreciate the importance of oxygen |
- Carry out activity to investigate the presence of oxygen in air
Discuss the percentage of oxygen in air Explore the importance of oxygen |
How can we prove oxygen is present in air?
|
- mentor science and technology
pg. 51 Candles Glass containers Matches Water Safety equipment |
- Observation
Oral questions
Practical assessment
|
|
| 16 | 2 |
Matter
|
Composition of air
Uses of oxygen
|
By the end of the
lesson, the learner
should be able to:
Outline the uses of oxygen Explain how living things use oxygen Appreciate the importance of oxygen |
- Discuss the uses of oxygen in breathing, germination, and burning
Create a mind map of oxygen uses Relate to everyday experiences |
How is oxygen important to us?
|
- mentor science and technology
pg. 52 Charts showing oxygen uses Digital resources Drawing materials |
- Observation
Oral questions
Mind maps
|
|
| 16 | 3 |
Matter
|
Composition of air
Carbon dioxide
|
By the end of the
lesson, the learner
should be able to:
Explain the percentage of carbon dioxide in air Outline the uses of carbon dioxide Appreciate the importance of carbon dioxide |
- Discuss the percentage of carbon dioxide in air
Explore the uses of carbon dioxide in plants and preservation Create a poster showing carbon dioxide uses |
How is carbon dioxide important?
|
- mentor science and technology
pg. 53 Charts showing carbon dioxide uses Digital resources Drawing materials |
- Observation
Oral questions
Posters
|
|
| 16 | 4 |
Matter
|
Composition of air
Nitrogen
|
By the end of the
lesson, the learner
should be able to:
Explain the percentage of nitrogen in air Outline the uses of nitrogen Appreciate the importance of nitrogen |
- Discuss the percentage of nitrogen in air
Explore the uses of nitrogen in plants and industry Create a chart showing nitrogen uses |
How is nitrogen important?
|
- mentor science and technology
pg. 54 Charts showing nitrogen uses Digital resources Pictures of leguminous plants |
- Observation
Oral questions
Charts
|
|
| 17 | 1 |
Matter
|
Composition of air
Inert gases
|
By the end of the
lesson, the learner
should be able to:
Identify inert gases in air Explain the uses of inert gases Appreciate the importance of inert gases |
- Discuss the inert gases found in air
Explore the uses of inert gases in light bulbs and balloons Create a list of inert gas applications |
What are inert gases used for?
|
- mentor science and technology
pg. 55 Charts showing inert gas uses Digital resources Pictures of applications |
- Observation
Oral questions
Written work
|
|
| 17 | 2 |
Matter
|
Composition of air
Air pollution
|
By the end of the
lesson, the learner
should be able to:
Define air pollution Identify sources of air pollution Show concern for air quality |
- Brainstorm on the meaning of air pollution
Explore the school and neighborhood to identify air pollutants Discuss the effects of air pollution |
What is air pollution?
|
- mentor science and technology
pg. 56 Pictures showing air pollution Digital resources Safety equipment |
- Observation
Oral questions
Written work
|
|
| 17 | 3 |
Matter
|
Composition of air
Bad smell
|
By the end of the
lesson, the learner
should be able to:
Identify sources of bad smell in the environment Explain how bad smell pollutes air Suggest ways to reduce bad smell |
- Discuss sources of bad smell
Identify areas with bad smell in the environment Suggest ways to reduce bad smell |
How does bad smell pollute air?
|
- mentor science and technology
pg. 57 Pictures of sources of bad smell Digital resources Safety equipment |
- Observation
Oral questions
Written work
|
|
| 17 | 4 |
Matter
|
Composition of air
Smoke
|
By the end of the
lesson, the learner
should be able to:
Identify sources of smoke in the environment Explain how smoke pollutes air Suggest ways to reduce smoke |
- Discuss sources of smoke
Identify activities that produce smoke Suggest ways to reduce smoke production |
How does smoke pollute air?
|
- mentor science and technology
pg. 58 Pictures of sources of smoke Digital resources Safety equipment |
- Observation
Oral questions
Written work
|
|
| 18 | 1 |
Matter
|
Composition of air
Dust
|
By the end of the
lesson, the learner
should be able to:
Identify sources of dust in the environment Explain how dust pollutes air Suggest ways to reduce dust |
- Discuss sources of dust
Identify areas with dust in the environment Suggest ways to reduce dust |
How does dust pollute air?
|
- mentor science and technology
pg. 59 Pictures of sources of dust Digital resources Safety equipment |
- Observation
Oral questions
Written work
|
|
| 18 | 2 |
Matter
|
Composition of air
Dust
|
By the end of the
lesson, the learner
should be able to:
Identify sources of dust in the environment Explain how dust pollutes air Suggest ways to reduce dust |
- Discuss sources of dust
Identify areas with dust in the environment Suggest ways to reduce dust |
How does dust pollute air?
|
- mentor science and technology
pg. 59 Pictures of sources of dust Digital resources Safety equipment |
- Observation
Oral questions
Written work
|
|
| 18 | 3 |
Matter
|
Composition of air
Health effects
|
By the end of the
lesson, the learner
should be able to:
Explain the effects of air pollution on health Identify diseases caused by air pollution Show concern for personal health |
- Discuss how air pollution affects health
Identify diseases caused by air pollution Create a poster showing health effects |
How does air pollution affect our health?
|
- mentor science and technology
pg. 60 Charts showing health effects Digital resources Pictures of effects |
- Observation
Oral questions
Posters
|
|
| 18 | 4 |
Matter
|
Composition of air
Ventilation
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of ventilation Identify ventilation systems in buildings Appreciate the role of ventilation in air quality |
- Discuss the importance of ventilation
Identify ventilation systems in the school Explain how ventilation improves air quality |
Why is ventilation important?
|
- mentor science and technology
pg. 61 Pictures of ventilation systems Digital resources School buildings |
- Observation
Oral questions
Written work
|
|
| 19 | 1 |
Matter
|
Composition of air
Dust control
|
By the end of the
lesson, the learner
should be able to:
Demonstrate methods of controlling dust Explain the importance of sprinkling water on dusty grounds Practice dust control measures |
- Demonstrate sprinkling water before sweeping
Compare sweeping with and without water Discuss other dust control methods |
How can we control dust in our environment?
|
- mentor science and technology
pg. 62 Water Brooms Dusty area Safety equipment |
- Observation
Practical assessment
Oral questions
|
|
| 19 | 2 |
Matter
|
Composition of air
Smoke reduction
|
By the end of the
lesson, the learner
should be able to:
Identify methods of reducing smoke Explain the advantages of cleaner cooking methods Appreciate the importance of smoke reduction |
- Discuss cleaner cooking methods
Compare different cooking stoves Explore other smoke reduction methods |
How can we reduce smoke in our environment?
|
- mentor science and technology
pg. 63 Pictures of different cooking methods Digital resources Charts |
- Observation
Oral questions
Written work
|
|
| 19 | 3 |
Matter
|
Composition of air
Poster making
|
By the end of the
lesson, the learner
should be able to:
Create posters on air pollutants Present information on pollution dangers Suggest control measures for air pollution |
- Make posters on common air pollutants
Include dangers and control measures Display posters for awareness |
How can we create awareness about air pollution?
|
- mentor science and technology
pg. 64 Manila papers/carton boxes Coloring materials Digital resources |
- Project assessment
Presentation skills
Creativity
|
|
| 19 | 4 |
Matter
|
Composition of air
Assessment
|
By the end of the
lesson, the learner
should be able to:
Demonstrate understanding of air composition Identify air pollutants and their effects Suggest solutions to air pollution |
- Review air composition and pollution
Complete assessment activities Discuss and correct misconceptions |
What have we learned about air composition and pollution?
|
- mentor science and technology
pg. 65 Assessment worksheets Digital resources Review materials |
- Written assessment
Oral questions
Diagrams
|
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