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 flowering and non-flowering plants
- Classify plants as flowering or non-flowering
- Appreciate the diversity of plants in the environment

- Learners use print and non-print materials to search for images of flowering and non-flowering plants and share
- Learners take a walk in their locality to observe, identify and categorize plants into flowering and non-flowering
- Learners discuss and share their findings with peers

How are plants classified?

- Oxford Everyday Science and Technology pg. 1
- Charts with images of flowering and non-flowering plants
- Digital devices
- Plant specimens

- Observation schedules - Oral questions - Written assignments - Checklists

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:

- Collect and classify plants in the environment
- Identify the characteristics of flowering and non-flowering plants
- Show care when handling plants

- Learners collect green plants from the school compound (wearing protective gear)
- Learners classify collected plants into flowering and non-flowering
- Learners take precautions to avoid injuries when handling plants

What are the key features of flowering and non-flowering plants?

- Oxford Everyday Science and Technology pg. 2
- Charts
- Protective gear (gloves, dustcoat)

- Observation schedules - Oral questions - Project work - Classification charts

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 common flowering and non-flowering plants in the locality
- Compare flowering and non-flowering plants
- Show interest in preserving plant diversity

- Learners search for images of flowering and non-flowering plants using digital devices
- Learners create two groups of pictures - flowering and non-flowering plants
- Learners discuss the differences between the two groups of plants

What are examples of flowering and non-flowering plants in our locality?

- Oxford Everyday Science and Technology pg. 3
- Digital devices
- Internet connection
- Plant specimens

- Observation - Oral presentations - Digital portfolios - Written assignments

Living Things and Their Environment

Classification of Plants - Parts and functions of flowers

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

- Identify the main parts of a flower
- Draw and label the parts of a flower
- Value the beauty of flowers

- Learners observe a chart of the parts of a flower
- Learners identify the parts labeled on a flower diagram
- Learners draw and label the parts of a flower in their exercise books

What are the main parts of a flower?

- Oxford Everyday Science and Technology pg. 4
- Charts
- Fresh flowers
- Digital devices

- Drawing and labeling exercises - Observation - Oral questions - Written assignments

Living Things and Their Environment

Classification of Plants - Parts and functions of flowers

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

- Use digital applications to draw and label flowers
- Describe the functions of each part of a flower
- Show creativity in representations of flower parts

- Learners use digital devices to draw and paint a flower
- Learners label the parts of the flower drawn
- Learners save their drawings and share with classmates

How do we represent flowers using digital tools?

- Oxford Everyday Science and Technology pg. 5
- Digital devices with drawing applications
- Charts
- Flower diagrams

- Digital portfolios - Peer assessment - Observation schedules - Checklists

Living Things and Their Environment

Classification of Plants - Parts and functions of flowers

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

- Describe the functions of the vegetative parts of a flower
- Distinguish between the vegetative and reproductive parts of a flower
- Appreciate the complexity of flower structures

- Learners search for information on functions of different parts of a flower
- Learners discuss the functions of the parts of a flower
- Learners make notes on the functions of the parts of a flower

What are the functions of different parts of a flower?

- Oxford Everyday Science and Technology pg. 5
- Reference books
- Digital devices
- Internet connection

- Written assignments - Oral questions - Checklists - Peer assessment

Living Things and Their Environment

Classification of Plants - Parts and functions of flowers

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

- Describe the functions of the male part of a flower
- Describe the functions of the female part of a flower
- Appreciate the complementary roles of flower parts

- Learners examine the male part (stamen) and female part (pistil) of a flower
- Learners discuss the functions of each part
- Learners create a table showing the functions of each part of a flower

How do the reproductive parts of a flower function?

- Oxford Everyday Science and Technology pg. 6
- Charts
- Real flowers
- Magnifying glass

- Observation schedules - Oral questions - Written assignments - Group presentations

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Explain the importance of flowers in reproduction
- Describe how flowers develop into fruits
- Value the role of flowers in plant reproduction

- Learners study pictures showing flowers and discuss their importance
- Learners read the conversation between Mr. Kingi and learners about flowers
- Learners discuss the importance of flowers in nature

Why are flowers important in plant reproduction?

- Oxford Everyday Science and Technology pg. 7
- Charts
- Pictures
- Digital devices

- Oral questions - Written assignments - Checklists - Observation schedules

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Explain the importance of flowers to insects
- Describe the role of flowers in honey production
- Show appreciation for the interdependence of living things

- Learners discuss how bees obtain nectar from flowers
- Learners explain how nectar is used to make honey
- Learners discuss the relationship between flowers and insects

How do flowers benefit insects?

- Oxford Everyday Science and Technology pg. 8
- Pictures
- Videos
- Digital devices

- Oral presentations - Written assignments - Observation schedules - Checklists

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Explain the importance of flowers in food production
- Describe the role of flowers in seed formation
- Value flowers as a source of food

- Learners discuss how flowers develop into fruits
- Learners explain how fruits provide food for humans and animals
- Learners discuss how flowers produce seeds for new plants

How do flowers contribute to food production?

- Oxford Everyday Science and Technology pg. 9
- Charts
- Pictures
- Various fruits

- Oral questions - Written assignments - Group presentations - Observation schedules

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Explain the aesthetic value of flowers
- Describe the medicinal importance of flowers
- Appreciate flowers for their beauty

- Learners discuss how flowers make the environment beautiful
- Learners explore how some flowers are used to make medicine
- Learners read a poem about flowers and discuss its meaning

How do flowers enhance our environment and wellbeing?

- Oxford Everyday Science and Technology pg. 10
- Pictures
- Poems about flowers
- Digital devices

- Oral presentations - Written assignments - Creative writing - Observation schedules

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Compose a poem about the importance of flowers
- Recite poems about flowers
- Show creativity in expressing the value of flowers

- Learners compose poems titled "Flowers are important to us"
- Learners recite their poems to peers and family members
- Learners discuss the importance of flowers expressed in their poems

How can we express the importance of flowers creatively?

- Oxford Everyday Science and Technology pg. 10
- Sample poems
- Writing materials
- Digital devices

- Creative writing - Recitation - Peer assessment - Observation schedules

Living Things and Their Environment

Classification of Plants - Assessment

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

- Demonstrate understanding of flowering and non-flowering plants
- Explain the functions and importance of flowers
- Show appreciation for plant diversity

- Learners complete sentences about flowering and non-flowering plants
- Learners identify safety precautions when collecting plants
- Learners draw and label parts of a flower

How well do we understand plant classification and the importance of flowers?

- Oxford Everyday Science and Technology pg. 10
- Assessment worksheets
- Drawing materials

- Written test - Drawing and labeling - Oral questions - Observation schedules

Living Things and Their Environment

Classification of Plants - Assessment

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

- Classify plants into flowering and non-flowering
- Explain the importance of flowers to different organisms
- Value the role of flowers in the ecosystem

- Learners classify given plants into flowering or non-flowering
- Learners state the importance of flowers to insects, birds, animals, and humans
- Learners explain the importance of specific parts of a flower

How do we apply our knowledge about flowering plants?

- Oxford Everyday Science and Technology pg. 10
- Assessment worksheets
- Plant specimens
- Pictures

- Written test - Oral presentations - Observation schedules - Checklists

Living Things and Their Environment

Vertebrates - General characteristics of vertebrates

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

- Define the term vertebrate
- Identify vertebrates in their environment
- Show interest in learning about vertebrates

- Learners observe pictures of vertebrates
- Learners identify the position of the backbone in a cow
- Learners discuss the meaning of the term vertebrate

What features define a vertebrate?

- Oxford Everyday Science and Technology pg. 11
- Pictures of vertebrates
- Charts
- Digital devices
- Oxford Everyday Science and Technology pg. 12
- Internet connection
- Textbooks

- Oral questions - Written assignments - Observation schedules - Checklists

Living Things and Their Environment

Vertebrates - General characteristics of vertebrates

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

- Identify vertebrates in the school locality
- List the general characteristics of vertebrates
- Show responsibility when observing animals

- Learners wear protective clothing
- Learners take a walk around the school compound to observe vertebrates
- Learners discuss the general characteristics of observed vertebrates

What vertebrates can we find in our locality?

- Oxford Everyday Science and Technology pg. 13
- Protective gear
- Notebooks
- Digital cameras if available

- Observation schedules - Field notes - Oral presentations - Written assignments

Living Things and Their Environment

Vertebrates - General characteristics of vertebrates

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

- List the general characteristics of vertebrates
- Describe the internal structure of vertebrates
- Show respect for animal welfare

- Learners discuss vertebrate characteristics like having a backbone, skull, internal skeleton, and complex organs
- Learners learn about safety precautions when interacting with animals
- Learners present their findings about vertebrate characteristics

How are vertebrates structurally organized?

- Oxford Everyday Science and Technology pg. 14
- Charts
- Pictures
- Digital devices

- Oral presentations - Written assignments - Checklists - Observation schedules

Living Things and Their Environment

Vertebrates - Groups of vertebrates

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

- Identify the main groups of vertebrates
- Give examples of animals in each group
- Show curiosity in learning about animal classification

- Learners read a conversation between students and a museum guide about groups of vertebrates
- Learners list the five groups of vertebrates mentioned in the conversation
- Learners give examples of animals in each group

How are vertebrates classified into groups?

- Oxford Everyday Science and Technology pg. 15
- Charts
- Pictures
- Digital devices

- Oral questions - Written assignments - Group discussions - Observation schedules

Living Things and Their Environment

Vertebrates - Groups of vertebrates

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

- Classify vertebrates into their main groups
- Research examples of vertebrates in each group
- Appreciate the diversity of vertebrates

- Learners use digital devices or textbooks to search for examples of mammals, birds, fish, reptiles, and amphibians
- Learners complete a table with examples for each group
- Learners present their findings to the class

What animals belong to each vertebrate group?

- Oxford Everyday Science and Technology pg. 16
- Digital devices
- Internet connection
- Textbooks

- Research skills assessment - Oral presentations - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Mammals)

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

- Identify the characteristics of mammals
- Give examples of mammals in the local environment
- Show respect for animal diversity

- Learners observe pictures of mammals and identify them
- Learners discuss what covers the body of mammals
- Learners discuss how mammals feed their young ones

What are the defining characteristics of mammals?

- Oxford Everyday Science and Technology pg. 17
- Pictures of mammals
- Charts
- Digital devices

- Oral questions - Written assignments - Group discussions - Observation schedules

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Birds)

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

- Identify the characteristics of birds
- Describe the body parts of birds
- Show appreciation for bird diversity

- Learners observe a chicken or picture of a chicken
- Learners identify what covers the body of a bird
- Learners discuss the characteristics of birds

What features define birds as a group of vertebrates?

- Oxford Everyday Science and Technology pg. 18
- Chicken (or picture)
- Charts
- Digital devices

- Oral questions - Written assignments - Observation schedules - Checklists

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Fish)

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

- Identify the characteristics of fish
- Describe the body parts of fish
- Show interest in aquatic life

- Learners observe a fish or a picture of a fish
- Learners identify parts of a fish like fins and gills
- Learners discuss the characteristics of fish

What adaptations do fish have for aquatic life?

- Oxford Everyday Science and Technology pg. 19
- Fish (or picture)
- Charts
- Digital devices

- Oral questions - Written assignments - Observation schedules - Checklists

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Reptiles)

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

- Identify the characteristics of reptiles
- Give examples of reptiles in the local environment
- Show respect for reptiles despite common fears

- Learners observe pictures of reptiles
- Learners identify what covers the body of reptiles
- Learners look for lizards and chameleons in the school environment and observe them carefully

What features are unique to reptiles?

- Oxford Everyday Science and Technology pg. 20
- Pictures of reptiles
- Charts
- Digital devices

- Oral questions - Written assignments - Field observations - Checklists

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Amphibians)

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

- Identify the characteristics of amphibians
- Give examples of amphibians in the local environment
- Show interest in amphibian habitats

- Learners read a story about a frog
- Learners discuss the characteristics of amphibians mentioned in the story
- Learners state other characteristics of amphibians

How are amphibians adapted to live in both water and land?

- Oxford Everyday Science and Technology pg. 21
- Pictures of amphibians
- Charts
- Digital devices

- Oral questions - Written assignments - Story comprehension - Observation schedules

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Amphibians)

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

- Search for examples of amphibians
- Describe the characteristics of amphibians
- Value the role of amphibians in the ecosystem

- Learners use digital devices or textbooks to search for examples of amphibians
- Learners search for the characteristics of amphibians
- Learners share their findings with classmates

What are the unique features of amphibians?

- Oxford Everyday Science and Technology pg. 22
- Digital devices
- Internet connection
- Textbooks

- Research skills assessment - Oral presentations - Written assignments - Group discussions

Living Things and Their Environment

Vertebrates - Making a portfolio on classes of vertebrates

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

- Create a portfolio of vertebrates
- Classify vertebrates according to their groups
- Show creativity in portfolio development

- Learners cut out pictures of mammals, birds, reptiles, amphibians, and fish
- Learners divide their portfolio into five sections according to vertebrate classes
- Learners stick pictures in the correct sections

How can we organize information about vertebrates?

- Oxford Everyday Science and Technology pg. 23
- Portfolio materials
- Pictures
- Glue
- Scissors

- Portfolio assessment - Creativity - Accuracy of classification - Neatness

Living Things and Their Environment

Vertebrates - Importance of vertebrates

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

- Explain the importance of vertebrates in the environment
- List the uses of vertebrates to human beings
- Value the role of vertebrates in the ecosystem

- Learners list vertebrates found in their locality
- Learners discuss the importance of each vertebrate
- Learners complete a table showing vertebrates and their uses

How do vertebrates contribute to the environment?

- Oxford Everyday Science and Technology pg. 24
- Charts
- Pictures
- Digital devices

- Oral presentations - Written assignments - Group discussions - Observation schedules

Living Things and Their Environment

Vertebrates - Importance of vertebrates

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

- Describe how vertebrates contribute to pollination
- Explain how vertebrates maintain ecological balance
- Show appreciation for conservation of vertebrates

- Learners take a nature walk to observe vertebrates in their natural habitat
- Learners discuss the roles vertebrates play in the environment
- Learners create a poster showing the importance of vertebrates

Why is it important to conserve vertebrates?

- Oxford Everyday Science and Technology pg. 25
- Natural environment
- Poster materials
- Digital devices

- Field observations - Poster assessment - Oral presentations - Group discussions

Living Things and Their Environment

Vertebrates - Project: Photo album of vertebrates

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

- Make a photo album for vertebrates
- Classify vertebrates in the photo album
- Show creativity in project work

- Learners prepare materials for making a photo album
- Learners follow steps to create a photo album
- Learners organize pictures of vertebrates according to their classes

How can we document vertebrate diversity?

- Oxford Everyday Science and Technology pg. 26
- Manila paper
- Scissors
- Thread/wire
- Glue
- Pictures of vertebrates

- Project assessment - Creativity - Classification accuracy - Presentation skills

Mixtures

Mixtures - Types of mixtures

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

- Define the term mixture
- Identify examples of mixtures in the environment
- Show interest in learning about mixtures

- Learners study a picture showing maize and beans together
- Learners discuss what a mixture is
- Learners give examples of mixtures they know

What is a mixture?

- Oxford Everyday Science and Technology pg. 44
- Various mixtures (e.g., maize and beans)
- Pictures
- Digital devices

- Oral questions - Written assignments - Observation schedules - Group discussions

Mixtures

Mixtures - Types of mixtures

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

- Describe the different types of mixtures
- Find the meaning of 'homogeneous' and 'heterogeneous'
- Show curiosity in learning about types of mixtures

- Learners find the meaning of 'homogeneous' and 'heterogeneous' from a dictionary
- Learners study different mixtures and classify them as homogeneous or heterogeneous
- Learners complete a table classifying different mixtures

What is the difference between homogeneous and heterogeneous mixtures?

- Oxford Everyday Science and Technology pg. 45
- Dictionary
- Various mixtures
- Charts

- Dictionary skills assessment - Classification exercises - Oral questions - Observation schedules

Mixtures

Mixtures - Types of mixtures

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

- Classify mixtures as homogeneous or heterogeneous
- Identify solid-solid, solid-liquid and liquid-liquid mixtures
- Appreciate the variety of mixtures in the environment

- Learners study different mixtures provided
- Learners classify mixtures based on their states of matter
- Learners complete a table identifying solid-solid, solid-liquid, and liquid-liquid mixtures

How can mixtures be classified based on states of matter?

- Oxford Everyday Science and Technology pg. 45
- Various mixtures
- Classification charts
- Digital devices

- Classification exercises - Written assignments - Oral questions - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Handpicking)

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

- Demonstrate separating mixtures using handpicking
- Describe when handpicking is appropriate
- Show patience when separating mixtures

- Learners discuss traditional and modern methods of separating mixtures
- Learners separate a mixture of beans and maize by handpicking
- Learners discuss the method they have used

What determines the method to be used when separating mixtures?

- Oxford Everyday Science and Technology pg. 46
- Mixture of beans and maize
- Containers

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Winnowing)

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

- Demonstrate separating mixtures using winnowing
- Explain when winnowing is appropriate
- Show appreciation for traditional methods of separation

- Learners discuss how they would separate cereals from chaff
- Learners observe the method of winnowing shown in a picture
- Learners separate their mixture using winnowing

How does winnowing separate light materials from heavy ones?

- Oxford Everyday Science and Technology pg. 47
- Mixture of grains and chaff
- Winnowing tray
- Pictures

- Practical skills assessment - Oral questions - Written assignments - Demonstration skills

Mixtures

Mixtures - Separating heterogeneous mixtures (Sieving)

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

- Demonstrate separating mixtures using sieving
- Describe when sieving is appropriate
- Value the efficiency of sieving

- Learners discuss the best way to separate a mixture of beans and wheat flour
- Learners separate the mixture using a sieve
- Learners explain how they separated the mixture

What types of mixtures can be separated by sieving?

- Oxford Everyday Science and Technology pg. 48
- Sieve
- Mixture of beans and wheat flour
- Container

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Using a magnet)

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

- Demonstrate separating mixtures using a magnet
- Explain when using a magnet is appropriate
- Show curiosity in magnetic properties

- Learners mix iron filings and maize flour on a piece of paper
- Learners use a magnet to separate the mixture
- Learners discuss what happens when the magnet is held over the mixture

What happens when a magnet is held over a mixture containing iron?

- Oxford Everyday Science and Technology pg. 49
- Iron filings
- Maize flour
- Magnet
- Paper

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Filtration)

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

- Demonstrate separating mixtures using filtration
- Describe when filtration is appropriate
- Value the effectiveness of filtration

- Learners discuss mixtures they separate by filtration at home or school
- Learners mix water with sand and stir
- Learners filter the mixture using a cloth

What types of mixtures can be separated by filtration?

- Oxford Everyday Science and Technology pg. 50
- Clean cloth
- String
- Two containers
- Water and sand

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Decantation)

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

- Demonstrate separating mixtures using decantation
- Compare filtration and decantation
- Value the various methods of separation

- Learners discuss the difference between filtration and decantation
- Learners mix sand and water, allow it to settle
- Learners slowly pour the liquid into another container

What is the difference between filtration and decantation?

- Oxford Everyday Science and Technology pg. 51
- Water
- Sand
- Two containers
- Spoon
- Stick

- Practical skills assessment - Oral questions - Written assignments - Comparison skills

Mixtures

Mixtures - Separating heterogeneous mixtures (Using a separating funnel)

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

- Demonstrate separating immiscible liquids
- Describe how a separating funnel works
- Show patience when using laboratory equipment

- Learners discuss how to separate water and oil
- Learners mix equal amounts of water and oil
- Learners use a separating funnel to separate the mixture

How does a separating funnel separate immiscible liquids?

- Oxford Everyday Science and Technology pg. 52
- Separating funnel
- Oil
- Water
- Three containers
- Retort stand and clamp

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Application of separating mixtures in day-to-day life

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

- Identify applications of handpicking, winnowing, and sieving
- Explain how these methods are used in daily life
- Appreciate the practical applications of separation methods

- Learners study pictures showing application of separation methods
- Learners explain how each method is applied
- Learners discuss other applications of separation methods

How are separation methods applied in our daily lives?

- Oxford Everyday Science and Technology pg. 53
- Pictures
- Charts
- Digital devices

- Oral presentations - Written assignments - Group discussions - Observation schedules

Mixtures

Mixtures - Application of separating mixtures in day-to-day life

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

- Describe how magnets are used in recycling
- Explain how filtration is used in water treatment
- Value the economic importance of separation methods

- Learners discuss how magnets are used in recycling industries
- Learners explain how filtration is applied in water treatment
- Learners write short notes on their findings

How are separation methods used in industries?

- Oxford Everyday Science and Technology pg. 54
- Pictures
- Charts
- Digital devices

- Oral presentations - Written assignments - Group discussions - Observation schedules

Mixtures

Mixtures - Assessment

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

- Classify mixtures as homogeneous or heterogeneous
- Explain different methods of separating mixtures
- Value the knowledge of separating mixtures

- Learners classify given mixtures as homogeneous or heterogeneous
- Learners explain methods used to separate different mixtures
- Learners identify applications of using a magnet

How well do we understand mixtures and their separation?

- Oxford Everyday Science and Technology pg. 54
- Assessment worksheets
- Various mixtures
- Charts

- Written test - Oral questions - Practical tests - Observation schedules

Mixtures

Mixtures - Assessment

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

- Choose appropriate methods for separating given mixtures
- Compare different methods of separation
- Show interest in applying separation methods

- Learners identify methods to separate solid-liquid mixtures
- Learners identify methods to separate liquid-liquid mixtures
- Learners explain applications of separation methods

How do we choose the right method to separate different mixtures?

- Oxford Everyday Science and Technology pg. 54
- Assessment worksheets
- Various mixtures
- Charts

- Written test - Oral questions - Problem-solving skills - Observation schedules

Mixtures

Water Pollution - Water pollutants in water sources

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

- Define water pollution
- Identify water pollutants
- Show concern about water pollution

- Learners study a picture of polluted water
- Learners use a dictionary to search for the meaning of 'pollution'
- Learners discuss what water pollution is

What is water pollution?

- Oxford Everyday Science and Technology pg. 54
- Pictures of polluted water
- Dictionary
- Digital devices

- Oral questions - Written assignments - Dictionary skills - Observation schedules

Mixtures

Water Pollution - Water pollutants in water sources
Water Pollution - Effects of water pollution on living things

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

- Identify different types of water pollutants
- Describe sources of water pollutants
- Show concern for clean water sources

- Learners brainstorm on different things that pollute water
- Learners observe a chart showing water pollutants
- Learners identify water pollutants in pictures

What are common water pollutants?

- Oxford Everyday Science and Technology pg. 55
- Charts
- Pictures
- Digital devices
- Oxford Everyday Science and Technology pg. 56
- School compound

- Oral questions - Written assignments - Group discussions - Observation schedules

Mixtures

Water Pollution - Effects of water pollution on living things

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

- Describe the effects of water pollution on animals
- Explain how polluted water affects human health
- Value the importance of clean water for all living things

- Learners study a picture showing raw sewage entering a water body
- Learners discuss how polluted water affects fish and other animals
- Learners explain why people should not drink polluted water

How does water pollution affect animals and humans?

- Oxford Everyday Science and Technology pg. 57
- Pictures
- Charts
- Digital devices
- Videos

- Oral questions - Written assignments - Group discussions - Observation schedules

Mixtures

Water Pollution - Effects of water pollution on living things

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

- Use digital devices to learn about effects of water pollution
- Explain the concept of waterborne diseases
- Show concern for the health of water ecosystems

- Learners use digital devices to search for a video on effects of water pollution
- Learners watch the video and discuss effects of water pollution
- Learners explain how water pollution leads to waterborne diseases

What diseases are caused by polluted water?

- Oxford Everyday Science and Technology pg. 58
- Digital devices
- Internet connection
- Videos
- Charts

- Digital literacy skills - Oral presentations - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of reducing water pollution

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

- Identify sources of waste that pollute water
- Describe proper waste disposal methods
- Show responsibility in waste disposal

- Learners identify wastes that pollute water
- Learners discuss how these wastes get into water bodies
- Learners suggest ways to prevent water pollution from wastes

How can proper waste disposal reduce water pollution?

- Oxford Everyday Science and Technology pg. 59
- Pictures
- Charts
- Digital devices

- Oral questions - Written assignments - Group discussions - Observation schedules

Mixtures

Water Pollution - Methods of reducing water pollution

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

- Identify sources of dirty water
- Describe proper disposal of dirty water
- Value keeping water sources clean

- Learners discuss sources of dirty water
- Learners explain how dirty water gets into water bodies
- Learners suggest ways to reduce water pollution from dirty water

How does dirty water contribute to water pollution?

- Oxford Everyday Science and Technology pg. 59
- Pictures
- Charts
- Digital devices

- Oral questions - Written assignments - Group discussions - Observation schedules

Mixtures

Water Pollution - Methods of water treatment

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

- Identify safety measures when handling polluted water
- Describe characteristics of clean water
- Show responsibility when handling polluted water

- Learners study pictures of people handling polluted water
- Learners discuss which person is safe and why
- Learners practice wearing gloves and gumboots

What safety measures should be observed when handling polluted water?

- Oxford Everyday Science and Technology pg. 60
- Gloves
- Gumboots
- Pictures
- Charts

- Demonstration skills - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of water treatment (Filtration)

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

- Demonstrate water treatment by filtration
- Describe when filtration is appropriate
- Value the importance of water treatment

- Learners search for information on water treatment methods
- Learners filter water with solid particles using a clean cloth
- Learners discuss what pollutants were removed during filtration

How does filtration make water cleaner?

- Oxford Everyday Science and Technology pg. 61
- Clean cloth
- Containers
- Water with solid particles
- Digital devices

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of water treatment (Boiling)

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

- Demonstrate water treatment by boiling
- Explain how boiling purifies water
- Value the effectiveness of boiling water

- Learners put filtered water in a sufuria
- Learners boil the water and put it in a jug
- Learners discuss what pollutants were removed during boiling

How does boiling make water safe for drinking?

- Oxford Everyday Science and Technology pg. 61
- Sufuria
- Source of heat
- Filtered water
- Jug

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of water treatment (Chemical treatment)

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

- Demonstrate water treatment using chemicals
- Explain how chemicals purify water
- Show responsibility when using chemicals

- Learners put water in a clean jerrycan
- Learners measure the correct amount of water treatment chemical
- Learners add the chemical and shake the mixture

How do water treatment chemicals make water safe?

- Oxford Everyday Science and Technology pg. 62
- Clean jerrycan
- Water
- Water treatment chemicals

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of water treatment (Solar treatment)

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

- Demonstrate solar water treatment
- Explain how solar energy purifies water
- Value the use of renewable energy in water treatment

- Learners pour water into clean water bottles
- Learners place the bottles in direct sunlight
- Learners discuss how the sun removes pollutants from water

How does the sun's energy make water safe for drinking?

- Oxford Everyday Science and Technology pg. 63
- Clean water bottles
- Water
- Sunny area

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Advocating for safe water sources

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

- Explain the importance of clean water to living things
- Identify diseases caused by drinking polluted water
- Show commitment to keeping water sources clean

- Learners discuss why clean water is important to humans, animals, and plants
- Learners identify diseases caused by drinking polluted water
- Learners explain why water bodies should be kept clean

Why is clean water important for all living things?

- Oxford Everyday Science and Technology pg. 64
- Charts
- Pictures
- Digital devices

- Oral presentations - Written assignments - Group discussions - Observation schedules

Mixtures

Water Pollution - Project: Making functional water filters

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

- Gather materials for making a water filter
- Follow steps to create a water filter
- Show creativity in making learning resources

- Learners collect materials for making a water filter
- Learners follow steps to make the water filter
- Learners support their water filter and place a container below it

How can we create a functional water filter?

- Oxford Everyday Science and Technology pg. 65
- Used plastic bottles
- Clean fine sand
- Gravel
- Charcoal
- Cotton wool

- Project assessment - Creativity - Teamwork - Observation schedules

Mixtures

Water Pollution - Project: Making functional water filters

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

- Test the water filter's effectiveness
- Use the water filter to clean dirty water
- Value the importance of water filtration

- Learners pour dirty water on top of their water filter
- Learners observe the filtered water
- Learners use their water filter to clean dirty water at home or school

How effective is our water filter?

- Oxford Everyday Science and Technology pg. 66
- Completed water filter
- Dirty water
- Collection container

- Project assessment - Practical skills - Written reports - Observation schedules

Mixtures

Water Pollution - Assessment

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

- Define water pollution
- Describe ways of reducing water pollution
- Show commitment to water conservation

- Learners define water pollution
- Learners explain ways of reducing water pollution
- Learners identify clean and dirty water from pictures

What have we learned about water pollution?

- Oxford Everyday Science and Technology pg. 67
- Assessment worksheets
- Pictures
- Charts

- Written test - Oral questions - Observation schedules - Checklists

Mixtures

Water Pollution - Assessment

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

- Identify causes of water pollution
- Explain water treatment methods
- Value the importance of protective gear when handling polluted water

- Learners identify pollutants in water
- Learners explain how to obtain clean water from polluted water
- Learners explain the importance of protective gear

How can we apply our knowledge about water pollution?

- Oxford Everyday Science and Technology pg. 67
- Assessment worksheets
- Pictures
- Charts

- Written test - Oral questions - Problem-solving skills - Observation schedules

Mixtures

Water Pollution - Assessment

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

- Explain human activities that cause water pollution
- Describe the effects of water pollution
- Show responsibility in protecting water sources

- Learners explain how people cause water pollution
- Learners describe effects of water pollution on plants, animals, and humans
- Learners suggest ways to protect water sources

How can we be advocates for clean water sources?

- Oxford Everyday Science and Technology pg. 67
- Assessment worksheets
- Pictures
- Charts

- Written test - Oral presentations - Group discussions - Observation schedules