If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Living Things and Their Environment
|
Plants - Characteristics of plants as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify characteristics that make plants living things - Explain why plants are grouped as living things - Show interest in learning about plants as living things |
- Learners take a walk in the school compound and neighboring environment to observe plants in their locality
- Learners record any characteristics indicating that plants are living things - Learners search for information on characteristics of plants as living things from print and non-print media - Learners discuss why plants are grouped as living things |
Why are plants grouped as living things?
|
KLB Science and Technology Grade 4 Learner's Book pg. 1
School compound Digital devices Protective gear Suitable bags for collecting simple plants |
Observation
Oral questions
Written assignments
|
|
| 1 | 2 |
Living Things and Their Environment
|
Plants - Characteristics of plants as living things
Plants - Functions of external parts of a plant Plants - Functions of external parts of a plant |
By the end of the
lesson, the learner
should be able to:
- Identify living and non-living things in the environment - Differentiate between living and non-living things - Appreciate the uniqueness of plants as living things |
- Learners work in groups to complete a table by ticking "Yes" or "No" to answer questions about characteristics of plants as living things
- Learners identify characteristics of plants illustrated in various pictures - Learners share their findings with peers |
How do we know plants are living things?
|
KLB Science and Technology Grade 4 Learner's Book pg. 2
Digital devices Pictures of different plants showing various characteristics of living things KLB Science and Technology Grade 4 Learner's Book pg. 5 Protective hand gloves Suitable bags for collecting plants Various seedlings from the local environment KLB Science and Technology Grade 4 Learner's Book pg. 7 Water Clear container Young plant Ink/food coloring Cutting tool |
Observation
Group work assessment
Written assignments
|
|
| 1 | 3 |
Living Things and Their Environment
|
Plants - Functions of external parts of a plant
|
By the end of the
lesson, the learner
should be able to:
- Explain the support function of roots - Identify food storage as a function of some roots - Appreciate the importance of roots in plant survival |
- Learners discuss pictures showing plants supported by roots
- Learners observe pictures of food crops that store food in their roots - Learners identify and give examples of edible roots in their locality |
Why do plants need roots?
|
KLB Science and Technology Grade 4 Learner's Book pg. 9
Pictures of plants with visible root systems Pictures of root vegetables (cassava, carrots, beetroots) Digital devices KLB Science and Technology Grade 4 Learner's Book pg. 11 Water Clear glasses Stalks with white flowers Food dye or red cabbage juice KLB Science and Technology Grade 4 Learner's Book pg. 12 Print materials (textbooks, charts) Pictures of different types of plant stems KLB Science and Technology Grade 4 Learner's Book pg. 14 Print materials (textbooks, reference books) Pictures of different types of leaves |
Observation
Oral questions
Written assignments
|
|
| 1 | 4 |
Living Things and Their Environment
|
Plants - Functions of external parts of a plant
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate transpiration as a function of leaves - Explain how leaves remove excess water - Show interest in the process of transpiration |
- Learners carry out an investigation on how plants remove excess water
- Learners enclose two plants (one with leaves and one without) with glass jars - Learners observe the jars after two or three hours and note the formation of water droplets - Learners discuss and explain their observations |
How do plants remove excess water?
|
KLB Science and Technology Grade 4 Learner's Book pg. 15
Three glass jars or clear containers Two young plants (one with leaves, one without) Water KLB Science and Technology Grade 4 Learner's Book pg. 16 Pictures of vegetables with edible leaves (cabbage, spinach, kale, lettuce) Digital devices |
Practical assessment
Observation
Written assignments
|
|
| 2 | 1 |
Living Things and Their Environment
|
Plants - Care for plants
|
By the end of the
lesson, the learner
should be able to:
- Describe ways of caring for plants - Explain why it is important to care for plants - Develop a positive attitude towards caring for plants |
- Learners plant seeds in their school or home garden
- Learners water the plants regularly and observe as they germinate and grow - Learners discuss what plants need for healthy growth - Learners discuss the importance of plants to other living things |
How can we care for plants in our environment?
|
KLB Science and Technology Grade 4 Learner's Book pg. 21
Seeds for planting Watering cans Garden tools Digital devices |
Observation
Practical assessment
Oral questions
|
|
| 2 | 2 |
Living Things and Their Environment
|
Plants - Care for plants
Animals - Characteristics of animals as living things |
By the end of the
lesson, the learner
should be able to:
- Identify ways of caring for plants in different settings - Develop a plan to protect plants in the local environment - Show responsibility in caring for plants |
- Learners discuss ways of caring for plants in school, home, and community
- Learners identify problems affecting plants in their locality - Learners develop a plan to address identified problems - Learners share their plans with parents, guardians, and teachers |
Why should we care for plants?
|
KLB Science and Technology Grade 4 Learner's Book pg. 22
Digital devices Print materials (textbooks, reference books) Charts and posters on plant care KLB Science and Technology Grade 4 Learner's Book pg. 25 Digital devices with cameras Protective gear Notebooks and pens |
Project assessment
Observation
Oral presentation
|
|
| 2 | 3 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Complete a table on characteristics of animals as living things - Discuss why animals are grouped as living things - Show interest in learning about animals |
- Learners study pictures of different animals
- Learners discuss what the animals are doing in the pictures - Learners work in groups to complete a table by ticking "Yes" or "No" to answer questions about characteristics of animals as living things - Learners search for more information on characteristics of animals |
Why are animals grouped as living things?
|
KLB Science and Technology Grade 4 Learner's Book pg. 26
Pictures of different animals Print materials (textbooks, charts, magazines) Digital devices KLB Science and Technology Grade 4 Learner's Book pg. 28 Pictures of animals feeding Print materials |
Group work assessment
Observation
Written assignments
|
|
| 2 | 4 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify growth as a characteristic of animals - Observe evidence of animal growth - Show curiosity in how animals grow |
- Learners observe pictures showing evidence that animals grow
- Learners discuss the pictures and identify the characteristic of animals illustrated - Learners follow safety precautions when interacting with animals - Learners share their observations with peers |
How do animals grow?
|
KLB Science and Technology Grade 4 Learner's Book pg. 29
Pictures showing animals of different ages and sizes Digital devices Print materials |
Observation
Oral questions
Written assignments
|
|
| 3 | 1 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify breathing and reproduction as characteristics of animals - Observe evidence of animal reproduction - Appreciate diversity in animal reproduction |
- Learners observe pictures showing evidence that animals breathe
- Learners observe pictures showing animals and their young ones - Learners discuss the characteristic of reproduction in animals - Learners record and share their observations |
How do animals reproduce?
|
KLB Science and Technology Grade 4 Learner's Book pg. 30
Pictures of animals and their young ones Print materials Digital devices KLB Science and Technology Grade 4 Learner's Book pg. 31 Pictures showing animals removing waste |
Observation
Oral questions
Written assignments
|
|
| 3 | 2 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify movement as a characteristic of animals - Classify different ways in which animals move - Show interest in how animals move |
- Learners observe how different animals in their locality move
- Learners discuss pictures showing different ways in which animals move - Learners complete a table identifying how different animals move - Learners record and share their observations |
In what ways do animals move?
|
KLB Science and Technology Grade 4 Learner's Book pg. 32
Pictures showing animals moving in different ways Print materials Digital devices KLB Science and Technology Grade 4 Learner's Book pg. 33 Pictures of animals responding to environmental changes |
Observation
Oral questions
Written assignments
|
|
| 3 | 3 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify death as a characteristic of animals - Discuss reasons why animals die - Show respect for animal life |
- Learners discuss death as a characteristic of animals
- Learners visit a farm near their home or school to gather information - Learners observe pictures showing animals that have died - Learners discuss reasons why animals die |
Why do animals die?
|
KLB Science and Technology Grade 4 Learner's Book pg. 35
Pictures showing dead animals Print materials Digital devices |
Group discussion assessment
Observation
Oral questions
|
|
| 3 | 4 |
Living Things and Their Environment
|
Animals - Vertebrates and invertebrates
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of backbone - Differentiate between vertebrates and invertebrates - Develop curiosity about animal classification |
- Learners use print and non-print media to find out the meaning of backbone
- Learners search for examples of animals with and without backbones - Learners complete a table grouping animals as vertebrates or invertebrates - Learners observe animals in their school or home compound |
What is the difference between vertebrates and invertebrates?
|
KLB Science and Technology Grade 4 Learner's Book pg. 38
Pictures of vertebrates and invertebrates Print materials Digital devices KLB Science and Technology Grade 4 Learner's Book pg. 39 Pictures of various animals Old magazines and newspapers Glue Scrap books |
Observation
Oral questions
Written assignments
|
|
| 4 | 1 |
Living Things and Their Environment
|
Animals - Care for animals
|
By the end of the
lesson, the learner
should be able to:
- Describe ways of caring for animals - Explain why it is important to care for animals - Demonstrate responsibility in caring for animals |
- Learners discuss ways of caring for animals
- Learners observe animals in their local area and practice how to care for them - Learners discuss the importance of caring for animals - Learners share information on caring for animals with members of their community |
How can we care for animals?
|
KLB Science and Technology Grade 4 Learner's Book pg. 40
Pictures showing people caring for animals Print materials Digital devices |
Observation
Oral questions
Practical assessment
|
|
| 4 | 2 |
Living Things and Their Environment
|
Human Digestive System - Parts of the human digestive system
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of digestion - Describe what happens to food we eat - Show interest in learning about the digestive system |
- Learners study pictures of the human digestive system
- Learners discuss what happens to food we eat - Learners search for information about the human digestive system using print materials or digital media - Learners share their findings with peers |
What happens to the food we eat?
|
KLB Science and Technology Grade 4 Learner's Book pg. 43
Pictures of the human digestive system Print materials Digital devices KLB Science and Technology Grade 4 Learner's Book pg. 44 Pencils and erasers Tracing paper |
Observation
Oral questions
Written assignments
|
|
| 4 | 3 |
Living Things and Their Environment
|
Human Digestive System - Parts of the human digestive system
Human Digestive System - Healthy digestive system |
By the end of the
lesson, the learner
should be able to:
- Name the parts of the human digestive system - Describe the function of each part of the digestive system - Develop curiosity about how the digestive system works |
- Learners create a word search puzzle to find parts of the digestive system
- Learners model the human digestive system using locally available materials - Learners take pictures and videos of their models - Learners display their finished models |
How does the digestive system work?
|
KLB Science and Technology Grade 4 Learner's Book pg. 45
Locally available materials for modeling Digital devices Print materials KLB Science and Technology Grade 4 Learner's Book pg. 47 Pictures showing steps of brushing teeth Resource person |
Model assessment
Observation
Oral questions
|
|
| 4 | 4 |
Living Things and Their Environment
|
Human Digestive System - Healthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Develop a plan for maintaining dental hygiene - Identify locally available items for maintaining oral health - Value the importance of dental hygiene |
- Learners prepare a plan for maintaining dental hygiene
- Learners discuss locally available items that can be used to maintain oral health - Learners mount their dental hygiene plans on walls where they can see and read them often - Learners practice the healthy habits included in their plans |
Why is dental hygiene important?
|
KLB Science and Technology Grade 4 Learner's Book pg. 48
Materials for creating dental hygiene plans Print materials Digital devices |
Plan assessment
Observation
Oral questions
|
|
| 5 | 1 |
Living Things and Their Environment
|
Human Digestive System - Healthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of deworming - Describe why deworming is important - Show interest in regular deworming |
- Learners discuss a notification form about a school deworming program
- Learners search for information on the meaning and importance of deworming - Learners share experiences on deworming - Learners discuss a plan for deworming regularly |
Why is deworming important?
|
KLB Science and Technology Grade 4 Learner's Book pg. 49
Sample notification form on school deworming program Print materials Digital devices KLB Science and Technology Grade 4 Learner's Book pg. 50 Charts on deworming |
Observation
Oral questions
Written assignments
|
|
| 5 | 2 |
Living Things and Their Environment
|
Human Digestive System - Healthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of healthy eating - Identify different types of foods in the locality - Value the importance of healthy eating |
- Learners search for information on the meaning of healthy eating
- Learners name different types of foods available in their locality - Learners group foods into those that are healthy for the digestive system and those that are not - Learners discuss eating habits that help maintain a healthy digestive system |
What foods are healthy for our digestive system?
|
KLB Science and Technology Grade 4 Learner's Book pg. 51
Pictures of different foods Print materials Digital devices KLB Science and Technology Grade 4 Learner's Book pg. 52 |
Observation
Oral questions
Written assignments
|
|
| 5 | 3 |
Living Things and Their Environment
|
Human Digestive System - Symptoms of unhealthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Identify symptoms of an unhealthy digestive system - List symptoms in a notebook - Show awareness of digestive system health |
- Learners search for information on symptoms of an unhealthy digestive system
- Learners list symptoms in their notebooks - Learners discuss among group members the symptoms of an unhealthy digestive system - Learners share experiences on symptoms they may have suffered in the past |
What are the symptoms of an unhealthy digestive system?
|
KLB Science and Technology Grade 4 Learner's Book pg. 54
Pictures illustrating symptoms of an unhealthy digestive system Print materials Digital devices |
Observation
Oral questions
Written assignments
|
|
| 5 | 4 |
Living Things and Their Environment
|
Human Digestive System - Symptoms of unhealthy digestive system
Human Digestive System - Developing a plan for maintaining a healthy digestive system |
By the end of the
lesson, the learner
should be able to:
- Describe symptoms of an unhealthy digestive system - Explain what causes these symptoms - Recognize when to seek medical attention |
- Learners study pictures illustrating symptoms of an unhealthy digestive system
- Learners discuss what each symptom means - Learners describe each symptom and possible causes - Learners discuss when to seek medical attention for digestive system problems |
How can we recognize an unhealthy digestive system?
|
KLB Science and Technology Grade 4 Learner's Book pg. 55
Pictures illustrating symptoms of an unhealthy digestive system Print materials Digital devices KLB Science and Technology Grade 4 Learner's Book pg. 56 Sample plan for maintaining a healthy digestive system Materials for creating plans |
Observation
Oral questions
Group discussion assessment
|
|
| 6 | 1 |
Living Things and Their Environment
|
Human Digestive System - Developing a plan for maintaining a healthy digestive system
Human Digestive System - Assessment |
By the end of the
lesson, the learner
should be able to:
- Copy and customize a digestive health plan - Add personal items to the plan - Demonstrate commitment to maintaining digestive health |
- Learners copy a sample plan for maintaining a healthy digestive system
- Learners add other items to the checklist based on their personal needs - Learners display their plans on walls where family members can see and read them - Learners take pictures of their plans and share them with peers |
What should be included in a digestive health plan?
|
KLB Science and Technology Grade 4 Learner's Book pg. 56
Materials for creating digestive health plans Digital devices with cameras Scrap books KLB Science and Technology Grade 4 Learner's Book pg. 57 Assessment worksheets Digital devices Print materials |
Plan assessment
Observation
Oral presentation
|
|
| 6 | 2 |
Living Things and Their Environment
Matter |
Human Digestive System - Self-assessment
Properties of matter - Meaning of matter |
By the end of the
lesson, the learner
should be able to:
- Evaluate personal progress in learning about the human digestive system - Identify areas needing revision - Show commitment to improving knowledge |
- Learners complete a self-assessment checklist on their progress
- Learners identify areas where they are confident and areas needing revision - Learners discuss their progress with teachers, parents or guardians - Learners set goals for improving their knowledge |
How well am I progressing in my learning?
|
KLB Science and Technology Grade 4 Learner's Book pg. 58
Self-assessment checklists Digital devices Print materials - KLB Science and Technology Grade 4 Learner's Book pg. 59 - Digital devices - Pen, notebook, sheet of paper - Immediate environment |
Self-assessment
Observation
Teacher assessment
|
|
| 6 | 3 |
Matter
|
Properties of matter - States of matter
Properties of matter - Properties of solids Properties of matter - Definite volume of solids |
By the end of the
lesson, the learner
should be able to:
- Identify the three states of matter - Group objects in the environment into the three states of matter - Show interest in exploring different states of matter |
In groups, learners are guided to:
- Touch and feel the objects around them including water - Identify the objects and discuss how different objects feel - Group the objects around them into categories: hard objects that cannot be pressed, visible but not hard objects that can flow, things not visible but can be felt - Find out the meaning of the term matter |
What are the three states of matter?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 60
- Various objects in the immediate environment - Pen and notebook - KLB Science and Technology Grade 4 Learner's Book pg. 61 - Various solid objects (stones, books, soil, pebbles) - KLB Science and Technology Grade 4 Learner's Book pg. 62 - Two containers of the same size - Soil/sand/pebbles - Stone |
- Observation
- Oral questions
- Written assignments
|
|
| 6 | 4 |
Matter
|
Properties of matter - Mass of solids
Properties of matter - Measuring mass of solids Properties of matter - Comparing mass of solids |
By the end of the
lesson, the learner
should be able to:
- Identify solids that are heavy and light - Determine the mass of solids - Value the importance of mass in daily life |
In groups, learners are guided to:
- Collect stones of different sizes, plastics, blocks of wood, ball bearings, glass, iron nails - Lift each item and determine which are heavy and which are light - Compare heaviness of different objects - Group materials based on their apparent size and heaviness - Record observations in a table |
How do we determine if a solid is heavy or light?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 63
- Various solid objects - Spring balance (if available) - Thread or string - KLB Science and Technology Grade 4 Learner's Book pg. 64 - Spring balance - Thread or string - Various solids (stones, wood, plastics, bean seeds, books, nails, metal rods) - KLB Science and Technology Grade 4 Learner's Book pg. 65 - Materials for making a beam balance - Various solid objects of different masses |
- Observation
- Oral questions
- Written assignments
|
|
| 7 | 1 |
Matter
|
Properties of matter - Properties of liquids
Properties of matter - Definite volume of liquids Properties of matter - Mass of liquids |
By the end of the
lesson, the learner
should be able to:
- Identify the properties of liquids - Demonstrate that liquids take the shape of their container - Appreciate the importance of liquids in daily life |
In groups, learners are guided to:
- Collect water, jars or jugs of different sizes, transparent containers or bottles of different shapes - Fill a transparent bottle with water and observe the shape it takes - Put the same amount of water in other transparent bottles or containers of different shapes - Observe the shape the water takes in each case - Record observations |
Why do liquids take the shape of their container?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 66
- Water - Transparent containers of different shapes - Measuring containers - KLB Science and Technology Grade 4 Learner's Book pg. 67 - Measuring containers of different shapes and sizes - KLB Science and Technology Grade 4 Learner's Book pg. 68 - Two similar water bottles or jerricans - Water |
- Observation
- Oral questions
- Written assignments
|
|
| 7 | 2 |
Matter
|
Properties of matter - Properties of gases
|
By the end of the
lesson, the learner
should be able to:
- Identify the properties of gases - Demonstrate that gases occupy space - Appreciate the existence of gases in the environment |
In groups, learners are guided to:
- Blow air into balloons of different sizes - Observe what happens when air is blown into the balloons - Observe what happens when air is released from the balloons - Discuss why balloons collapse when air is released - Record observations |
How do we know gases exist even though we can't see them?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 69
- Balloons of different sizes |
- Observation
- Oral questions
- Written assignments
|
|
| 7 | 3 |
Matter
|
Properties of matter - Mass of gases
Properties of matter - Volume of gases |
By the end of the
lesson, the learner
should be able to:
- Demonstrate that gases have mass - Compare the mass of inflated and deflated objects - Show interest in investigating properties of gases |
In groups, learners are guided to:
- Collect two similar balls or balloons (both inflated) - Get a pin, needle, thorn, or toothpick for deflating - Use a beam balance to compare masses of two inflated balls/balloons - Deflate one ball/balloon - Compare their masses on the beam balance again - Record observations |
Do gases have mass?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 70
- Two similar balls or balloons - Pin, needle, thorn, or toothpick - Beam balance - KLB Science and Technology Grade 4 Learner's Book pg. 71 - Glass - Piece of cloth or tissue paper - Basin with water - Glue |
- Observation
- Practical assessment
- Written work
|
|
| 7 | 4 |
Matter
|
Properties of matter - Importance of different states of matter
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of different states of matter in daily life - Give examples of how each state of matter is used - Appreciate the use of different states of matter in daily life |
In groups, learners are guided to:
- Discuss how solids are used in daily life (buildings, utensils, books) - Discuss how liquids are used (fuel, drinking, cooking, cleaning) - Discuss how gases are used (cooking gas, air for inflating) - Search for information on uses of different states of matter - Share findings |
Why are the different states of matter important in our daily lives?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 75
- Digital devices (if available) - Textbooks - Charts showing uses of different states of matter |
- Observation
- Oral questions
- Written assignments
|
|
| 8 |
Mid term break |
||||||||
| 9 | 1 |
Matter
|
Management of solid waste - Meaning of solid waste
Management of solid waste - Types of solid waste in the environment |
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of solid waste - Identify different types of solid waste - Develop interest in proper management of solid waste |
In groups, learners are guided to:
- Read the story about schools holding sports events - Discuss the meaning of solid waste - Identify types of solid waste likely generated during sports events - Discuss what would happen if waste is dumped carelessly - Share findings |
What is solid waste?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 77
- Pen and notebook - Immediate environment - KLB Science and Technology Grade 4 Learner's Book pg. 78 |
- Observation
- Oral questions
- Written assignments
|
|
| 9 | 2 |
Matter
|
Management of solid waste - Decomposable waste
Management of solid waste - Non-decomposable waste |
By the end of the
lesson, the learner
should be able to:
- Identify decomposable solid waste - Explain what happens to decomposable waste over time - Show interest in management of decomposable waste |
In groups, learners are guided to:
- Study pictures of decomposable solid waste - Discuss what is shown and how it affects the environment - Discuss what happens when banana peels or food leftovers are left in a covered container for a week - Explain the process of decomposition - Record observations |
What happens to decomposable waste over time?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 79
- Pictures of decomposable waste - Pen and notebook - KLB Science and Technology Grade 4 Learner's Book pg. 80 - Pictures of non-decomposable waste |
- Observation
- Oral questions
- Written assignments
|
|
| 9 | 3 |
Matter
|
Management of solid waste - Sorting solid waste
|
By the end of the
lesson, the learner
should be able to:
- Sort solid waste into decomposable and non-decomposable waste - Place sorted waste in appropriate dustbins - Appreciate the importance of sorting waste |
In groups, learners are guided to:
- Identify and collect solid waste in the school compound with teacher guidance - Observe safety measures during collection activities - Sort the solid waste into decomposable and non-decomposable waste - Put them in two separate dustbins - List examples of decomposable and non-decomposable waste |
Why is it important to sort solid waste?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 81
- Two separate dustbins for decomposable and non-decomposable waste - Protective gear (gloves) - Solid waste from school compound |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 9 | 4 |
Matter
|
Management of solid waste - Dangers of solid waste
Management of solid waste - Methods of managing solid waste |
By the end of the
lesson, the learner
should be able to:
- Describe the dangers of solid waste to the environment - Explain how solid waste affects humans, animals, and plants - Show concern for the effects of solid waste on the environment |
In groups, learners are guided to:
- Study picture of decomposable and non-decomposable solid waste dumped in a water source - Identify and discuss what is illustrated - Discuss possible causes and effects on the environment - Brainstorm solutions to the problem - Record findings and share with classmates |
How is solid waste dangerous to the environment?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 82
- Pictures showing environmental pollution - Pen and notebook - KLB Science and Technology Grade 4 Learner's Book pg. 83 - Pen and notebook - Textbooks - Digital media (if available) |
- Observation
- Oral questions
- Written assignments
|
|
| 10 | 1 |
Matter
|
Management of solid waste - The 3Rs (Reduce, Reuse, Recycle)
Management of solid waste - Managing waste in classroom |
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of the 3Rs (Reduce, Reuse, Recycle) - Identify ways of applying the 3Rs in waste management - Value the importance of the 3Rs in waste management |
In groups, learners are guided to:
- Brainstorm on the meaning of reduce, reuse, and recycle - Study pictures showing methods of managing solid waste - Come up with ideas of managing various types of solid waste based on the 3Rs - Create a wheel of ideas for managing solid waste - Share ideas with peers, family, and community members |
How can we apply the 3Rs (Reduce, Reuse, Recycle) in managing solid waste?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 84
- Pictures showing methods of waste management - Pen and notebook - Textbooks - Digital media (if available) - KLB Science and Technology Grade 4 Learner's Book pg. 86 - Separate bins for decomposable and non-decomposable waste - Protective gloves and masks - Pen and notebook |
- Observation
- Group work assessment
- Written assignments
|
|
| 10 | 2 |
Matter
|
Management of solid waste - Managing waste in school
|
By the end of the
lesson, the learner
should be able to:
- Identify and collect types of solid waste found in the school - Apply the 3Rs in managing school waste - Value proper waste management in the school environment |
In groups, learners are guided to:
- Identify and collect types of solid waste found in the school - Discuss how various types of waste can be managed by reducing, reusing, and recycling - Record findings and share with classmates - Observe safety measures during waste collection |
How can we apply the 3Rs in managing waste in our school?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 87
- Protective gloves and masks - Collection bins - Pen and notebook |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 10 | 3 |
Matter
|
Management of solid waste - Managing waste at home
Management of solid waste - Managing waste in public functions |
By the end of the
lesson, the learner
should be able to:
- Identify types of solid waste found in homes - Apply the 3Rs in managing home waste - Appreciate responsible waste management at home |
In groups, learners are guided to:
- Discuss types of solid waste found in homes - Discuss how various types can be managed by reducing, reusing, and recycling - Discuss specific management for plastic/glass bottles, kitchen waste, vegetable waste, animal waste, and faulty electronics - Record findings and share in a presentation |
How can we manage different types of waste at home?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 88
- Pen and notebook - Pictures showing waste management at home - KLB Science and Technology Grade 4 Learner's Book pg. 89 - Pictures of public events |
- Observation
- Oral questions
- Written assignments
|
|
| 10 | 4 |
Matter
|
Management of solid waste - Safety measures
Management of solid waste - Project planning |
By the end of the
lesson, the learner
should be able to:
- Identify safety measures when handling solid waste - Explain the importance of Personal Protective Equipment (PPE) - Show responsibility in observing safety measures |
In groups, learners are guided to:
- Study pictures showing items used to handle various types of solid waste - Identify safety measures when handling any type of solid waste - Find out the meaning of PPE - Discuss types of protective clothing and equipment used - Record and share findings with classmates |
What safety measures should we observe when handling solid waste?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 90
- Pictures showing safety measures - Personal Protective Equipment (if available) - Pen and notebook - KLB Science and Technology Grade 4 Learner's Book pg. 91 - Pictures showing steps for projects |
- Observation
- Oral questions
- Written assignments
|
|
| 11 | 1 |
Matter
|
Management of solid waste - Making a waste bin
|
By the end of the
lesson, the learner
should be able to:
- Make a waste bin using locally available materials - Apply creativity in designing a waste bin - Appreciate the value of reusing waste materials |
In groups, learners are guided to:
- Follow steps to make a waste bin - Identify and collect materials - Make and label the waste bin - Take pictures or videos during the activity (if possible) - Display completed waste bins - Share tips discovered during the project |
How can we make a waste bin from locally available materials?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 92
- Locally available materials (cardboard, plastic bottles, sheets of newspaper, carton boxes) - Tools for cutting and joining materials |
- Observation
- Product assessment
- Project evaluation
|
|
| 11 | 2 |
Matter
|
Management of solid waste - Making toys or ornaments
Water conservation - Meaning of water conservation |
By the end of the
lesson, the learner
should be able to:
- Make toys or ornaments using waste materials - Apply creativity in designing toys or ornaments - Value the importance of recycling waste materials |
In groups, learners are guided to:
- Study pictures showing toys made from locally available materials - Study pictures showing how to make simple bracelets from plastic straws - Make toys or ornaments using waste materials - Display completed items - Share the creative process with classmates |
How can we make toys or ornaments from waste materials?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 93
- Waste materials suitable for making toys or ornaments - Tools for cutting and joining materials - KLB Science and Technology Grade 4 Learner's Book pg. 95 - Pictures showing water conservation - Pen and notebook |
- Observation
- Product assessment
- Project evaluation
|
|
| 11 | 3 |
Matter
|
Water conservation - Water wastage
|
By the end of the
lesson, the learner
should be able to:
- Identify ways in which water is wasted - Distinguish between proper and improper water use - Show concern for water wastage |
In groups, learners are guided to:
- Study pictures showing water use - Discuss whether water is being used properly in each picture - Record findings and share with classmates - Discuss consequences of water wastage |
How is water wasted in our daily activities?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 96
- Pictures showing water use - Pen and notebook |
- Observation
- Oral questions
- Group work assessment
|
|
| 11 | 4 |
Matter
|
Water conservation - Water wastage in school
Water conservation - Water wastage at home |
By the end of the
lesson, the learner
should be able to:
- Identify ways in which water is wasted in school - Explain consequences of water wastage in school - Value responsible water use in school |
In groups, learners are guided to:
- Study pictures showing water use in school - Discuss whether water is being used well - Brainstorm on consequences of not turning off taps - Discuss appropriate use of sprinklers - Suggest what to do when encountering damaged pipes - Share findings with classmates |
How is water wasted in our school?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 97
- Pictures showing water use in school - Pen and notebook - KLB Science and Technology Grade 4 Learner's Book pg. 98 - Pictures showing water use at home |
- Observation
- Oral questions
- Written assignments
|
|
| 12 | 1 |
Matter
|
Water conservation - Ways of using water wisely
Water conservation - Methods of conserving water (3Rs) |
By the end of the
lesson, the learner
should be able to:
- Identify ways of using water wisely - Distinguish between wise and unwise water use - Value proper water use practices |
In groups, learners are guided to:
- Identify and discuss ways to use water wisely at home and school - Complete a table showing whether different water uses are wise or wasteful - Record and share findings with classmates |
How can we use water wisely?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 99
- Chart showing different ways of using water - Pen and notebook - KLB Science and Technology Grade 4 Learner's Book pg. 100 - Pictures showing water conservation methods - Pen and notebook - Print and digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 12 | 2 |
Matter
|
Water conservation - Reducing water usage
|
By the end of the
lesson, the learner
should be able to:
- Identify ways of reducing water usage - Apply water-reducing techniques in daily activities - Value water-saving practices |
In groups, learners are guided to:
- Discuss ways of conserving water by reducing usage - Explore examples: using glass/cup when brushing teeth, closing taps during soaping, using buckets instead of showers - Discuss other methods of reducing water usage - Record and share findings |
How can we reduce water usage in our daily activities?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 101
- Pictures showing ways to reduce water usage - Pen and notebook |
- Observation
- Oral questions
- Group work assessment
|
|
| 12 | 3 |
Matter
|
Water conservation - Reusing water
Water conservation - Recycling water |
By the end of the
lesson, the learner
should be able to:
- Identify ways of reusing water - Apply water-reusing techniques in daily activities - Appreciate the importance of reusing water |
In groups, learners are guided to:
- Discuss the concept of reusing water - Identify examples: using rinse water for mopping, using water from washing fruits/vegetables for garden watering - Discuss other methods of reusing water - Record and share findings |
How can we reuse water in our daily activities?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 102
- Pictures showing ways to reuse water - Pen and notebook - KLB Science and Technology Grade 4 Learner's Book pg. 103 - Pictures showing water recycling processes |
- Observation
- Oral questions
- Group work assessment
|
|
| 12 | 4 |
Matter
|
Water conservation - Importance of water conservation
Water conservation - Responsible water use Water conservation - Creating water conservation posters |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of water conservation - Identify the benefits of conserving water - Appreciate the value of water conservation |
In groups, learners are guided to:
- Read a story about two villages during drought - Discuss why water conservation is important - Identify benefits of water conservation mentioned in the story - Explore problems faced by villages that didn't conserve water - Suggest solutions to water conservation problems |
Why is it important to conserve water?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 104
- Story about water conservation - Pictures of water storage facilities - Pen and notebook - KLB Science and Technology Grade 4 Learner's Book pg. 105 - Journal for recording observations - KLB Science and Technology Grade 4 Learner's Book pg. 106 - Cardboard paper, sheets of paper - Masking tape, glue - Digital devices (if available) - Coloring materials |
- Observation
- Oral questions
- Written assignments
|
|
Your Name Comes Here