Living Things and Their Environment

Fungi - Common fungi

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

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

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

What are the common fungi found in our environment?

- SUPERMINDS Science & Technology pg. 1
- Digital devices
- Print materials

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Fungi - Common fungi

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

- Take a walk in the school compound to observe fungi
- Identify various fungi in the environment
- Show curiosity in exploring fungi in their environment

In groups, learners are guided to:
- Take a walk in the school compound and adjacent environment to observe and identify different types of fungi
- Take photos of fungi where possible
- Discuss observations with peers

Where do fungi grow in our environment?

- SUPERMINDS Science & Technology pg. 3
- Digital camera/phone
- Gloves
- SUPERMINDS Science & Technology pg. 4
- Digital devices
- Reference materials

- Observation - Oral questions - Photographs

Living Things and Their Environment

Fungi - Growing moulds
Fungi - Importance of fungi

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

- Set up an experiment to grow moulds
- Observe the growth of moulds on food materials
- Practice safe handling of moulds

In groups, learners are guided to:
- Sprinkle water on slices of bread
- Place bread in transparent containers and seal
- Place in a warm place for observation
- Observe daily and record changes
- Follow safety precautions when handling fungi

How do moulds grow on food?

- SUPERMINDS Science & Technology pg. 5
- Bread slices
- Transparent containers
- Water
- Gloves
- Pictures of fungi
- Digital resources

- Project work - Observation - Written records

Living Things and Their Environment

Fungi - Importance of fungi in nature
Fungi - Economic importance of fungi

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

- Search for information on the importance of fungi in nature
- Discuss the role of fungi in the environment
- Appreciate the ecological importance of fungi

In groups, learners are guided to:
- Use available digital devices or print materials to search for ways in which fungi are important to human beings
- Discuss how fungi help in decomposition
- Write down and discuss the importance of fungi in nature

What is the importance of fungi in the environment?

- SUPERMINDS Science & Technology pg. 6
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 7

- Oral presentations - Written work - Group discussions

Living Things and Their Environment

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

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

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

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

How do people make money from fungi?

- SUPERMINDS Science & Technology pg. 8
- Digital devices
- Pictures of mushroom farms
- SUPERMINDS Science & Technology pg. 9
- Safety gloves
- Masks
- Pictures of fungal infections

- Oral questions - Written assignments - Group presentations

Living Things and Their Environment

Fungi - Safety precautions when handling fungi

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

- Demonstrate safety procedures when handling fungi
- Explain the importance of protective gear
- Value safety when handling fungi

In groups, learners are guided to:
- Discuss and demonstrate proper safety measures when handling fungi
- Practice proper use of protective gear
- Demonstrate proper disposal of fungi samples
- Practice proper hand washing procedures

Why is safety important when handling fungi?

- SUPERMINDS Science & Technology pg. 9
- Safety equipment (gloves, goggles, masks)
- Handwashing facilities

- Practical demonstration - Observation - Oral questions

Living Things and Their Environment

Fungi - Making portfolios

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

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

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

How can we document our learning about fungi?

- SUPERMINDS Science & Technology pg. 9
- Pictures of fungi
- Portfolio materials
- Digital devices

- Portfolio assessment - Peer review - Presentation skills

Living Things and Their Environment

Fungi - Assessment
Invertebrates - Common invertebrates

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

- Recall the main types of fungi
- Explain the importance of fungi
- Apply safety measures when handling fungi

In groups, learners are guided to:
- Review main types of fungi learned
- Discuss the uses and importance of fungi
- Review safety precautions when handling fungi
- Complete assessment activities on fungi

What have we learned about fungi?

- SUPERMINDS Science & Technology pg. 10
- Assessment worksheets
- Digital resources
- SUPERMINDS Science & Technology pg. 11
- Pictures of invertebrates
- Digital devices

- Written assessment - Oral questions - Self-assessment

Living Things and Their Environment

Invertebrates - Common invertebrates

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

- Search for information about invertebrates
- Identify various invertebrates from pictures
- Appreciate the diversity of invertebrates

In groups, learners are guided to:
- Use digital devices or print materials to search for information about common invertebrates
- Study and identify invertebrates from pictures
- Discuss findings with peers
- Create a list of common invertebrates

What are the different types of invertebrates?

- SUPERMINDS Science & Technology pg. 11
- Digital devices
- Pictures of invertebrates
- Reference materials

- Written assignments - Oral presentations - Peer assessment

Living Things and Their Environment

Invertebrates - Safety precautions when handling invertebrates

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

- Identify dangerous invertebrates
- Describe safety precautions when handling invertebrates
- Practice safe handling of invertebrates

In groups, learners are guided to:
- List known invertebrates and discuss their potential dangers
- Identify safety equipment for handling different invertebrates
- Demonstrate proper use of safety equipment
- Discuss why safety is important when handling invertebrates

What precautions should we take when handling invertebrates?

- SUPERMINDS Science & Technology pg. 12
- Safety equipment (gloves, tongs, jars)
- Pictures of safety equipment

- Demonstration - Observation - Oral questions

Living Things and Their Environment

Invertebrates - Safety precautions when handling invertebrates

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

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

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

How do we safely observe and handle invertebrates?

- SUPERMINDS Science & Technology pg. 13
- Safety equipment (gloves, nets, containers)
- Pictures of safety procedures

- Practical demonstration - Observation - Oral questions

Living Things and Their Environment

Invertebrates - Characteristics of invertebrates

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

- Describe general characteristics of invertebrates
- Compare different invertebrates
- Show interest in learning about invertebrate features

In groups, learners are guided to:
- Use digital devices or print materials to search for information on general characteristics of invertebrates
- Write down and discuss general characteristics
- Compare characteristics of different invertebrates
- Make class presentations

What are the general characteristics of invertebrates?

- SUPERMINDS Science & Technology pg. 14
- Digital devices
- Reference materials
- Pictures of invertebrates

- Oral presentations - Written work - Group discussions

Living Things and Their Environment

Invertebrates - Characteristics of insects

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

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

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

What makes insects different from other invertebrates?

- SUPERMINDS Science & Technology pg. 15
- Pictures of insects
- Digital devices
- Insect specimens (if available)

- Observation - Oral questions - Written work

Living Things and Their Environment

Invertebrates - Characteristics of spiders, ticks and mites

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

- Identify spiders, ticks and mites
- Describe characteristics of arachnids
- Show interest in learning about arachnids

In groups, learners are guided to:
- Study pictures of spiders, ticks, and mites
- Identify and name the invertebrates shown
- Study their body parts and characteristics
- Discuss their distinguishing features (eight legs, two body parts)

How are spiders, ticks, and mites different from insects?

- SUPERMINDS Science & Technology pg. 16
- Pictures of spiders, ticks, and mites
- Digital devices
- Reference materials

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Invertebrates - Characteristics of millipedes and centipedes
Invertebrates - Characteristics of snails and slugs

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

- Identify millipedes and centipedes
- Describe characteristics of millipedes and centipedes
- Value the importance of these invertebrates in the ecosystem

In groups, learners are guided to:
- Study pictures of millipedes and centipedes
- Identify and name the invertebrates shown
- Study their body parts and characteristics
- Discuss their distinguishing features (segmented bodies, many legs)

What are the differences between millipedes and centipedes?

- SUPERMINDS Science & Technology pg. 18
- Pictures of millipedes and centipedes
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 19
- Pictures of snails and slugs

- Observation - Oral questions - Written work

Living Things and Their Environment

Invertebrates - Characteristics of worms

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

- Identify different types of worms
- Describe characteristics of worms
- Appreciate the role of worms in the ecosystem

In groups, learners are guided to:
- Study pictures of different worms
- Identify and name the invertebrates shown
- Study their body features
- Discuss their distinguishing characteristics (elongated, segmented bodies)

Where do worms live and what are their characteristics?

- SUPERMINDS Science & Technology pg. 21
- Pictures of worms
- Digital devices
- Reference materials

- Observation - Oral questions - Written work

Living Things and Their Environment

Invertebrates - Characteristics of sea invertebrates

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

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

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

What adaptations do sea invertebrates have for life in water?

- SUPERMINDS Science & Technology pg. 22
- Pictures of sea invertebrates
- Digital devices
- Reference materials

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Invertebrates - Observing invertebrates

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

- Observe invertebrates in their natural habitat
- Record observations of invertebrates
- Practice ethical behavior when observing living things

In groups, learners are guided to:
- Take a walk around the school compound with safety equipment
- Observe invertebrates in their natural habitat
- Record observations
- Practice leaving habitats undisturbed
- Discuss the importance of not harming invertebrates

How should we observe invertebrates in their natural habitat?

- SUPERMINDS Science & Technology pg. 24
- Safety equipment
- Observation notebooks
- Digital cameras (if available)

- Observation skills - Field notes - Oral presentations

Living Things and Their Environment

Invertebrates - Creating an inventory

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

- Create an inventory of invertebrates
- Classify invertebrates into different groups
- Show creativity in organizing information

In groups, learners are guided to:
- Study pictures of invertebrates found in the locality
- Create a table to classify different invertebrates
- Sort invertebrates into appropriate categories
- Create a portfolio of local invertebrates

How can we categorize the invertebrates in our environment?

- SUPERMINDS Science & Technology pg. 24
- Pictures of invertebrates
- Chart paper
- Glue
- Scissors

- Portfolio assessment - Classification skills - Presentation

Living Things and Their Environment

Invertebrates - Importance of invertebrates

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

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

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

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

- SUPERMINDS Science & Technology pg. 25
- Digital devices
- Reference materials
- Pictures showing invertebrate roles

- Oral presentations - Written work - Group discussions

Living Things and Their Environment

Invertebrates - Economic importance of invertebrates

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

- Outline the economic importance of invertebrates
- Describe how invertebrates contribute to agriculture
- Value the economic contribution of invertebrates

In groups, learners are guided to:
- Read about the economic importance of invertebrates
- Discuss how honey bees contribute to the economy
- Explore how silkworms are used in textile production
- Discuss the importance of pollinators for crop production

How do invertebrates contribute to the economy?

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

- Oral presentations - Written work - Group discussions

Living Things and Their Environment

Human circulatory system - Parts of the human circulatory system

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

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

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

What is the human circulatory system made up of?

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

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Human circulatory system - Parts of the human circulatory system
Human circulatory system - Modeling the circulatory system

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

- Draw and label the human circulatory system
- Identify the different parts of the circulatory system
- Appreciate the complexity of body systems

In groups, learners are guided to:
- Study diagrams of the human circulatory system
- Draw and label the parts of the circulatory system
- Discuss the function of each part
- Share labeled diagrams with peers for assessment

How do the different parts of the circulatory system work together?

- SUPERMINDS Science & Technology pg. 28
- Charts of the human circulatory system
- Drawing materials
- Digital devices
- SUPERMINDS Science & Technology pg. 29
- Modeling materials (Manila paper, clay, etc.)
- Reference charts
- Digital resources

- Drawing assessment - Labeling accuracy - Peer assessment

Living Things and Their Environment

Human circulatory system - Using digital simulation

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

- Use digital tools to explore the circulatory system
- Identify parts of the circulatory system using digital simulation
- Show interest in using technology for learning

In groups, learners are guided to:
- Use simulation software or online interactive platforms to explore the circulatory system
- Observe how blood flows through the system
- Identify the parts of the circulatory system in the simulation
- Discuss observations with peers

How does technology help us understand the circulatory system?

- SUPERMINDS Science & Technology pg. 30
- Digital devices
- Simulation software
- Internet access

- Digital literacy skills - Observation - Oral questions

Living Things and Their Environment

Human circulatory system - Parts of the heart and their functions

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

- Identify the parts of the heart
- Describe the functions of the parts of the heart
- Appreciate the complexity of the heart

In groups, learners are guided to:
- Use digital devices or print materials to search for information on parts of the heart
- Study diagrams showing the structure of the heart
- Identify the chambers and vessels of the heart
- Discuss the functions of each part

How does the structure of the heart allow it to function effectively?

- SUPERMINDS Science & Technology pg. 30
- Heart models or charts
- Digital devices
- Reference materials

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Human circulatory system - Major blood vessels and their functions

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

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

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

How do blood vessels transport blood throughout the body?

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

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Human circulatory system - Components of blood and their functions

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

- Identify the components of blood
- Describe the functions of blood components
- Appreciate the importance of blood in the body

In groups, learners are guided to:
- Use digital devices to search for information on blood components
- Watch videos showing blood components
- Identify red blood cells, white blood cells, and platelets
- Discuss the functions of each component

What are the components of blood and what do they do?

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

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Human circulatory system - Components of blood and their functions

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

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

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

What are the unique features of each blood component?

- SUPERMINDS Science & Technology pg. 34
- Charts showing blood components
- Digital devices
- Drawing materials

- Drawing assessment - Oral questions - Written assignments

Living Things and Their Environment

Human circulatory system - Symptoms and prevention of common health conditions

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

- Identify common health conditions of the circulatory system
- Describe symptoms of circulatory system conditions
- Show concern for circulatory health

In groups, learners are guided to:
- Study pictures showing people with circulatory health conditions
- Discuss symptoms of high blood pressure
- Explore the consequences of poor circulatory health
- Search for information on common circulatory conditions

What measures enhance a healthy human circulatory system?

- SUPERMINDS Science & Technology pg. 35
- Digital devices
- Reference materials
- Pictures showing health conditions

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Human circulatory system - Symptoms and prevention of common health conditions
Human circulatory system - Prevention of circulatory conditions

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

- Describe symptoms of heart attack
- Explain the condition of hardening of arteries
- Value preventive health measures

In groups, learners are guided to:
- Use digital devices to search for information on symptoms and prevention of circulatory conditions
- Discuss the symptoms of heart attack and hardening of arteries
- Create a chart showing symptoms and prevention measures
- Present findings to classmates

How can we prevent circulatory system conditions?

- SUPERMINDS Science & Technology pg. 36
- Digital devices
- Reference materials
- Chart paper
- SUPERMINDS Science & Technology pg. 37
- Poster materials

- Oral presentations - Chart assessment - Written work

Living Things and Their Environment

Human circulatory system - Maintaining a healthy circulatory system

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

- Search for information on maintaining a healthy circulatory system
- Discuss practices for good circulatory health
- Value healthy living practices

In groups, learners are guided to:
- Use digital devices to search for information on maintaining a healthy circulatory system
- Discuss practices for heart health
- Explore practices for healthy blood vessels
- Discuss the importance of hydration for blood health

How can we maintain a healthy circulatory system?

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

- Oral presentations - Written work - Group discussions

Living Things and Their Environment

Human circulatory system - Developing a routine plan

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

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

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

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

- SUPERMINDS Science & Technology pg. 39
- Notebook
- Writing materials
- Reference materials

- Plan assessment - Oral presentations - Peer review

Living Things and Their Environment

Human circulatory system - Assessment activities

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

- Identify parts of the circulatory system
- Describe functions of circulatory system components
- Demonstrate understanding of circulatory health

In groups, learners are guided to:
- Complete assessment activities on the circulatory system
- Identify parts of the heart in diagrams
- Match blood vessels with their functions
- Answer questions about blood components

What have we learned about the human circulatory system?

- SUPERMINDS Science & Technology pg. 39
- Assessment worksheets
- Diagrams of the circulatory system
- Writing materials

- Written assessment - Diagram labeling - Oral questions

Living Things and Their Environment
Matter

Human circulatory system - Assessment and reflection
Change of state - Changes of state of matter

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

- Answer questions about the circulatory system
- Solve puzzles related to circulatory system concepts
- Reflect on their learning about the circulatory system

In groups, learners are guided to:
- Complete word search puzzles on circulatory system terms
- Answer riddles about blood components
- Write reflections on what they have learned
- Discuss areas for further learning

How well do I understand the human circulatory system?

- SUPERMINDS Science & Technology pg. 40
- Word search puzzles
- Reflection worksheets
- Writing materials
- SUPERMINDS Science & Technology pg. 43
- Digital devices
- Pictures showing different states of matter

- Written assessment - Self-assessment - Reflective writing

Matter

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

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

- Identify changes of state when substances are heated
- Describe the process of melting
- Show curiosity about changes of state

In groups, learners are guided to:
- Observe a candle in its solid state
- Light the candle and observe what happens
- Discuss the change from solid to liquid state
- Record observations in notebooks
- Define melting as change from solid to liquid

What happens when solid substances are heated?

- SUPERMINDS Science & Technology pg. 45
- Candles
- Matchsticks
- Aluminum foil
- Safety equipment
- Water
- Sufuria
- Heat source

- Observation - Practical skills - Oral questions

Matter

Change of state - Demonstrating change of state of matter

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

- Demonstrate the process of sublimation
- Observe direct change from solid to gas
- Apply safety measures when conducting experiments

In groups, learners are guided to:
- Observe mothballs in solid state
- Heat mothballs in a beaker with a lid
- Observe what happens to the mothballs
- Discuss the direct change from solid to gas
- Define sublimation

What is sublimation and which substances show this property?

- SUPERMINDS Science & Technology pg. 47
- Mothballs
- Beaker with lid
- Heat source
- Safety equipment
- SUPERMINDS Science & Technology pg. 48
- Pan with lid
- Water

- Practical demonstration - Observation - Written records

Matter

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

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

- Demonstrate the process of freezing
- Observe change from liquid to solid
- Describe the effect of cooling on matter

In groups, learners are guided to:
- Observe a refrigerator/freezer
- Discuss what happens to water when placed in a freezer
- Study melted candle wax or cooking fat as it cools
- Observe the transition from liquid to solid
- Define freezing

What happens when liquids are cooled?

- SUPERMINDS Science & Technology pg. 49
- Candles
- Cooking fat
- Spoon
- Safety equipment
- Mothballs
- Clear plastic cup
- Ice cubes
- SUPERMINDS Science & Technology pg. 51
- Pictures showing applications of state change
- Digital devices
- Reference materials

- Observation - Oral questions - Written records

Matter

Change of state - Application of change of state of matter

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

- Search for information on applications of change of state
- Identify examples of state change in the environment
- Value the practical applications of scientific knowledge

In groups, learners are guided to:
- Use digital devices to search for applications of change of state
- Take a walk around the school environment
- Identify examples of heating and cooling applications
- Discuss findings with classmates

What are some applications of change of state in our school environment?

- SUPERMINDS Science & Technology pg. 53
- Digital devices
- Reference materials
- Writing materials

- Oral presentations - Written work - Observation

Matter

Change of state - Application of change of state of matter

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

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

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

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

- SUPERMINDS Science & Technology pg. 54
- Waste candle wax
- Wicks/string
- Small narrow bottles
- Melting container
- Safety equipment

- Project assessment - Practical skills - Observation

Matter

Change of state - Application of change of state of matter
Change of state - Home application project

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

- Repair broken plastic containers
- Apply knowledge of melting and freezing
- Practice safety when working with heat

In groups, learners are guided to:
- Prepare a broken plastic container for repair
- Place a metal plate on a heated source
- Use the hot plate to fuse broken edges together
- Allow the plastic to cool completely
- Follow safety precautions throughout the process

How can we use the principle of melting to repair plastic items?

- SUPERMINDS Science & Technology pg. 55
- Broken plastic containers
- Metal plate
- Heat source
- Safety equipment (gloves, masks, goggles)
- SUPERMINDS Science & Technology pg. 56
- Notebooks
- Writing materials
- Digital devices (if available)

- Project assessment - Practical skills - Observation

Matter

Change of state - Uses of changes of state of matter

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

- Discuss the uses of changes of state in our lives
- Explain how life would be affected without changes of state
- Appreciate the importance of state changes in daily life

In groups, learners are guided to:
- Discuss the uses of changes of state in our lives
- Brainstorm on how people would be affected if changes of state were not possible
- Create a mind map showing applications of state changes
- Present findings to classmates

Why are changes of state important in our daily lives?

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

- Mind map assessment - Oral presentations - Group discussions

Matter

Change of state - Assessment

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

- Identify different changes of state
- Match change processes with state transitions
- Apply knowledge of state changes to answer questions

In groups, learners are guided to:
- Review the different changes of state learned
- Complete assessment activities on changes of state
- Match change processes with state transitions
- Discuss answers with classmates

What are the different ways matter can change from one state to another?

- SUPERMINDS Science & Technology pg. 56
- Assessment worksheets
- Writing materials
- Reference materials

- Written assessment - Matching exercises - Oral questions

Matter

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

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

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

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

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

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

- Self-assessment - Peer assessment - Reflective writing