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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-state the meaning of fungi -use digital devices to observe images of common fungi -appreciate the importance of fungi to the economy |
The learner is guided to:
-state the meaning of fungi -use digital devices to observe images of common fungi |
What is fungi?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 2 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
Fungi |
By the end of the
lesson, the learner
should be able to:
-state the meaning of fungi -use digital devices to observe images of common fungi -appreciate the importance of fungi to the economy |
-state the meaning of fungi
-use digital devices to observe images of common fungi |
List 3 common fungi?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 2 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-mention common fungi in the environment -draw common fungi in the environment -appreciate the importance of fungi to the economy |
-discuss common fungi in the environment such as mushrooms, toadstools, puffballs,
moulds -draw common fungi in the environment such as mushrooms, toadstools, puffballs |
Moulds are likely to grow on?
|
Grade 6 science and technology curriculum design
|
-written questions
-oral questions
|
|
| 2 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-mention common fungi in the environment -draw common fungi in the environment -appreciate the importance of fungi to the economy |
-discuss common fungi in the environment such as mushrooms, toadstools, puffballs,
moulds -draw common fungi in the environment |
Mushrooms can also be used as?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 3 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-identify the importance of fungi in nature -watch video clips on the importance of moulds, yeast -appreciate the importance of fungi to the economy |
-identify the importance of fungi in nature
-watch video clips on the importance of moulds, yeast |
What is the importance of fungi to the economy?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 3 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-outline precautions and safe disposal of wastes when handling fungi -use digital devices to search for safe handling of fungi -appreciate the importance of fungi to the economy |
-outline precautions and safe disposal of wastes when handling fungi
-use digital devices to search for safe handling of fungi |
Which precautions should you take when handling fungi?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 3 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
invertebrates
|
By the end of the
lesson, the learner
should be able to:
-state the meaning of invertebrates -take photographs of invertebrates in the immediate environment -appreciate the importance of invertebrates in nature |
-in groups discuss the meaning of invertebrates
-take photographs of invertebrates in the immediate environment |
What are invertebrates?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 3 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-state the meaning of invertebrates -take photographs of invertebrates in the immediate environment -appreciate the importance of invertebrates in nature |
-in groups discuss the meaning of invertebrates
-take photographs of invertebrates in the immediate environment |
Give 2 examples of common invertebrates?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 4 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
Invertebrates |
By the end of the
lesson, the learner
should be able to:
-identify animals classified as invertebrates -describe the general characteristics of invertebrates -appreciate the importance of invertebrates in nature |
-mention animals classified as invertebrates
-describe the general characteristics of invertebrates |
What are characteristic of invertebrates?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 4 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-state examples of sea invertebrates -draw sea invertebrates -appreciate the importance of invertebrates in nature |
-observe pictures of sea invertebrates
-draw sea invertebrates such as octopus, and crabs |
What are sea invertebrates?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 4 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-state examples of sea invertebrates -draw sea invertebrates -appreciate the importance of invertebrates in nature |
-observe pictures of sea invertebrates
-draw sea invertebrates such as octopus, and crabs |
List 2 sea invertebrates?
|
Grade 6 science and technology curriculum design
|
Oral questions
Written questions
|
|
| 4 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
Invertebrates |
By the end of the
lesson, the learner
should be able to:
-mention animals classified as invertebrates -make a portfolio of different types of invertebrates in their locality -appreciate the importance of invertebrates in the environment |
-mention animals classified as invertebrates
-make a portfolio of different types of invertebrates in their locality |
What is a portfolio?
|
Grade 6 science and technology curriculum design
|
Oral questions
Written questions
|
|
| 5 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-identify the importance of invertebrates in the environment -observe safety precautions when handling invertebrates -appreciate the importance of invertebrates in the environment |
-discuss the importance of vertebrates in the environment such as food, soil aeration,
-observe safety precautions when handling invertebrates |
What is the importance of invertebrates?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 5 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-identify the importance of invertebrates in the environment -observe safety precautions when handling invertebrates -appreciate the importance of invertebrates in the environment |
-discuss the importance of vertebrates in the environment such as food, soil aeration,
-observe safety precautions when handling invertebrates |
Name 5 safety precautions observed when handling invertebrates?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 5 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-define the term human circulatory system -draw parts of the human circulatory system -appreciate the importance of a healthy circulatory system |
-define the term human circulatory system
-draw parts of the human circulatory system |
What is human circulatory system?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 5 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-identify the main parts of the human circulatory system -watch video clips on the main parts of the human circulatory system -appreciate the importance of a healthy circulatory system |
-identify the main parts of the human circulatory system
-watch video clips on the main parts of the human circulatory system |
What is the human circulatory system made up of?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 6 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-state functions of the main parts of the human circulatory sysytem -use locally available materials to model the human circulatory system -appreciate the importance of a healthy circulatory system |
-state functions of the main parts of the human circulatory sysytem
-use locally available materials to model the human circulatory system |
Match the parts of the human circulatory system with their functions?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 6 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-identify parts of the heart -draw and label parts of the heart -appreciate the importance of parts of the heart |
-observe pictures and identify parts of the heart
- draw and label parts of the heart |
What is the function of the heart?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 6 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-identify parts of the heart -draw and label parts of the heart -appreciate the importance of parts of the heart |
-observe pictures and identify parts of the heart
- draw and label parts of the heart |
Name the parts of the heart?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 6 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-identify parts of the heart -describe functions of the parts of the heart - appreciate the importance of parts of the heart |
-identify parts of the heart such as auricles, ventricles
-in groups discuss functions of the parts of the heart |
What is the function of ventricles?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 7 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-mention major blood vessels -describe the functions of the major blood vessels -appreciate the importance of a healthy circulatory system |
-mention major blood vessels
-describe the functions of the major blood vessels |
Name the major blood vessels?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 7 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-mention major blood vessels -watch video clips of the functions of the major blood vessels -appreciate the importance of a healthy circulatory system |
-discuss major blood vessels such as arteries, veins and capillaries
-watch video clips of the functions of the major blood vessels |
Give 3 functions of the major blood vessels?
|
Grade 6 science and technology curriculum design
|
|
|
| 7 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-identify the components of blood -watch video clips on the functions of the components of blood vessels -appreciate the importance of a healthy circulatory system |
-identify the components of blood
-watch video clips on the functions of the components of blood vessels |
Give 2 functions of the red blood cells?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 7 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-outline common healthy conditions of the human circulatory system -watch video clips on symptoms and prevention of common health conditions of the human circulatory system -appreciate the importance of a healthy circulatory system |
-outline common healthy conditions of the human circulatory system
-watch video clips on symptoms and prevention of common health conditions of the human circulatory system |
Name the healthy conditions of the human circulatory system?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 8 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-identify the importance of a healthy circulatory system -develop a routine plan for maintaining a healthy circulatory system - appreciate the importance of a healthy circulatory system |
-identify the importance of a healthy circulatory system
-develop a routine plan for maintaining a healthy circulatory system |
What is the importance of a healthy circulatory system?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 8 |
mid term |
||||||||
| 9 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
MATTER |
Human circulatory system
Change of state |
By the end of the
lesson, the learner
should be able to:
-identify the importance of a healthy circulatory system -develop a routine plan for maintaining a healthy circulatory system - appreciate the importance of a healthy circulatory system |
-identify the importance of a healthy circulatory system
-develop a routine plan for maintaining a healthy circulatory system |
How can we maintain a healthy circulatory system?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 9 | 2 |
MATTER
|
Change of state - meaning
|
By the end of the
lesson, the learner
should be able to:
--State the meaning of change of stage of matter -Observe pictures of change of state of matter. -Appreciate the applications of change of state in day-to-day life. |
The learner is guided to:
brainstorm the meaning of change of state of matter, |
How is change
Of state of matter important in day-to-day life?
|
Test tube holders, conical flask, gas lighter, water, iodine, candle wax, zinc oxide, test tubes, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 9 | 3 |
MATTER
|
Chage of state - melting
|
By the end of the
lesson, the learner
should be able to:
-Identify the changes of state when substances are heated or cooled, -Demonstrate melting as a change of state of matter. -Appreciate the applications of change of state in day-to-day life. |
The learner is guided to:
carry out activities to demonstrate change of state of matter (melting) collaboratively, note: observe safety while heating substances to avoid fires and burns, where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled. |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 9 | 4 |
MATTER
|
Chage of state - evaporation
Chage of state - sublimation |
By the end of the
lesson, the learner
should be able to:
-Identify the changes of state when substances are heated or cooled, -Demonstrate evaporation as a change of state of matter. -Appreciate the applications of change of state in day-to-day life. |
The learner is guided to:
carry out activities to demonstrate change of state of matter (evaporation) collaboratively, note: observe safety while heating substances to avoid fires and burns, where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled. |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 10 | 1 |
MATTER
|
Chage of state - condensation
|
By the end of the
lesson, the learner
should be able to:
-Identify the changes of state when substances are heated or cooled, -Demonstrate condensation as a change of state of matter. -Appreciate the applications of change of state in day-to-day life. |
The learner is guided to:
carry out activities to demonstrate change of state of matter (condensation) collaboratively, note: observe safety while heating substances to avoid fires and burns, where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled. |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 10 | 2 |
MATTER
|
Chage of state - freezing
|
By the end of the
lesson, the learner
should be able to:
-Identify the changes of state when substances are heated or cooled, -Demonstrate freezing as a change of state of matter. -Appreciate the applications of change of state in day-to-day life. |
The learner is guided to:
carry out activities to demonstrate change of state of matter (freezing) collaboratively, note: observe safety while heating substances to avoid fires and burns, where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled. |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 10 | 3 |
MATTER
|
Application of change of state
|
By the end of the
lesson, the learner
should be able to:
-Describe the applications of the change of state of matter in everyday life, -Demonstrate the applications of change of state of matter. -Appreciate the applications of change of state in day-to-day life. |
The learner is guided to:
discuss the applications of change of state of matter in everyday life, |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 10 | 4 |
MATTER
|
Making candles using waste wax
|
By the end of the
lesson, the learner
should be able to:
-Identify locally available materials for making a candle wax. -Make a candle wax using locally available materials. -Appreciate the applications of change of state in day-to-day life. |
learners to make candles using waste candle wax or beeswax, |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 11 | 1 |
MATTER
|
Repairing broken plastic containers
|
By the end of the
lesson, the learner
should be able to:
-Identify locally available materials for repairing broken containers. -Assemble locally available materials for repairing broken plastic containers. -Appreciate the applications of change of state in day-to-day life. |
learners to repair broken plastic containers. |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 11 | 2 |
MATTER
|
Repairing broken plastic containers
|
By the end of the
lesson, the learner
should be able to:
-Identify locally available materials for repairing broken plastic containers. -Repair broken plastic containers. -Appreciate the applications of change of state in day-to-day life. |
learners to repair broken plastic containers. |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 11 | 3 |
MATTER
Composition of air |
Repairing broken plastic containers
Components of the air |
By the end of the
lesson, the learner
should be able to:
-Identify locally available materials for repairing broken plastic containers. -Repair broken plastic containers. -Appreciate the applications of change of state in day-to-day life. |
learners to repair broken plastic containers. |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
Cleartrough,water,markerpen,ruler,candle,plasticine,cork |
Observation oral question and answer rubrics checklist
|
|
| 11 | 4 |
Composition of air
|
Components of the air
|
By the end of the
lesson, the learner
should be able to:
-Identify the components of air, -Draw a pie chart showing percentage composition of components of air -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
brainstorm on air and its constituent, draw a pie chart showing percentage composition of components of air, |
How does air pollution affects the environment?
|
Clear trough, water, marker pen, ruler, candle, plasticine, cork
|
Observation written questions
|
|
| 12 | 1 |
Composition of air
|
Components of the air
|
By the end of the
lesson, the learner
should be able to:
-Identify the components of air -Draw a pie chart showing percentage composition of components of air -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
brainstorm on air and its constituent, draw a pie chart showing percentage composition of components of air, |
How does air pollution affects the environment?
|
Clear trough, water, marker pen, ruler, candle, plasticine, cork
|
Observation written questions
|
|
| 12 | 2 |
Composition of air
|
Investigating presence of oxygen in the air
Uses of components of the air |
By the end of the
lesson, the learner
should be able to:
-Identify the components of air -Investigate the presence of oxygen in air using burning candle. -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
carry out activity to investigate the presence of oxygen in air collaboratively (use a burning candle), |
How does air pollution affects the environment?
|
Clear trough, water, marker pen, ruler, candle, plasticine, cork
|
Observation written questions
|
|
| 12 | 3 |
Composition of air
|
Uses of components of
The air
|
By the end of the
lesson, the learner
should be able to:
-Outline uses of the different components of air, -Demonstrate the uses of different components of the air -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
discuss the uses of the different components of air, |
How does air pollution affects the environment?
|
Clear trough, water, marker pen, ruler, candle, plasticine, cork
|
Observation written questions
|
|
| 12 | 4 |
Composition of air
|
Uses of components of
The air
|
By the end of the
lesson, the learner
should be able to:
-Outline uses of the different components of air, -Demonstrate the uses of different components of the air -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
discuss the uses of the different components of air, |
How does air pollution affects the environment?
|
Clear trough, water, marker pen, ruler, candle, plasticine, cork
|
Observation written questions
|
|
Your Name Comes Here