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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Matter
|
Change of state
Melting
Change of state Evaporation |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of change of state Demonstrate melting using cooking fat Appreciate the application of melting in everyday life |
- Brainstorm the meaning of change of state of matter
Heat cooking fat to demonstrate melting Discuss everyday examples of melting |
How does matter change its state?
|
- mentor science and technology
pg. 35 Cooking fat Source of heat Metal plate or pan Safety equipment pg. 36 Water Container for heating water |
- Observation
Oral questions
Practical assessment
|
|
| 2 | 2 |
Matter
|
Change of state
Sublimation
Change of state Condensation |
By the end of the
lesson, the learner
should be able to:
Demonstrate sublimation using mothballs Explain how solids change directly to gas Observe safety when heating mothballs |
- Heat mothballs to demonstrate sublimation
Observe and record the changes Discuss safety measures when handling mothballs |
What happens when mothballs are heated?
|
- mentor science and technology
pg. 37 Mothballs Source of heat Metal plate Safety equipment pg. 38 Water Container for heating Cold lid or plate |
- Observation
Oral questions
Practical assessment
|
|
| 2 | 3 |
Matter
|
Change of state
Freezing
Change of state Deposition |
By the end of the
lesson, the learner
should be able to:
Explain the process of freezing Describe how liquids change to solids when cooled Appreciate freezing in daily life |
- Discuss the process of freezing
Observe ice formation (if refrigerator available) Explore applications of freezing in daily life |
What happens when water is cooled below 0°C?
|
- mentor science and technology
pg. 39 Water Ice cubes (if available) Pictures of freezing examples pg. 40 Digital devices (if available) Pictures of frost Diagrams showing deposition |
- Observation
Oral questions
Written assessment
|
|
| 2 | 4 |
Matter
|
Change of state
Summary
Change of state Heating effects |
By the end of the
lesson, the learner
should be able to:
Summarize all changes of state of matter Explain the role of heating and cooling in changing states Appreciate the importance of changes of state |
- Create a diagram showing all changes of state
Discuss the role of heating and cooling in each change Summarize the importance of changes of state in everyday life |
How are the different changes of state related?
|
- mentor science and technology
pg. 41 Charts showing changes of state Diagrams Digital resources pg. 42 Various materials for heating Source of heat Safety equipment |
- Observation
Oral questions
Diagrams
|
|
| 3 | 1 |
Matter
|
Change of state
Cooling effects
|
By the end of the
lesson, the learner
should be able to:
Explain the effects of cooling on matter Identify changes that occur when matter is cooled Appreciate cooling in daily life |
- Discuss the effects of cooling on matter
Demonstrate different cooling effects Relate to everyday experiences |
What happens when matter is cooled?
|
- mentor science and technology
pg. 43 Various materials for cooling Ice/cold water Safety equipment |
- Observation
Oral questions
Written assessment
|
|
| 3 | 2 |
Matter
|
Change of state
Drying clothes
|
By the end of the
lesson, the learner
should be able to:
Explain how evaporation helps in drying clothes Identify factors that affect the rate of drying Appreciate the application of evaporation |
- Discuss how clothes dry in the sun
Explore factors that affect drying rate (wind, temperature, humidity) Relate the process to evaporation |
How does evaporation help in drying clothes?
|
Small pieces of wet cloth Sunny area Pictures showing clothes drying |
- Observation
Oral questions
Written assessment
|
|
| 3 | 3 |
Matter
|
Change of state
Drying foods
|
By the end of the
lesson, the learner
should be able to:
Explain how evaporation is used in food preservation Describe traditional methods of drying foods Appreciate food preservation techniques |
- Discuss traditional methods of drying foods
Observe pictures of food drying processes Relate the process to evaporation |
How is evaporation used to preserve foods?
|
- mentor science and technology
pg. 45 Pictures of dried foods Samples of dried foods (if available) Digital resources |
- Observation
Oral questions
Written assessment
|
|
| 3 | 4 |
Matter
|
Change of state
Making ice
|
By the end of the
lesson, the learner
should be able to:
Explain how freezing is used to make ice Describe the uses of ice in everyday life Appreciate the importance of freezing |
- Discuss how water changes to ice
Explore the uses of ice in daily life Relate the process to freezing |
How is ice made and used?
|
- mentor science and technology
pg. 46 Ice cubes (if available) Pictures showing ice uses Digital resources |
- Observation
Oral questions
Written assessment
|
|
| 4 | 1 |
Matter
|
Change of state
Cooling our bodies
|
By the end of the
lesson, the learner
should be able to:
Explain how sweating cools the body Relate sweating to evaporation Appreciate body temperature regulation |
- Discuss how sweating helps cool the body
Demonstrate cooling effect of evaporation (water on skin) Relate the process to evaporation |
How does sweating cool our bodies?
|
- mentor science and technology
pg. 47 Water Digital resources Charts showing body cooling |
- Observation
Oral questions
Written assessment
|
|
| 4 | 2 |
Matter
|
Change of state
Rainfall formation
|
By the end of the
lesson, the learner
should be able to:
Explain how evaporation and condensation contribute to rainfall Describe the water cycle Appreciate the importance of rainfall |
- Discuss the water cycle
Create diagrams showing rainfall formation Relate the process to evaporation and condensation |
How is rain formed?
|
- mentor science and technology
pg. 48 Charts showing water cycle Digital resources Diagrams of rainfall formation |
- Observation
Oral questions
Diagrams
|
|
| 4 | 3 |
Matter
|
Change of state
Candle making
|
By the end of the
lesson, the learner
should be able to:
Demonstrate how to make candles using waste wax Explain the changes of state involved in candle making Create a functional candle |
- Demonstrate candle making using waste candle wax
Explain the changes of state during the process Guide learners to make their own candles |
How can we make candles?
|
- mentor science and technology
pg. 49 Waste candle wax Cotton thread for wicks Small containers Source of heat Safety equipment |
- Observation
Project assessment
Practical skills
|
|
| 4 | 4 |
Matter
|
Change of state
Repairing plastics
|
By the end of the
lesson, the learner
should be able to:
Demonstrate how to repair broken plastic containers Explain the changes of state involved in plastic repair Appreciate recycling and reuse |
- Demonstrate plastic repair using heat
Explain the changes of state during the process Guide learners to repair broken plastic items |
How can we repair broken plastic containers?
|
- mentor science and technology
pg. 49 Broken plastic containers Knife Source of heat Safety equipment Oven gloves |
- Observation
Project assessment
Practical skills
|
|
| 5 | 1 |
Matter
|
Change of state
Project completion
|
By the end of the
lesson, the learner
should be able to:
Complete candle and plastic repair projects Present and explain their projects Appreciate practical applications of changes of state |
- Complete candle making and plastic repair projects
Present completed projects to classmates Discuss challenges and solutions |
How can we apply our knowledge of changes of state?
|
- mentor science and technology
pg. 49 Completed projects Materials for finishing projects Presentation space |
- Project assessment
Presentation skills
Peer evaluation
|
|
| 5 | 2 |
Matter
|
Change of state
Assessment
|
By the end of the
lesson, the learner
should be able to:
Demonstrate understanding of changes of state Identify different changes of state in examples Apply knowledge to new situations |
- Review all changes of state learned
Complete assessment activities Discuss and correct misconceptions |
What have we learned about changes of state?
|
- mentor science and technology
pg. 50 Assessment worksheets Digital resources Review materials |
- Written assessment
Oral questions
Diagrams
|
|
| 5 | 3 |
Matter
|
Composition of air
Components
|
By the end of the
lesson, the learner
should be able to:
Identify the components of air Draw a pie chart showing percentage composition Appreciate the importance of air |
- Brainstorm on air and its constituents
Draw a pie chart showing composition of air Discuss the importance of air |
What is air made of?
|
- mentor science and technology
pg. 50 Chart showing air composition Drawing materials Digital resources |
- Observation
Oral questions
Pie charts
|
|
| 5 | 4 |
Matter
|
Composition of air
Oxygen
|
By the end of the
lesson, the learner
should be able to:
Demonstrate the presence of oxygen in air Explain the percentage of oxygen in air Appreciate the importance of oxygen |
- Carry out activity to investigate the presence of oxygen in air
Discuss the percentage of oxygen in air Explore the importance of oxygen |
How can we prove oxygen is present in air?
|
- mentor science and technology
pg. 51 Candles Glass containers Matches Water Safety equipment |
- Observation
Oral questions
Practical assessment
|
|
| 6 | 1 |
Matter
|
Composition of air
Uses of oxygen
|
By the end of the
lesson, the learner
should be able to:
Outline the uses of oxygen Explain how living things use oxygen Appreciate the importance of oxygen |
- Discuss the uses of oxygen in breathing, germination, and burning
Create a mind map of oxygen uses Relate to everyday experiences |
How is oxygen important to us?
|
- mentor science and technology
pg. 52 Charts showing oxygen uses Digital resources Drawing materials |
- Observation
Oral questions
Mind maps
|
|
| 6 | 2 |
Matter
|
Composition of air
Carbon dioxide
|
By the end of the
lesson, the learner
should be able to:
Explain the percentage of carbon dioxide in air Outline the uses of carbon dioxide Appreciate the importance of carbon dioxide |
- Discuss the percentage of carbon dioxide in air
Explore the uses of carbon dioxide in plants and preservation Create a poster showing carbon dioxide uses |
How is carbon dioxide important?
|
- mentor science and technology
pg. 53 Charts showing carbon dioxide uses Digital resources Drawing materials |
- Observation
Oral questions
Posters
|
|
| 6 | 3 |
Matter
|
Composition of air
Nitrogen
|
By the end of the
lesson, the learner
should be able to:
Explain the percentage of nitrogen in air Outline the uses of nitrogen Appreciate the importance of nitrogen |
- Discuss the percentage of nitrogen in air
Explore the uses of nitrogen in plants and industry Create a chart showing nitrogen uses |
How is nitrogen important?
|
- mentor science and technology
pg. 54 Charts showing nitrogen uses Digital resources Pictures of leguminous plants |
- Observation
Oral questions
Charts
|
|
| 6 | 4 |
Matter
|
Composition of air
Inert gases
|
By the end of the
lesson, the learner
should be able to:
Identify inert gases in air Explain the uses of inert gases Appreciate the importance of inert gases |
- Discuss the inert gases found in air
Explore the uses of inert gases in light bulbs and balloons Create a list of inert gas applications |
What are inert gases used for?
|
- mentor science and technology
pg. 55 Charts showing inert gas uses Digital resources Pictures of applications |
- Observation
Oral questions
Written work
|
|
| 7 | 1 |
Matter
|
Composition of air
Air pollution
|
By the end of the
lesson, the learner
should be able to:
Define air pollution Identify sources of air pollution Show concern for air quality |
- Brainstorm on the meaning of air pollution
Explore the school and neighborhood to identify air pollutants Discuss the effects of air pollution |
What is air pollution?
|
- mentor science and technology
pg. 56 Pictures showing air pollution Digital resources Safety equipment |
- Observation
Oral questions
Written work
|
|
| 7 | 2 |
Matter
|
Composition of air
Air pollution
|
By the end of the
lesson, the learner
should be able to:
Define air pollution Identify sources of air pollution Show concern for air quality |
- Brainstorm on the meaning of air pollution
Explore the school and neighborhood to identify air pollutants Discuss the effects of air pollution |
What is air pollution?
|
- mentor science and technology
pg. 56 Pictures showing air pollution Digital resources Safety equipment |
- Observation
Oral questions
Written work
|
|
| 7 | 3 |
Matter
|
Composition of air
Bad smell
|
By the end of the
lesson, the learner
should be able to:
Identify sources of bad smell in the environment Explain how bad smell pollutes air Suggest ways to reduce bad smell |
- Discuss sources of bad smell
Identify areas with bad smell in the environment Suggest ways to reduce bad smell |
How does bad smell pollute air?
|
- mentor science and technology
pg. 57 Pictures of sources of bad smell Digital resources Safety equipment |
- Observation
Oral questions
Written work
|
|
| 7 | 4 |
Matter
|
Composition of air
Smoke
|
By the end of the
lesson, the learner
should be able to:
Identify sources of smoke in the environment Explain how smoke pollutes air Suggest ways to reduce smoke |
- Discuss sources of smoke
Identify activities that produce smoke Suggest ways to reduce smoke production |
How does smoke pollute air?
|
- mentor science and technology
pg. 58 Pictures of sources of smoke Digital resources Safety equipment |
- Observation
Oral questions
Written work
|
|
| 8 | 1 |
Matter
|
Composition of air
Dust
|
By the end of the
lesson, the learner
should be able to:
Identify sources of dust in the environment Explain how dust pollutes air Suggest ways to reduce dust |
- Discuss sources of dust
Identify areas with dust in the environment Suggest ways to reduce dust |
How does dust pollute air?
|
- mentor science and technology
pg. 59 Pictures of sources of dust Digital resources Safety equipment |
- Observation
Oral questions
Written work
|
|
| 8 | 2 |
Matter
|
Composition of air
Health effects
|
By the end of the
lesson, the learner
should be able to:
Explain the effects of air pollution on health Identify diseases caused by air pollution Show concern for personal health |
- Discuss how air pollution affects health
Identify diseases caused by air pollution Create a poster showing health effects |
How does air pollution affect our health?
|
- mentor science and technology
pg. 60 Charts showing health effects Digital resources Pictures of effects |
- Observation
Oral questions
Posters
|
|
| 8 | 3 |
Matter
|
Composition of air
Ventilation
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of ventilation Identify ventilation systems in buildings Appreciate the role of ventilation in air quality |
- Discuss the importance of ventilation
Identify ventilation systems in the school Explain how ventilation improves air quality |
Why is ventilation important?
|
- mentor science and technology
pg. 61 Pictures of ventilation systems Digital resources School buildings |
- Observation
Oral questions
Written work
|
|
| 8 | 4 |
Matter
|
Composition of air
Dust control
|
By the end of the
lesson, the learner
should be able to:
Demonstrate methods of controlling dust Explain the importance of sprinkling water on dusty grounds Practice dust control measures |
- Demonstrate sprinkling water before sweeping
Compare sweeping with and without water Discuss other dust control methods |
How can we control dust in our environment?
|
- mentor science and technology
pg. 62 Water Brooms Dusty area Safety equipment |
- Observation
Practical assessment
Oral questions
|
|
| 9 | 1 |
Matter
|
Composition of air
Smoke reduction
|
By the end of the
lesson, the learner
should be able to:
Identify methods of reducing smoke Explain the advantages of cleaner cooking methods Appreciate the importance of smoke reduction |
- Discuss cleaner cooking methods
Compare different cooking stoves Explore other smoke reduction methods |
How can we reduce smoke in our environment?
|
- mentor science and technology
pg. 63 Pictures of different cooking methods Digital resources Charts |
- Observation
Oral questions
Written work
|
|
| 9 | 2 |
Matter
|
Composition of air
Poster making
|
By the end of the
lesson, the learner
should be able to:
Create posters on air pollutants Present information on pollution dangers Suggest control measures for air pollution |
- Make posters on common air pollutants
Include dangers and control measures Display posters for awareness |
How can we create awareness about air pollution?
|
- mentor science and technology
pg. 64 Manila papers/carton boxes Coloring materials Digital resources |
- Project assessment
Presentation skills
Creativity
|
|
| 9 | 3 |
Matter
Force and Energy |
Composition of air
Assessment
3.1 Light Movement of light through transparent materials |
By the end of the
lesson, the learner
should be able to:
Demonstrate understanding of air composition Identify air pollutants and their effects Suggest solutions to air pollution |
- Review air composition and pollution
Complete assessment activities Discuss and correct misconceptions |
What have we learned about air composition and pollution?
|
- mentor science and technology
pg. 65 Assessment worksheets Digital resources Review materials Mentor Science & Technology pg. 67-68 Transparent materials (glass, clear plastic) Digital resources (where available) |
- Written assessment
Oral questions
Diagrams
|
|
| 9 |
Midterm |
||||||||
| 10 | 1 |
Force and Energy
|
3.1 Light
Movement of light through translucent materials
|
By the end of the
lesson, the learner
should be able to:
Demonstrate the movement of light through translucent materials Identify translucent materials in the environment Appreciate the importance of translucent materials in everyday life |
Learners to carry out activities to show movement of light through translucent materials Learners to compare translucent and transparent materials Learners to discuss applications of translucent materials |
How are translucent materials useful in our daily lives?
|
Mentor Science & Technology pg. 69 Translucent materials (tracing paper, wax paper) Digital resources (where available) |
Observation
Oral questions
Written tests
|
|
| 10 | 2 |
Force and Energy
|
3.1 Light
Movement of light through opaque materials
3.1 Light Reflection of light at plane surfaces |
By the end of the
lesson, the learner
should be able to:
Demonstrate the movement of light through opaque materials Compare light movement through different materials Value the role of opaque materials in creating shadows |
Learners to carry out activities to show movement of light through opaque materials Learners to observe what they cannot see through opaque materials Learners to classify materials according to how light passes through them |
Why can't we see through a wall?
|
Mentor Science & Technology pg. 70
Opaque materials (cardboard, wooden blocks) Digital resources (where available) Mentor Science & Technology pg. 71-72 Torch Plane mirrors Digital resources |
Observation
Oral questions
Written assignments
|
|
| 10 | 3 |
Force and Energy
|
3.1 Light
Terms associated with plane mirrors
3.1 Light Locating images formed in plane mirrors |
By the end of the
lesson, the learner
should be able to:
Identify terms associated with plane mirrors Describe the relationship between angles of incidence and reflection Show interest in learning about light reflection |
Learners to study diagrams showing reflection of light by a plane mirror Learners to discuss the relationship between incident ray, reflected ray, and normal Learners to identify the angle of incidence and angle of reflection |
What is the relationship between the angle of incidence and angle of reflection?
|
Mentor Science & Technology pg. 73-75
Diagrams showing reflection of light Plane mirrors Protractors Mentor Science & Technology pg. 76-77 Objects of different sizes and shapes Rulers |
Observation
Oral questions
Written tests
|
|
| 10 | 4 |
Force and Energy
|
3.1 Light
Ray diagrams of images in plane mirrors
3.1 Light Special rays used in ray diagrams |
By the end of the
lesson, the learner
should be able to:
Draw ray diagrams of images formed by plane mirrors Represent mirrors and objects in ray diagrams Show interest in accurate representation of optical systems |
Learners to study ray diagrams showing image formation in plane mirrors Learners to identify the object, mirror, and image in the ray diagrams Learners to draw ray diagrams showing how images are formed |
How do ray diagrams help us understand image formation?
|
Mentor Science & Technology pg. 78-79
Plain paper Rulers Pencils Compass Mentor Science & Technology pg. 80 |
Observation
Drawing assessment
Written tests
|
|
| 11 | 1 |
Force and Energy
|
3.1 Light
Characteristics of images formed by plane mirrors
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of images formed by plane mirrors Compare the image with the object in terms of size, position, and orientation Appreciate the unique properties of optical images |
Learners to carry out activities to determine characteristics of images formed by plane mirrors Learners to observe and record characteristics Learners to compare the image and object |
What are the characteristics of images formed by plane mirrors?
|
Mentor Science & Technology pg. 81 Plane mirrors Objects of different sizes Rulers Measuring tapes |
Observation
Oral questions
Written tests
|
|
| 11 | 2 |
Force and Energy
|
3.1 Light
Formation of shadows
|
By the end of the
lesson, the learner
should be able to:
Demonstrate the formation of shadows Explain factors that affect shadow formation Develop curiosity about natural phenomena involving shadows |
Learners to carry out activities showing shadow formation using a torch and various objects Learners to observe and record how shadows are formed Learners to investigate factors affecting shadow size |
How are shadows formed?
|
Mentor Science & Technology pg. 82-83 Torch Various objects (ball, book, etc.) White cardboard or wall |
Observation
Oral questions
Written assignments
|
|
| 11 | 3 |
Force and Energy
|
3.1 Light
Formation of solar eclipse
|
By the end of the
lesson, the learner
should be able to:
Describe the formation of solar eclipse Demonstrate how a solar eclipse occurs using models Appreciate the natural phenomena in the sky |
Learners to study diagrams showing how solar eclipses occur Learners to discuss the relative position of the sun, moon, and earth during a solar eclipse Learners to demonstrate solar eclipse formation |
How does a solar eclipse occur?
|
Mentor Science & Technology pg. 84-85 Torch Small and large balls Stands to hold balls Digital resources |
Observation
Oral questions
Practical assessment
|
|
| 11 | 4 |
Force and Energy
|
3.1 Light
Formation of lunar eclipse
|
By the end of the
lesson, the learner
should be able to:
Describe the formation of lunar eclipse Compare the formation of solar and lunar eclipses Show interest in astronomical events |
Learners to study diagrams showing how lunar eclipses occur Learners to discuss the relative position of the sun, moon, and earth during a lunar eclipse Learners to compare solar and lunar eclipses |
How does a lunar eclipse occur?
|
Mentor Science & Technology pg. 86-87 Torch Small and large balls Stands to hold balls Digital resources |
Observation
Oral questions
Practical assessment
|
|
| 12 | 1 |
Force and Energy
|
3.1 Light
Rainbow formation
|
By the end of the
lesson, the learner
should be able to:
Describe the formation of rainbow in nature Explain the role of light dispersion in rainbow formation Appreciate the beauty of natural phenomena |
Learners to search for information on rainbow formation Learners to discuss how light is dispersed to form a rainbow Learners to identify conditions necessary for rainbow formation |
How is a rainbow formed in nature?
|
Mentor Science & Technology pg. 87 Digital resources Prism (if available) Water spray bottle |
Observation
Oral questions
Written assignments
|
|
| 12 | 2 |
Force and Energy
|
3.1 Light
Applications of movement of light
|
By the end of the
lesson, the learner
should be able to:
Discuss the applications of movement of light through different media Design a simple optical device based on light principles Appreciate the importance of light in everyday life |
Learners to research applications of light movement Learners to identify how these applications are used in everyday life Learners to explore how periscopes use the principles of reflection |
How is the movement of light applied in everyday life?
|
Mentor Science & Technology pg. 87 Digital resources Pictures of optical instruments |
Observation
Oral questions
Written tests
|
|
| 12 | 3 |
Force and Energy
|
3.1 Light
Making a periscope (Project)
|
By the end of the
lesson, the learner
should be able to:
Make a functional periscope using locally available materials Apply principles of light reflection in construction Develop creativity in designing optical instruments |
Learners to plan how to make a periscope Learners to use locally available resources to make a functional periscope Learners to test their periscopes and make necessary adjustments |
How does a periscope work?
|
Mentor Science & Technology pg. 87 Cardboard/empty boxes Small mirrors Scissors Glue/tape Rulers |
Observation
Project assessment
Peer evaluation
|
|
| 12 | 4 |
Force and Energy
|
3.1 Light
Evaluating the periscope project
|
By the end of the
lesson, the learner
should be able to:
Demonstrate how a periscope works Evaluate the effectiveness of their periscope design Appreciate the value of teamwork in problem-solving |
Learners to demonstrate how their periscopes work Learners to explain the principle of light reflection in their periscopes Learners to evaluate their projects and suggest improvements |
How can we improve our periscope designs?
|
Mentor Science & Technology pg. 87 Completed periscopes Evaluation forms |
Project presentation
Self and peer evaluation
Teacher assessment
|
|
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