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

- 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
- SUPERMINDS Science & Technology pg. 3
- Digital camera/phone
- Gloves

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Fungi - Common fungi
Fungi - Growing moulds
Fungi - Importance of fungi
Fungi - Importance of fungi in nature
Fungi - Economic importance of fungi
Fungi - Safety precautions when handling fungi
Fungi - Safety precautions when handling fungi

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

- Search for examples of fungi
- Identify where fungi are found in the environment
- Show interest in learning about fungi

- Describe the economic importance of fungi
- Explain how fungi are used in different industries
- Appreciate the economic value of fungi

- Search for more examples of fungi using digital devices or print materials
- Write down the examples found
- Compare results with classmates
- Discuss where fungi are found in the environment
- Read about the economic importance of fungi
- Discuss how fungi are used in baking, medicine, and agriculture
- Research additional economic uses of fungi
- Share findings with classmates

Where can we find fungi in our environment?
How do fungi contribute to the economy?

- SUPERMINDS Science & Technology pg. 4
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 5
- Bread slices
- Transparent containers
- Water
- Gloves
- Pictures of fungi
- Digital resources
- SUPERMINDS Science & Technology pg. 6
- SUPERMINDS Science & Technology pg. 7
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 8
- Pictures of mushroom farms
- SUPERMINDS Science & Technology pg. 9
- Safety gloves
- Masks
- Pictures of fungal infections
- Safety equipment (gloves, goggles, masks)
- Handwashing facilities

- Written work - Peer assessment - Observation
- Oral presentations - Written work - Peer assessment

Living Things and Their Environment

Fungi - Making portfolios
Fungi - Assessment

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

- 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
- SUPERMINDS Science & Technology pg. 10
- Assessment worksheets
- Digital resources

- Portfolio assessment - Peer review - Presentation skills

Living Things and Their Environment

Invertebrates - Common invertebrates

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

- Define invertebrates
- Identify common invertebrates in the environment
- Show curiosity in exploring invertebrates

- Discuss what invertebrates are
- Study pictures of different invertebrates
- Identify and name common invertebrates
- Discuss characteristics of invertebrates

What are the common invertebrates found in our environment?

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

- Observation - Oral questions - Written work

Living Things and Their Environment

Invertebrates - Safety precautions when handling invertebrates
Invertebrates - Characteristics of invertebrates
Invertebrates - Characteristics of insects
Invertebrates - Characteristics of spiders, ticks and mites

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

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

- 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
- 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 precautions should we take when handling invertebrates?
What makes insects different from other invertebrates?

- SUPERMINDS Science & Technology pg. 12
- Safety equipment (gloves, tongs, jars)
- Pictures of safety equipment
- SUPERMINDS Science & Technology pg. 13
- Safety equipment (gloves, nets, containers)
- Pictures of safety procedures
- SUPERMINDS Science & Technology pg. 14
- Digital devices
- Reference materials
- Pictures of invertebrates
- SUPERMINDS Science & Technology pg. 15
- Pictures of insects
- Digital devices
- Insect specimens (if available)
- SUPERMINDS Science & Technology pg. 16
- Pictures of spiders, ticks, and mites
- Reference materials

- Demonstration - Observation - Oral questions
- Observation - Oral questions - Written work

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

- 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
Invertebrates - Characteristics of sea invertebrates
Invertebrates - Observing invertebrates

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

- 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
- SUPERMINDS Science & Technology pg. 22
- Pictures of sea invertebrates
- SUPERMINDS Science & Technology pg. 24
- Safety equipment
- Observation notebooks
- Digital cameras (if available)

- Observation - Oral questions - Written work

Living Things and Their Environment

Invertebrates - Creating an inventory
Invertebrates - Importance of invertebrates
Invertebrates - Economic importance of invertebrates
Human circulatory system - Parts of the human circulatory system

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

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

- 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
- 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 can we categorize the invertebrates in our environment?
How do invertebrates contribute to the economy?

- SUPERMINDS Science & Technology pg. 24
- Pictures of invertebrates
- Chart paper
- Glue
- Scissors
- SUPERMINDS Science & Technology pg. 25
- Digital devices
- Reference materials
- Pictures showing invertebrate roles
- SUPERMINDS Science & Technology pg. 25
- Digital devices
- Reference materials
- Pictures of economic activities involving invertebrates
- SUPERMINDS Science & Technology pg. 27
- Charts of the human circulatory system

- Portfolio assessment - Classification skills - Presentation
- Oral presentations - Written work - Group discussions

Living Things and Their Environment

Human circulatory system - Parts of the human circulatory system
Human circulatory system - Modeling the circulatory system
Human circulatory system - Using digital simulation

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

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

- Drawing assessment - Labeling accuracy - Peer assessment

Living Things and Their Environment

Human circulatory system - Parts of the heart and their functions
Human circulatory system - Major blood vessels 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

- 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
- SUPERMINDS Science & Technology pg. 32
- Charts showing blood vessels

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Human circulatory system - Components of blood and their functions
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:

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

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

- 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
- 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 are the components of blood and what do they do?
What measures enhance a healthy human circulatory system?

- SUPERMINDS Science & Technology pg. 33
- Digital devices
- Videos on blood components
- Reference materials
- SUPERMINDS Science & Technology pg. 34
- Charts showing blood components
- Drawing materials
- SUPERMINDS Science & Technology pg. 35
- Digital devices
- Reference materials
- Pictures showing health conditions
- SUPERMINDS Science & Technology pg. 36
- Chart paper
- SUPERMINDS Science & Technology pg. 37
- Poster materials

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Human circulatory system - Maintaining a healthy circulatory system
Human circulatory system - Developing a routine plan

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

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

- Oral presentations - Written work - Group discussions

Living Things and Their Environment
Matter

Human circulatory system - Assessment activities
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:

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

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

- Written assessment - Diagram labeling - Oral questions

Matter

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

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

- Demonstrate the process of deposition
- Observe change from gas to solid
- Show interest in scientific phenomena

- 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
- Set up an experiment with mothballs, a plastic cup, and ice cubes
- Observe what happens to the vapor from mothballs when it contacts cold surface
- Discuss the direct change from gas to solid
- Define deposition

What happens when solid substances are heated?
How can a gas change directly to a solid?

- SUPERMINDS Science & Technology pg. 45
- Candles
- Matchsticks
- Aluminum foil
- Safety equipment
- Water
- Sufuria
- Heat source
- SUPERMINDS Science & Technology pg. 47
- Mothballs
- Beaker with lid
- SUPERMINDS Science & Technology pg. 48
- Pan with lid
- SUPERMINDS Science & Technology pg. 49
- Cooking fat
- Spoon
- SUPERMINDS Science & Technology pg. 49
- Mothballs
- Clear plastic cup
- Ice cubes
- Safety equipment
- SUPERMINDS Science & Technology pg. 51
- Pictures showing applications of state change
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 53
- Writing materials

- Observation - Practical skills - Oral questions
- Practical demonstration - Observation - Written records

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:

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

- 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
- 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
Change of state - Assessment

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

- 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)
- Assessment worksheets
- Reference materials

- Mind map assessment - Oral presentations - Group discussions

Matter

Change of state - Self-assessment
Composition of air - Composition of air in the atmosphere
Composition of air - Composition of air in the atmosphere
Composition of air - The presence of oxygen in the air
Composition of air - Uses of the different components of air

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

- Identify the percentages of different components in air
- Draw a pie chart showing composition of air
- Appreciate the importance of different air components

- 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
- Examine the size of different colored sections in the chart
- Determine which components take the largest and smallest percentages
- Learn the exact percentages of nitrogen, oxygen, carbon dioxide, and other gases
- Draw a pie chart showing the composition of air

How well do I understand the changes of state of matter?
What percentage of each component is present in air?

- SUPERMINDS Science & Technology pg. 56
- Self-assessment worksheets
- Writing materials
- Reference materials
- SUPERMINDS Science & Technology pg. 57
- Chart showing components of air
- Digital devices
- SUPERMINDS Science & Technology pg. 58
- Chart paper
- Colored pencils
- Reference materials
- Candle
- Glass jar
- Water
- Beaker
- Matchbox
- SUPERMINDS Science & Technology pg. 60
- Digital devices
- Pictures showing uses of oxygen

- Self-assessment - Peer assessment - Reflective writing
- Chart assessment - Oral questions - Written work

Matter

Composition of air - Uses of the different components of air

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

- Outline uses of carbon (IV) oxide in nature
- Explain the importance of carbon (IV) oxide for plants
- Show interest in learning about air components

- Discuss and write down uses of carbon (IV) oxide in nature
- Explore how plants use carbon dioxide in photosynthesis
- Discuss how carbon dioxide is used in fire extinguishers
- Investigate other uses of carbon dioxide in beverages

What are the uses of carbon (IV) oxide in nature?

- SUPERMINDS Science & Technology pg. 60
- Digital devices
- Reference materials
- Pictures showing uses of carbon dioxide
- SUPERMINDS Science & Technology pg. 61
- Pictures showing uses of nitrogen and other gases

- Oral presentations - Written work - Group discussions

Matter

Composition of air - Air pollution
Composition of air - Air pollutants
Composition of air - Effects of air pollution on the environment

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

- Define air pollution
- Identify causes of air pollution
- Show concern for air quality

- Explain effects of air pollution on human health
- Describe how air pollution affects plants
- Show concern for the effects of air pollution

- Study pictures showing air pollution events
- Discuss causes of air pollution shown in the pictures
- Use digital devices to search for the meaning of air pollution
- Brainstorm on the meaning of air pollution
- Discuss how someone would feel when breathing in smoke or dust
- Study pictures showing effects of air pollution on plants
- Discuss the effects of air pollution on health and environment
- Share personal experiences related to air pollution

What is air pollution and what causes it?
How does air pollution affect the environment?

- SUPERMINDS Science & Technology pg. 61
- Pictures showing air pollution
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 62
- Pictures showing air pollutants
- SUPERMINDS Science & Technology pg. 64
- Pictures showing effects of air pollution
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 65
- Dictionary
- Chart paper
- Notebook
- Writing materials
- Digital cameras (if available)

- Observation - Oral questions - Written work
- Oral presentations - Written work - Group discussions

Matter

Composition of air - Methods of reducing air pollution

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

- Identify methods of reducing air pollution
- Search for information on pollution reduction
- Value clean air in the environment

- Use digital devices to search for methods of reducing air pollution
- Discuss and write down methods of reducing air pollution
- Explore personal actions that can reduce air pollution
- Share findings with classmates

How can we reduce air pollution in our environment?

- SUPERMINDS Science & Technology pg. 66
- Digital devices
- Reference materials
- Notebook
- Writing materials
- SUPERMINDS Science & Technology pg. 68
- Picture of Dandora dumpsite

- Oral presentations - Written work - Group discussions

Matter

Composition of air - Methods of reducing air pollution

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

- Describe proper ventilation as a method of reducing air pollution
- Explain the importance of ventilation in buildings
- Value proper ventilation for health

- Discuss the meaning and importance of proper ventilation
- Study pictures showing ventilation systems
- Discuss how ventilation reduces indoor air pollution
- Identify ventilation features in the classroom and school

How does proper ventilation help reduce air pollution?

- SUPERMINDS Science & Technology pg. 69
- Pictures of ventilation systems
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 70
- Picture of VIP latrine

- Oral presentations - Written work - Observation

Matter
Matter
Force and Energy
Force and Energy

Composition of air - Methods of reducing air pollution
Composition of air - Safety precautions when working in an air polluted environment
Composition of air - Community engagement
Composition of air - Assessment and reflection
Light - Movement of light
Light - Movement of light through materials

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

- Explain tree planting as a method of reducing air pollution
- Describe how trees clean the air
- Show interest in environmental conservation

- Plan a community awareness campaign on air pollution
- Create posters on air pollution reduction
- Show responsibility for community air quality

- Study picture showing children planting trees
- Discuss how trees clean the air by absorbing carbon dioxide
- Explain how trees trap dust particles
- Discuss the importance of tree planting for air quality
- Discuss ways to engage the community in reducing air pollution
- Plan a school campaign on air pollution awareness
- Create posters about reducing air pollution
- Discuss proper waste disposal in the community

How do trees help reduce air pollution?
How can we engage the community in reducing air pollution?

- SUPERMINDS Science & Technology pg. 71
- Picture of tree planting
- Digital devices
- Reference materials
- Safety equipment (goggles, masks, gloves)
- Pictures of safety equipment
- SUPERMINDS Science & Technology pg. 72
- Manila papers
- Colored markers
- Writing materials
- Digital devices
- SUPERMINDS Science & Technology pg. 73
- Poem about air
- Self-assessment worksheets
SUPERMINDS Science and Technology pg. 75
- Torch
- Cardboards
- String
- Nail
- Candle
SUPERMINDS Science and Technology pg. 77
- Clear glass

- Oral presentations - Written work - Group discussions
- Poster assessment - Campaign plan - Group participation

Force and Energy

Light - Movement of light through materials
Light - Reflection of light on plane mirrors
Light - Reflection of light on plane mirrors
Light - Formation of shadows

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

- Demonstrate the movement of light through translucent materials
- Identify various translucent materials in the environment
- Show curiosity in exploring translucent materials

- Carry out activities to demonstrate the movement of light through translucent materials like wax paper
- Record and share observations with peers
- Use digital devices to find other examples of translucent materials

What makes materials translucent?

SUPERMINDS Science and Technology pg. 78
- Torch
- Wax paper
- Digital devices
SUPERMINDS Science and Technology pg. 79
- Block of wood
- Metal sheet
- Textbook
SUPERMINDS Science and Technology pg. 81
- Mirror
SUPERMINDS Science and Technology pg. 82
- Ball
- Plane mirror
- Torch/Sun
- Wall
SUPERMINDS Science and Technology pg. 85
- Opaque objects

- Observation - Practical activity - Oral questions

Force and Energy

Light - Formation of shadows
Light - Formation of rainbows
Light - Formation of eclipses

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

- Demonstrate how the size of shadows changes with distance
- Explain factors affecting shadow formation
- Appreciate the application of shadows in daily life

- Carry out activities to show how shadow size changes with distance between light source, object, and screen
- Create and interpret shadow patterns
- Discuss real-life applications of shadows

What factors affect the size of shadows?

SUPERMINDS Science and Technology pg. 86
- Torch
- Various objects
- Screen/wall
SUPERMINDS Science and Technology pg. 88
- Digital devices
- Pictures of rainbows
SUPERMINDS Science and Technology pg. 90
- Pictures of eclipses

- Observation - Oral questions - Written work

Force and Energy

Light - Image formation on plane mirrors
Light - Ray diagrams of images plane mirrors
Light - Applications of movement of light

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

- Describe how images form on plane mirrors
- Identify characteristics of images formed on plane mirrors
- Appreciate the practical applications of image formation

- Draw ray diagrams of images formed on plane mirrors
- Explain how ray diagrams help understand image formation
- Show interest in using diagrams to represent scientific concepts

- Place a lighted candle in front of a plane mirror and observe the image formed
- Discuss the characteristics of the image
- Record and share observations
- Use digital devices to search for information on ray diagrams
- Draw ray diagrams showing image formation in plane mirrors
- Discuss the steps in constructing ray diagrams

How do mirrors form images?
How do ray diagrams help us understand image formation?

SUPERMINDS Science and Technology pg. 93
- Plane mirror
- Candle
- Matchbox
SUPERMINDS Science and Technology pg. 95
- Ruler
- Various objects
SUPERMINDS Science and Technology pg. 98
- Digital devices
- Drawing materials
SUPERMINDS Science and Technology pg. 99
- Plane mirrors
SUPERMINDS Science and Technology pg. 101
- Pictures of optical devices

- Observation - Practical activity - Oral questions
- Observation - Drawing activity - Written work

Force and Energy

Light - Applications of movement of light
Levers as simple machines - Examples of levers

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

- Make a functional periscope using locally available materials
- Explain how a periscope works
- Show creativity in making optical devices

- Follow procedure to make a functional periscope using milk cartons, mirrors, and other materials
- Test the periscope and discuss how it works
- Explain the principles of light reflection used in periscopes

How does a periscope work?

SUPERMINDS Science and Technology pg. 105
- Empty milk cartons
- Rectangular mirrors
- Cardboard cutter
- Tape
- Ruler
- Scissors
SUPERMINDS Science and Technology pg. 108
- Bottle opener
- Spoon
- Spade

- Observation - Project work - Oral presentation

Force and Energy

Levers as simple machines - Examples of levers

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

- Identify various levers in the home and school environment
- Explain how levers function as simple machines
- Show interest in understanding levers in the environment

- Use digital devices to watch animation videos of levers or simple machines
- Identify simple machines from the video
- Visit a local carpenter to observe and try using tools like hammers
- Discuss experiences using these tools

How do levers make our work easier?

SUPERMINDS Science and Technology pg. 109
- Digital devices
- Hammer
- Nails
- Wood
SUPERMINDS Science and Technology pg. 110
- Pictures of various tools
- Real tools when available

- Observation - Practical activity - Oral questions

Force and Energy

Levers as simple machines - Parts of levers
Levers as simple machines - Classification of levers

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

- Identify the parts of a lever
- Explain the function of each part of a lever
- Appreciate how the arrangement of lever parts contributes to their function

- Identify characteristics of first class levers
- Give examples of first class levers
- Show curiosity in understanding lever classification

- Study a see-saw to identify its parts
- Discuss the roles of each part (effort, load, fulcrum)
- Relate the parts of a see-saw to general lever parts
- Remove nails using a hammer to demonstrate a first class lever
- Discuss the position of the fulcrum, effort, and load in the hammer
- Draw diagrams showing the arrangement of parts in first class levers

What are the main parts of a lever?
How are levers classified?

SUPERMINDS Science and Technology pg. 111
- See-saw
- Pictures of levers
SUPERMINDS Science and Technology pg. 112
- Pictures of levers with labeled parts
- Real levers when available
SUPERMINDS Science and Technology pg. 113
- Digital devices
- Various levers
- Drawing materials
SUPERMINDS Science and Technology pg. 114
- Hammer
- Nail
- Wood
- Drawing materials
SUPERMINDS Science and Technology pg. 115
- Bottle opener
- Bottle of soda

- Observation - Oral questions - Written work
- Observation - Practical activity - Oral questions

Force and Energy

Levers as simple machines - Classification of levers

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

- Identify characteristics of third class levers
- Give examples of third class levers
- Show interest in the variety of levers in the environment

- Scoop sand using a spade to demonstrate a third class lever
- Discuss the position of the fulcrum, effort, and load in the spade
- Draw diagrams showing the arrangement of parts in third class levers

What makes a lever third class?

SUPERMINDS Science and Technology pg. 116
- Spade
- Sand
- Drawing materials
SUPERMINDS Science and Technology pg. 118
- Digital devices
- Various levers
- Chart paper

- Observation - Practical activity - Drawing activity

Force and Energy

Levers as simple machines - Uses of levers in day-to-day life

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

- Identify the uses of levers in day-to-day life
- Demonstrate how levers make work easier
- Value the importance of levers in daily activities

- Study pictures showing people using common levers as simple machines
- Identify the lever in each picture and state its class
- Discuss how the levers are used to make work easier
- Demonstrate how to use the levers correctly

How do levers help us in daily life?

SUPERMINDS Science and Technology pg. 119
- Various levers (hole punch, pliers, scissors, etc.)
- Pictures of levers in use
SUPERMINDS Science and Technology pg. 120
- Small nails
- Wooden ruler
- Small boards
- Binding wires
- Plastic containers

- Observation - Practical demonstration - Oral questions

Force and Energy

Levers as simple machines - Uses of levers in day-to-day life
Slopes as simple machines - Types of slopes
Slopes as simple machines - Types of slopes
Slopes as simple machines - Different forms of slopes in the locality

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

- Identify and classify levers in the home environment
- Explain how different levers help with household tasks
- Appreciate the role of levers in simplifying daily tasks

- Identify different forms of slopes in pictures
- Explain how slopes in pictures make work easier
- Show curiosity in exploring slopes in the environment

- Make a list of simple machines in their homes
- Classify the identified household levers into the three classes
- Explain to classmates how these levers make work easier at home
- Study pictures of different slopes (ladder, ramp, staircase, winding road)
- Identify the slopes in the pictures
- Discuss how these slopes make work easier
- Share experiences with these slopes

What levers do we use at home?
What forms of slopes can we identify?

SUPERMINDS Science and Technology pg. 122
- Pictures of household levers
- Real household levers when available
SUPERMINDS Science and Technology pg. 123
- Pictures of various slopes
- Real slopes in the school compound
SUPERMINDS Science and Technology pg. 124
- Raised platform
- Tyre
- Wooden board
SUPERMINDS Science and Technology pg. 125
- Pictures of various slopes
SUPERMINDS Science and Technology pg. 126
- Camera/mobile phone/tablet
- Notebook
- School environment

- Observation - List creation task - Oral presentation
- Observation - Oral questions - Written work

Force and Energy

Slopes as simple machines - Different forms of slopes in the locality

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

- Describe different types of slopes in the environment
- Explain the uses of different slopes
- Show interest in the functionality of slopes

- Discuss the uses of different slopes identified in the environment (ladders, ramps, staircases, etc.)
- Create a table showing slopes and their uses
- Share findings with classmates

How are different slopes used in our environment?

SUPERMINDS Science and Technology pg. 127
- Pictures taken during field walk
- Notes from field observation
SUPERMINDS Science and Technology pg. 128
- Pictures of wedges
- Real wedges when available

- Observation - Table completion task - Oral presentation

Force and Energy

Slopes as simple machines - Uses of slopes

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

- Identify modern applications of slopes
- Explain how elevators, escalators, and cableways make work easier
- Show curiosity in technological applications of slopes

- Study pictures of elevators, escalators, and cableways
- Use digital devices to search for information on how these systems make work easier
- Discuss how these modern systems apply slope principles

How are slopes used in modern transportation?

SUPERMINDS Science and Technology pg. 128
- Digital devices
- Pictures of elevators, escalators, and cableways
SUPERMINDS Science and Technology pg. 129
- Pictures of escalators
- Pictures of cableways

- Observation - Oral questions - Written work

Force and Energy

Slopes as simple machines - Importance of use of slopes in day-to-day life

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

- Explain the importance of slopes in accessibility
- Identify how slopes help in construction
- Appreciate the role of slopes in creating inclusive environments

- Explain the importance of slopes in construction and loading
- Identify how slopes are used in emergency situations
- Show interest in the practical applications of slopes

- Discuss how wheelchair ramps improve accessibility
- Explore other accessibility applications of slopes
- Debate the importance of incorporating slopes in building design
- Discuss how slopes facilitate moving materials in construction sites
- Explore applications of slopes in loading/unloading and emergency evacuation
- Create a mind map showing the various applications of slopes

How do slopes improve accessibility?
How are slopes used in construction and emergencies?

SUPERMINDS Science and Technology pg. 130
- Pictures of wheelchair ramps and accessibility slopes
SUPERMINDS Science and Technology pg. 131
- Pictures of sloped roads and recreational slopes
SUPERMINDS Science and Technology pg. 131
- Pictures showing construction ramps and emergency slides
SUPERMINDS Science and Technology pg. 132
- Digital devices
- Presentation materials
- Pieces of timber/wood
- Nails
- Hammer
- Tape measure
- Saw
SUPERMINDS Science and Technology pg. 133
- Ladder
- Other adjustable slopes if available

- Observation - Debate participation - Written work
- Observation - Mind map creation - Oral questions