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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 - Meaning of fungi
|
By the end of the
lesson, the learner
should be able to:
-state the meaning of fungi -identify common fungi in the environment -appreciate the importance of fungi to the economy |
The learner is guided to:
-use print and non-print materials to search for images of common fungi such as puffballs, toadstools, mushrooms and moulds -discuss the meaning of fungi |
What are fungi?
|
Oxford Everyday Science and Technology Learner's Book pg 2
- Wall charts of fungi - Digital devices |
- oral questions
-written questions
|
|
| 2 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi - Digital observation of fungi
|
By the end of the
lesson, the learner
should be able to:
-identify common fungi in the environment -use digital devices to observe images of common fungi -appreciate the importance of fungi to the economy |
The learner is guided to:
-use digital devices to search for more examples of fungi -draw and name different types of fungi |
What are some examples of common fungi?
|
Oxford Everyday Science and Technology Learner's Book pg 3
- Digital devices with internet connection |
- oral questions
-written questions
|
|
| 2 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi - Collecting fungi samples
|
By the end of the
lesson, the learner
should be able to:
-identify common fungi in the environment -take a walk in the school compound and collect samples of fungi -appreciate the importance of fungi to the economy |
The learner is guided to:
-take a walk in the school compound and neighborhood to observe and collect different fungi -label containers with different fungi specimens |
Where can fungi be found in our environment?
|
Oxford Everyday Science and Technology Learner's Book pg 3
- Gloves - Dustcoat - Small containers - Masking tape - Knife/panga |
- oral questions
-observation
|
|
| 2 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi - Common fungi in the environment
|
By the end of the
lesson, the learner
should be able to:
-identify common fungi in the environment -describe the importance of fungi in nature -appreciate the importance of fungi to the economy |
The learner is guided to:
-observe different types of fungi like mushrooms, bread moulds, puffballs and toadstools -discuss examples of fungi discovered during the nature walk |
Which fungi are commonly found in our environment?
|
Oxford Everyday Science and Technology Learner's Book pg 3
- Collected fungi specimens |
- oral questions
-written questions
|
|
| 3 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi - Importance of fungi to humans
|
By the end of the
lesson, the learner
should be able to:
-identify the importance of fungi in nature -discuss the benefits of fungi to human beings -appreciate the importance of fungi to the economy |
The learner is guided to:
-discuss the importance of fungi as stated by people in pictures -identify benefits of fungi to human beings |
How are fungi useful to humans?
|
Oxford Everyday Science and Technology Learner's Book pg 4
- Pictures showing importance of fungi |
- oral questions
-written questions
|
|
| 3 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi - Growing moulds on food
|
By the end of the
lesson, the learner
should be able to:
-describe the importance of fungi in nature -grow moulds on food materials -appreciate the importance of fungi to the economy |
The learner is guided to:
-grow mould on slices of bread and cooked food -observe the growth of mould on the food materials |
How do moulds grow on food?
|
Oxford Everyday Science and Technology Learner's Book pg 4
- Slices of bread - Cooked food - Food packaging containers |
- observation
-oral questions
|
|
| 3 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi - Economic importance of fungi
|
By the end of the
lesson, the learner
should be able to:
-describe the importance of fungi in nature -identify economic uses of fungi -appreciate the importance of fungi to the economy |
The learner is guided to:
-discuss various economic importance of fungi -identify uses of fungi in bread making, medicine and soil fertility |
What is the importance of fungi to the economy?
|
Oxford Everyday Science and Technology Learner's Book pg 6
- Pictures showing economic importance of fungi |
- oral questions
-written questions
|
|
| 3 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi - Safe handling of 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 |
The learner is guided to:
-discuss safety precautions when handling fungi -identify ways of disposing waste from fungi at home and school |
Which precautions should you take when handling fungi?
|
Oxford Everyday Science and Technology Learner's Book pg 8
- Digital devices - Safety gear (gloves, masks) |
- oral questions
-written questions
|
|
| 4 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi - Safe disposal of fungi waste
|
By the end of the
lesson, the learner
should be able to:
-outline precautions and safe disposal of wastes when handling fungi -describe safety measures when disposing of fungi waste -appreciate the importance of fungi to the economy |
The learner is guided to:
-identify safety precautions when disposing of bread with moulds -discuss ways of safe disposal of waste from fungi |
How can we safely dispose of fungi waste?
|
Oxford Everyday Science and Technology Learner's Book pg 9
- Pictures showing disposal of fungi - Waste disposal bins |
- oral questions
-written questions
|
|
| 4 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi - Creative writing about fungi
|
By the end of the
lesson, the learner
should be able to:
-describe the importance of fungi in nature -identify economic importance of fungi -appreciate the importance of fungi to the economy |
The learner is guided to:
-write a poem about the importance of fungi found in the environment -recite poems to classmates |
What economic benefits do fungi provide?
|
Oxford Everyday Science and Technology Learner's Book pg 9
- Writing materials |
- observation
-oral assessment
|
|
| 4 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi - Economic benefits of fungi
|
By the end of the
lesson, the learner
should be able to:
-identify the importance of fungi in nature -appreciate the importance of fungi to the economy -describe economic importance of fungi |
The learner is guided to:
-discuss and write down the importance of fungi in the economy -discuss what would happen if there were no fungi in the environment |
Why are fungi important to the economy?
|
Oxford Everyday Science and Technology Learner's Book pg 10
- Pictures showing economic importance of fungi |
- oral questions
-written questions
|
|
| 4 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Definition of invertebrates
|
By the end of the
lesson, the learner
should be able to:
-state the meaning of invertebrates -identify common invertebrates in the environment -appreciate the importance of invertebrates in nature |
The learner is guided to:
-look up the meaning of invertebrates in a dictionary -discuss the meaning of invertebrates in groups -identify invertebrates from pictures |
What are invertebrates?
|
Oxford Everyday Science and Technology Learner's Book pg 11
- Dictionary - Pictures of invertebrates |
- oral questions
-written questions
|
|
| 5 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Common invertebrates
|
By the end of the
lesson, the learner
should be able to:
-identify common invertebrates in the environment -describe examples of invertebrates -appreciate the importance of invertebrates in nature |
The learner is guided to:
-observe pictures of different invertebrates -identify and name different invertebrates from pictures -discuss examples of invertebrates they have seen |
Give examples of common invertebrates
|
Oxford Everyday Science and Technology Learner's Book pg 12
- Charts showing invertebrates - Pictures of invertebrates |
- oral questions
-written questions
|
|
| 5 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Handling invertebrates safely
|
By the end of the
lesson, the learner
should be able to:
-practise precautions in handling invertebrates -describe the harm caused by some invertebrates -appreciate the importance of invertebrates in nature |
The learner is guided to:
-discuss harm caused by different invertebrates -identify safety precautions when handling invertebrates -complete a table showing invertebrates and harm they cause |
What precautions should you take when handling invertebrates?
|
Oxford Everyday Science and Technology Learner's Book pg 13
- Pictures of harmful invertebrates |
- oral questions
-written questions
|
|
| 5 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Protective clothing for handling invertebrates
|
By the end of the
lesson, the learner
should be able to:
-practise precautions in handling invertebrates -describe protective clothing used when handling invertebrates -appreciate the importance of invertebrates in nature |
The learner is guided to:
-discuss protective clothing to use when handling invertebrates -identify precautions to take when dealing with different invertebrates |
What protective clothing should you wear when handling invertebrates?
|
Oxford Everyday Science and Technology Learner's Book pg 14
- Protective clothing samples (gloves, masks, goggles) |
- oral questions
-written questions
|
|
| 5 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Grouping invertebrates
|
By the end of the
lesson, the learner
should be able to:
-group invertebrates based on their features -identify different groups of invertebrates -appreciate the importance of invertebrates in nature |
The learner is guided to:
-observe pictures of different invertebrates -group invertebrates based on body parts and legs -draw a table for grouping invertebrates |
How can invertebrates be grouped?
|
Oxford Everyday Science and Technology Learner's Book pg 14
- Pictures of different invertebrates |
- oral questions
-written questions
|
|
| 6 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Field observation of invertebrates
|
By the end of the
lesson, the learner
should be able to:
-group invertebrates based on their features -take photographs of invertebrates in the environment -appreciate the importance of invertebrates in nature |
The learner is guided to:
-take a walk in the school compound or neighborhood -observe and identify different invertebrates -take photos of the invertebrates |
Which invertebrates are found in our environment?
|
Oxford Everyday Science and Technology Learner's Book pg 15
- Digital camera/smartphone - Protective clothing |
- observation
-oral questions
|
|
| 6 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Characteristics of insects
|
By the end of the
lesson, the learner
should be able to:
-describe the general characteristics of invertebrates -identify the characteristics of insects -appreciate the importance of invertebrates in nature |
The learner is guided to:
-observe pictures showing body parts of insects -identify the number of body parts and legs of insects -discuss characteristics of insects |
What are the characteristics of insects?
|
Oxford Everyday Science and Technology Learner's Book pg 16
- Charts showing insect body parts - Pictures of insects |
- oral questions
-written questions
|
|
| 6 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Characteristics of spiders, ticks and mites
|
By the end of the
lesson, the learner
should be able to:
-describe the general characteristics of invertebrates -identify characteristics of spiders, ticks and mites -appreciate the importance of invertebrates in nature |
The learner is guided to:
-observe pictures of spiders, ticks and mites -count the number of legs and body parts -discuss characteristics of spiders, ticks and mites |
What are the characteristics of spiders, ticks and mites?
|
Oxford Everyday Science and Technology Learner's Book pg 18
- Pictures of spiders, ticks and mites |
- oral questions
-written questions
|
|
| 6 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Characteristics of millipedes and centipedes
|
By the end of the
lesson, the learner
should be able to:
-describe the general characteristics of invertebrates -identify characteristics of millipedes and centipedes -appreciate the importance of invertebrates in nature |
The learner is guided to:
-observe pictures of millipedes and centipedes -discuss the differences between millipedes and centipedes -identify characteristics of millipedes and centipedes |
What are the differences between millipedes and centipedes?
|
Oxford Everyday Science and Technology Learner's Book pg 19
- Pictures of millipedes and centipedes |
- oral questions
-written questions
|
|
| 7 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Characteristics of snails and slugs
|
By the end of the
lesson, the learner
should be able to:
-describe the general characteristics of invertebrates -identify characteristics of snails and slugs -appreciate the importance of invertebrates in nature |
The learner is guided to:
-observe pictures of snails and slugs -identify how snails and slugs move -count the number of tentacles they have |
What are the characteristics of snails and slugs?
|
Oxford Everyday Science and Technology Learner's Book pg 20
- Pictures of snails and slugs |
- oral questions
-written questions
|
|
| 7 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Characteristics of worms
|
By the end of the
lesson, the learner
should be able to:
-describe the general characteristics of invertebrates -identify characteristics of worms -appreciate the importance of invertebrates in nature |
The learner is guided to:
-observe pictures of earthworms and tapeworms -discuss the characteristics of worms -identify the habitat of different worms |
What are the characteristics of worms?
|
Oxford Everyday Science and Technology Learner's Book pg 21
- Pictures of earthworms and tapeworms - Gloves for handling specimens |
- oral questions
-written questions
|
|
| 7 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Characteristics of sea invertebrates
|
By the end of the
lesson, the learner
should be able to:
-describe the general characteristics of invertebrates -identify characteristics of sea invertebrates -appreciate the importance of invertebrates in nature |
The learner is guided to:
-observe pictures of octopus, starfish and crabs -discuss the characteristics of sea invertebrates -identify where sea invertebrates live |
What are the characteristics of sea invertebrates?
|
Oxford Everyday Science and Technology Learner's Book pg 22
- Pictures of octopus, starfish and crabs |
- oral questions
-written questions
|
|
| 7 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Local inventory of invertebrates
|
By the end of the
lesson, the learner
should be able to:
-outline the economic importance of invertebrates -identify invertebrates in the locality -appreciate the importance of invertebrates in nature |
The learner is guided to:
-walk around the neighborhood to find common invertebrates -note down invertebrates seen -discuss importance of invertebrates |
Which invertebrates are found in our locality?
|
Oxford Everyday Science and Technology Learner's Book pg 23
- Notebooks - Protective gear |
- oral questions
-written questions
|
|
| 8 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Benefits and harms of invertebrates
|
By the end of the
lesson, the learner
should be able to:
-outline the economic importance of invertebrates -identify benefits of invertebrates to humans -appreciate the importance of invertebrates in nature |
The learner is guided to:
-discuss benefits of invertebrates to human beings -identify how invertebrates can harm humans -share thoughts with classmates |
How are invertebrates important to humans?
|
Oxford Everyday Science and Technology Learner's Book pg 24
- Reference materials on invertebrates |
- oral questions
-written questions
|
|
| 8 | 2 |
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 -discuss benefits of different groups of invertebrates -appreciate the importance of invertebrates in nature |
The learner is guided to:
-discuss benefits of different groups of invertebrates -write short notes on importance of invertebrates -present notes to classmates |
What is the economic importance of different invertebrates?
|
Oxford Everyday Science and Technology Learner's Book pg 25
- Reference materials - Writing materials |
- oral questions
-written questions
|
|
| 8 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Role of invertebrates in nature
|
By the end of the
lesson, the learner
should be able to:
-outline the economic importance of invertebrates -identify importance of invertebrates in nature -appreciate the importance of invertebrates in nature |
The learner is guided to:
-watch documentaries on fascinating lives of invertebrates -discuss what would happen if there were no invertebrates in nature -identify ways to protect invertebrates |
Why are invertebrates important in nature?
|
Oxford Everyday Science and Technology Learner's Book pg 26
- Digital devices for watching documentaries |
- oral questions
-observation
|
|
| 8 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates - Creating a photo album of invertebrates
|
By the end of the
lesson, the learner
should be able to:
-outline the economic importance of invertebrates -make a portfolio of invertebrates -appreciate the importance of invertebrates in nature |
The learner is guided to:
-make a photo album of different invertebrates -stick pictures under right headings -write characteristics of each group |
What is a portfolio of invertebrates?
|
Oxford Everyday Science and Technology Learner's Book pg 27
- Exercise book - Glue - Scissors - Pictures of invertebrates |
- portfolio assessment
-oral questions
|
|
| 9 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - Parts of the circulatory system
|
By the end of the
lesson, the learner
should be able to:
-identify main parts of the human circulatory system -describe functions of main parts of the human circulatory system -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-observe a chart of parts of the circulatory system -identify the heart and blood vessels -draw and label parts of the human circulatory system |
What is the human circulatory system made up of?
|
Oxford Everyday Science and Technology Learner's Book pg 31
- Chart of human circulatory system |
- oral questions
-written questions
|
|
| 9 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - Parts of the heart
|
By the end of the
lesson, the learner
should be able to:
-identify parts of the heart -describe functions of parts of the heart -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-observe a chart of the human heart -identify chambers of the heart -locate blood vessels connected to the heart |
What are the parts of the heart and their functions?
|
Oxford Everyday Science and Technology Learner's Book pg 32
- Chart of human heart |
- oral questions
-written questions
|
|
| 9 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - Functions of heart parts
|
By the end of the
lesson, the learner
should be able to:
-identify parts of the heart -describe functions of parts of the heart -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-observe a model of the human heart -identify chambers and blood vessels -discuss functions of parts of the heart |
How do the parts of the heart function?
|
Oxford Everyday Science and Technology Learner's Book pg 33
- Model of human heart |
- oral questions
-written questions
|
|
| 9 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - Types of blood vessels
|
By the end of the
lesson, the learner
should be able to:
-identify types of blood vessels -describe functions of different blood vessels -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-stretch their arm to see blood vessels under the skin -locate blood vessels on the lower arm -discuss types of blood vessels |
What are the types of blood vessels and their functions?
|
Oxford Everyday Science and Technology Learner's Book pg 35
- Piece of cloth |
- observation
-oral questions
|
|
| 10 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - Arteries and their functions
|
By the end of the
lesson, the learner
should be able to:
-identify types of blood vessels -describe functions of arteries -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-observe a diagram of an artery -discuss characteristics of arteries -identify functions of arteries |
What are the characteristics and functions of arteries?
|
Oxford Everyday Science and Technology Learner's Book pg 36
- Diagram of artery |
- oral questions
-written questions
|
|
| 10 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - Veins, capillaries and their functions
|
By the end of the
lesson, the learner
should be able to:
-identify types of blood vessels -describe functions of veins and capillaries -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-observe diagrams of veins and capillaries -discuss characteristics of veins and capillaries -identify functions of veins and capillaries |
What are the characteristics and functions of veins and capillaries?
|
Oxford Everyday Science and Technology Learner's Book pg 36
- Diagrams of veins and capillaries |
- oral questions
-written questions
|
|
| 10 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - Components of blood
|
By the end of the
lesson, the learner
should be able to:
-identify components of blood -describe functions of components of blood -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-discuss what blood is made of -identify why blood is red -discuss functions of blood |
What are the components of blood and their functions?
|
Oxford Everyday Science and Technology Learner's Book pg 38
- Chart showing components of blood |
- oral questions
-written questions
|
|
| 10 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - Modelling blood components
|
By the end of the
lesson, the learner
should be able to:
-identify components of blood -model components of blood -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-watch a video on components of blood -discuss appearance of blood cells and platelets -model components of blood using local materials |
How can we model the components of blood?
|
Oxford Everyday Science and Technology Learner's Book pg 39
- Red beads - White beads - Tiny pieces of paper - Water - Yellow food color - Bowl - Spoon |
- observation
-oral questions
|
|
| 11 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - Symptoms of circulatory problems
|
By the end of the
lesson, the learner
should be able to:
-outline the symptoms of common health conditions of the human circulatory system -describe signs of circulatory problems -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-discuss common problems of the circulatory system -identify signs and symptoms of circulatory problems -search for information on symptoms of circulatory problems |
What are the symptoms of common circulatory health problems?
|
Oxford Everyday Science and Technology Learner's Book pg 40
- Digital devices with internet access - Reference materials |
- oral questions
-written questions
|
|
| 11 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - Preventing circulatory problems
|
By the end of the
lesson, the learner
should be able to:
-outline the prevention of common health conditions of the human circulatory system -identify preventive measures -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-observe pictures showing prevention measures -discuss what is happening in each picture -identify ways to prevent circulatory problems |
How can we prevent common circulatory health problems?
|
Oxford Everyday Science and Technology Learner's Book pg 41
- Pictures showing prevention of circulatory problems |
- oral questions
-written questions
|
|
| 11 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - Hardening of arteries
|
By the end of the
lesson, the learner
should be able to:
-outline common health conditions of the human circulatory system -describe hardening of arteries and its prevention -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-search for information on hardening of arteries -identify symptoms of hardening of arteries -discuss prevention measures for hardening of arteries |
What is hardening of arteries and how can it be prevented?
|
Oxford Everyday Science and Technology Learner's Book pg 44
- Reference books - Digital devices |
- oral questions
-written questions
|
|
| 11 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - High blood pressure and heart attack
|
By the end of the
lesson, the learner
should be able to:
-outline common health conditions of the human circulatory system -describe high blood pressure and heart attack -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-identify symptoms of high blood pressure -discuss symptoms of heart attack -identify prevention measures for high blood pressure and heart attack |
What are high blood pressure and heart attack, and how can they be prevented?
|
Oxford Everyday Science and Technology Learner's Book pg 45
- Reference materials - Charts showing symptoms of heart attack |
- oral questions
-written questions
|
|
| 12 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - Maintaining healthy circulation
|
By the end of thek lesson, the learner
should be able to:
-develop a routine plan for maintaining a healthy circulatory system -identify ways of maintaining a healthy circulatory system -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-discuss ways of maintaining a healthy circulatory system -identify activities that should be encouraged -discuss activities that should be discouraged |
What are the ways of maintaining a healthy circulatory system?
|
Oxford Everyday Science and Technology Learner's Book pg 47
- Charts showing healthy activities |
- oral questions
-written questions
|
|
| 12 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - Routine health plans
|
By the end of the
lesson, the learner
should be able to:
-develop a routine plan for maintaining a healthy circulatory system -design a routine plan -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-design a routine plan for maintaining a healthy circulatory system -include daily, weekly and monthly practices -share routine plan with other groups |
How can we develop a routine plan for a healthy circulatory system?
|
Oxford Everyday Science and Technology Learner's Book pg 47
- Manila paper - Markers - Writing materials |
- observation
-oral questions
|
|
| 12 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system - Importance of circulatory health
|
By the end of the
lesson, the learner
should be able to:
-appreciate the importance of a healthy circulatory system -identify reasons for keeping the circulatory system healthy -develop a routine plan for maintaining a healthy circulatory system |
The learner is guided to:
-discuss importance of maintaining a healthy circulatory system -identify reasons for keeping the circulatory system healthy |
Why is it important to maintain a healthy circulatory system?
|
Oxford Everyday Science and Technology Learner's Book pg 48
- Digital devices - Reference materials |
- oral questions
-written questions
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| 12 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
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Human circulatory system - Review of circulatory system
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By the end of the
lesson, the learner
should be able to:
-describe functions of main parts of the human circulatory system -identify components of blood and their functions -appreciate the importance of a healthy circulatory system |
The learner is guided to:
-revise main parts of the circulatory system and their functions -identify components of blood and their functions -discuss ways of maintaining a healthy circulatory system |
What have we learned about the human circulatory system?
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Oxford Everyday Science and Technology Learner's Book pg 49
- Charts of circulatory system - Previous notes |
- oral questions
-written questions
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